Meeting the ethics challenge in engineering education: re-accreditation and beyond

Cruz, José Anderson Santos; Frey, William; Sánchez, Halley D.; Torres, Miguel Ángel Medina

doi:10.1109/fie.2004.1408694

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…Some of this body of literature has addressed certain pedagogically practical, but philosophically peripheral questions: ''Is there enough time or room in the curriculum to accommodate extra course material?'' (Daniel 2007;Cruz et al 2004), or ''What are the practical guidelines and recommended practices for teaching engineering ethics?'' (Bucciarelli 2007;Kaufman 1998;Whitbeck 2006;Davis 2006a).…”

Section: Introductionmentioning

confidence: 99%

Should Engineering Ethics be Taught?

Abaté

2010

Sci Eng Ethics

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Should engineering ethics be taught? Despite the obvious truism that we all want our students to be moral engineers who practice virtuous professional behavior, I argue, in this article that the question itself obscures several ambiguities that prompt preliminary resolution. Upon clarification of these ambiguities, and an attempt to delineate key issues that make the question a philosophically interesting one, I conclude that engineering ethics not only should not, but cannot, be taught if we understand ''teaching engineering ethics'' to mean training engineers to be moral individuals (as some advocates seem to have proposed). However, I also conclude that there is a justification to teaching engineering ethics, insofar as we are able to clearly identify the most desirable and efficacious pedagogical approach to the subject area, which I propose to be a case study-based format that utilizes the principle of human cognitive pattern recognition.

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Section: Introductionmentioning

confidence: 99%

Should Engineering Ethics be Taught?

Abaté

2010

Sci Eng Ethics

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“…Since engineering ethics became an accreditation criteria for the engineering program, they have created a growing interest among universities on the issue of increasing the ethical knowledge among their students and the production of ethically responsible 16 http://www.i-jep.org engineers [1]. Nowadays, engineering ethics is an integral part of engineering education [14,19,22,24], such as a stand-alone course in engineering ethics [5], teaching ethics across the engineering curriculum [11]. The studies of ethics are of central importance for engineering education [12].…”

Section: Introductionmentioning

confidence: 99%

Teaching Engineering Ethics Through a Psychology Course

et al. 2021

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While ethics instruction is now widespread, studies are still looking for different ways to integrate ethics in engineering programs. In this article, we propose a novel approach by teaching engineering ethics through a psychology course. Starting with the relevant literature studies, we have argued that the phenomeno-logical experience of ethics is a source to explain psychological truths, while en-gineering ethics can be better taught from psychological / behavioral perspectives. A pedagogical approach of experiential learning has been applied to integrate engineering ethics into the psychology course. The empirical study with 400 stu-dents in psychology courses show that teaching engineering ethics through a psychology course has a significant effect on improving the knowledge of engi-neering ethics for students. The relationship between the two pre- and post-test scores was a strong positive linear relationship. A regression equation with a slope of a straight line of 0.57 and a constant of 1.52 has been provided to predict the improvement of post-test scores through pre-test scores. This study proposes the formation of a "psychology and ethics" module in technical schools.

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“…Moreover, 15/85 assumes that it is feasible to generate commitment to EAC along with competence in ethics integration for 15% of BSE faculty at a typical university. We have accomplished this with a workshop format that we have reported on in various contexts [1] - [2]. Finally, 15/85 hypothesizes that this core 15% can, through coordinated ethics interventions, bring about a significant and measurable impact on the moral development of 85% of BSE students.…”

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confidence: 97%

Work in Progress - 15/85 & Toolkit Concepts: Ethics Across the Curriculum at UPRM

Frey

Cruz-Cruz

Sánchez

Proceedings Frontiers in Education 35th Annual Conference

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A series of workshops to introduce faculty to EAC (ethics across the curriculum) have been carried out at the University of Puerto Rico at Mayagüez. These workshops constitute the first stage of a comprehensive strategy, the 15/85 EAC Model Program. The past two years have provided time to examine the challenges facing the implementation of 15/85. The principle challenges arise from the need to build and sustain a core EAC community. In response, a virtual workshop format has been developed that links real world workshops and activities. The ethics toolkit concept delivers this virtual workshop by providing an online environment that will use the networking and open sourcing capabilities of the Internet to generate, improve, and disseminate EAC best practices, including cases, modules, and instructor support materials. This paper will summarize 15/85, report on its challenges, and outline a novel approach to dealing with these challenges, the online ethics toolkit concept.Index Terms -Ethics across the curriculum, EC 2000, Ethics Toolkit Concept, Online Ethics 15/85 EAC MODEL PROGRAMAt the University of Puerto Rico at Mayagüez in the College of Engineering, we have developed a two-pronged strategy for responding to ABET 2000 ethics criteria (EC 2000). The first prong lies in an elective stand-alone course in engineering ethics while the second consists of ethics integration modules that are carried out in mainstream engineering courses. Our program seeks to combine the best of both approaches, the indepth exposure to ethics provided by free standing courses with the broader impact produced by smaller and more contextualized activities that are integrated into mainstream engineering courses. We have also taken pains to keep participation voluntary for both students and faculty. About ¼ of our engineering students take the ethics course while a similar percentage of engineering faculty volunteer to integrate ethics modules into their classes.This two pronged approach synthesizes two activities usually kept separate, the free standing course and ethics across the curriculum (EAC). Our freestanding course in engineering ethics has been offered for over twenty years. EAC is fairly new to UPRM having started four years ago when our college of engineering began preparing for the ABET visit which took place in November 2003. To introduce and recruit faculty for EAC, we held a series of workshops from 2001 through 2002 attended by over 100 of our engineering faculty. These workshops constitute the first stage of a comprehensive strategy we call the 15/85 EAC Model Program.We have premised 15/85 on the commitment to produce a serious and positive impact on the moral development of BSE (business, science, and engineering) students through ethics integration efforts carried out by BSE faculty. Moreover, 15/85 assumes that it is feasible to generate commitment to EAC along with competence in ethics integration for 15% of BSE faculty at a typical university. We have accomplished this with a workshop format that we have reporte...

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Meeting the ethics challenge in engineering education: re-accreditation and beyond

Cited by 3 publications

References 5 publications

Should Engineering Ethics be Taught?

Should Engineering Ethics be Taught?

Teaching Engineering Ethics Through a Psychology Course

Work in Progress - 15/85 & Toolkit Concepts: Ethics Across the Curriculum at UPRM

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Meeting the ethics challenge in engineering education: re-accreditation and beyond

Cited by 3 publications

References 5 publications

Should Engineering Ethics be Taught?

Should Engineering Ethics be Taught?

Teaching Engineering Ethics Through a Psychology Course

Work in Progress - 15/85 &amp; Toolkit Concepts: Ethics Across the Curriculum at UPRM

Contact Info

Product

Resources

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Work in Progress - 15/85 & Toolkit Concepts: Ethics Across the Curriculum at UPRM