PRiME: designing challenge-based ethics instruction for undergraduate engineers

Hart, Hillary; Randall, D'Arcy

doi:10.1109/ipcc.2005.1494170

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…However, little experience has been gathered in different contexts. Especially its adoption to ethics is relatively new [4,5]. The working hypothesis for the present contribution rests on the notion that-even though the activity takes place in a specific context, e.g., engineering-it also explicitly requires students to not exclusively identify solutions from a search space confined to 50th Annual Conference in September 2022 1226 the disciplinary context.…”

Section: Challenge-based Learningmentioning

confidence: 99%

Everything you want to know and never dared to ask. A practical approach to employing challenge-based learning in engineering ethics

Herzog¹,

Breyer²,

Leinweber³

et al. 2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

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Challenge-based learning (CBL) for engineering ethics tasks students with identifying ethical challenges in cooperation with an external partner, e.g., a technology company. As many best-practice parameters of such courses remain unclear, this contribution focuses on a teacher-centric introduction into deploying CBL for engineering ethics. Taking Goodlad’s curriculum typology as a point of departure, we discuss practical issues in devising, maintaining and evaluating CBL courses for engineering ethics both in terms of the temporal dimension (before, during and after the course) as well as in terms of the people involved. We will discuss selecting learning objectives, forms of knowledge acquisition, supporting self-organization, and fostering discursive etiquette, as well as cooperative, yet critical attitudes. Additionally, we will delve into strategic matters, e.g., ways to approach potential external partners and maintain fruitful cooperations.

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Section: Challenge-based Learningmentioning

confidence: 99%

Everything you want to know and never dared to ask. A practical approach to employing challenge-based learning in engineering ethics

Herzog¹,

Breyer²,

Leinweber³

et al. 2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

View full text Add to dashboard Cite

show abstract

“…Frequent feedback from the instructor encourages an "assessment-centered" environment. 6 8,9 ) In its use of HPL, PRiME resembles the university partnership VaNTH (Vanderbilt, Northwestern, UT Austin, and Harvard/MIT) Engineering Research Center [VaNTH website]. Moreover, PRiME implements HPL theory through the apparatus of a Challenge Cycle, which is nearly identical to the STAR.legacy cycle developed for VaNTH and described fully in Martin et al 7 VaNTH, however, focuses on the development of instructional materials for Biomedical engineering, whereas PRiME's goal is to develop modules appropriate for all fields of engineering.…”

Section: The Theoretical Foundationmentioning

confidence: 99%

“…Summative assessment tools, such as conventional tests, 6,8 which evaluate students' grasp of the material at the end of the lesson, are included in every lesson. In the HPL model, summative assessment should begin early in the learning process, by testing students' prior knowledge of the topic.…”

Section: The Assessmentmentioning

confidence: 99%

PRiME: Integrating professional responsibility into the engineering curriculum

et al. 2006

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Engineering educators have long discussed the need to teach professional responsibility and the social context of engineering without adding to overcrowded curricula. One difficulty we face is the lack of appropriate teaching materials that can fit into existing courses. The PRiME (Professional Responsibility Modules for Engineering) Project (http://www.engr.utexas.edu/ethics/primeModules.cfm) described in this paper was initiated at the University of Texas, Austin to provide web-based modules that could be integrated into any undergraduate engineering class. Using HPL (How People Learn) theory, PRiME developed and piloted four modules during the academic year 2004-2005. This article introduces the modules and the pilot, outlines the assessment process, analyzes the results, and describes how the modules are being revised in light of the initial assessment. In its first year of development and testing, PRiME made significant progress towards meeting its objectives. The PRiME Project can strengthen engineering education by providing faculty with an effective system for engaging students in learning about professional responsibility.

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What is the structure of a Challenge Based Learning project? A shortitudinal trajectory analysis of student process behaviours in an interdisciplinary engineering course

Martin,

Bombaerts

2024

European Journal of Engineering Education

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PRiME: designing challenge-based ethics instruction for undergraduate engineers

Cited by 3 publications

References 2 publications

Everything you want to know and never dared to ask. A practical approach to employing challenge-based learning in engineering ethics

Everything you want to know and never dared to ask. A practical approach to employing challenge-based learning in engineering ethics

PRiME: Integrating professional responsibility into the engineering curriculum

What is the structure of a Challenge Based Learning project? A shortitudinal trajectory analysis of student process behaviours in an interdisciplinary engineering course

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