Some Personal Notes on Role Plays as an Excellent Teaching Tool

Hunger, Iris

doi:10.1007/s11948-013-9477-9

Cited by 6 publications

(3 citation statements)

References 2 publications

(1 reference statement)

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“…To develop knowledge about what has to be learnt and how to massively train citizens to assume these responsibilities is a current duty and aim of SET researchers and teachers as those of SERSEE network. (Doorn and Kroesen 2013) and in Germany (Hunger 2013); biosecurity education for life science professionals from around the world (Minehata et al 2013;Nixdorff 2013); PhD course for climate scientists at the University of Kiel (Børsen, Antia, and Glessmer 2013); and reflections on reforms of engineering education (Takala and Korhonen-Yrjänheikki 2013;Geerts 2013;Didier and Derouet 2013;Conlon 2013). 3.…”

Section: Discussionmentioning

confidence: 99%

Initiatives, experiences and best practices for teaching social and ecological responsibility in ethics education for science and engineering students

Børsen

Serreau²,

Reifschneider

et al. 2020

European Journal of Engineering Education

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Section: Discussionmentioning

confidence: 99%

Initiatives, experiences and best practices for teaching social and ecological responsibility in ethics education for science and engineering students

Børsen

Serreau²,

Reifschneider

et al. 2020

European Journal of Engineering Education

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“…In some instances teaching activities are primarily delivered by engineers or natural scientists (Alpay 2011;Hunger 2013;Minehata et al 2011;Nixdorff 2013). Ozaktas (2011) provides an example of a dedicated engineering teacher working in isolation within his university.…”

Section: Who Should Teach?mentioning

confidence: 99%

Editors’ Overview Perspectives on Teaching Social Responsibility to Students in Science and Engineering

Zandvoort

Børsen

Deneke³

et al. 2013

Sci Eng Ethics

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Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. The contributions to this special issue present European examples of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important and persistent barriers -013-9495-7 stand in the way of its sustained development. What is needed are both bottom-up teaching initiatives from individuals or groups of academic teachers, and top-down support to secure appropriate embedding in the university. Often the latter is lacking or inadequate. Educational policies at the national or international level, such as the Bologna agreements in Europe, can be an opportunity for introducing teaching for social responsibility. However, frequently no or only limited positive effect of such policies can be discerned. Existing accreditation and evaluation mechanisms do not guarantee appropriate attention to teaching for social responsibility, because, in their current form, they provide no guarantee that the curricula pay sufficient attention to teaching goals that are desirable for society as a whole.Sci Eng Ethics (2013) 19:1413-1438 DOI 10.1007/s11948

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“…• The case should be written in the first person, to create a near role-playing environment to engage students (Hunger, 2013;Alpay, 2011). This enhancement of the emotional engagement of the students studying the case should yield increased retention, as described in (Newberry, 2004).…”

Section: Interactive Case Studymentioning

confidence: 99%

An Interactive Professional Ethics Case Simulation

Beal¹,

Orbison²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Beal's teaching interests include system dynamics and control, mechanical design, mechatronics and robotics, and first year introductory engineering. His research is focused on the application of control systems to vehicle dynamics to improve safety, stability, and performance of vehicles on roads with uncertain friction conditions. Current research projects include identification of road surface conditions from onboard measurements and approaches to maintaining stability during sudden changes in road condition. Dr. Beal also serves as an Associate Editor for the American Society of Mechanical Engineers (ASME) Dynamic Systems and Control Conference (DSCC) and for the American Control Conference.

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Some Personal Notes on Role Plays as an Excellent Teaching Tool

Cited by 6 publications

References 2 publications

Initiatives, experiences and best practices for teaching social and ecological responsibility in ethics education for science and engineering students

Initiatives, experiences and best practices for teaching social and ecological responsibility in ethics education for science and engineering students

Editors’ Overview Perspectives on Teaching Social Responsibility to Students in Science and Engineering

An Interactive Professional Ethics Case Simulation

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