The Case Study Approach To Engineering Ethics

Loendorf, William

doi:10.18260/1-2--5105

Cited by 7 publications

(4 citation statements)

References 3 publications

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“…The events in these cases, however, occurred long ago on the other side of the world. Students are asked to assess ethical decisions based on an established code of ethics, rather than using their own experiences to determine what is right and wrong (Loendorf, 2009).…”

Section: Models and Instructional Strategies For Teaching Engineering Ethics (Ee)mentioning

confidence: 99%

Aspirational Ethics as a Contributing Factor in Engineering Students’ Ethical Awareness and Behavior

Ahmad¹,

Noor²,

Toha³

et al. 2021

IJES

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As ethical behavior is a part of engineers' professional identity and practice, developing ethical behavior skills in future engineers is a vital component of the engineering curriculum. There are already established instructional methods to teach engineering ethics (EE), however, it is concentrated on ethical awareness, and little attention has been given to how this will affect the ethical behavior. Even though students are capable of exercising ethical judgment, it does not mean that they are ethically literate or likely to act ethically. The assessment of engineering ethics cannot be conducted based on ethical judgment, because the ethical awareness of some engineers has not translated into ethical behavior. An alternative instructional method for measuring the ethical behavior is required to see how the ethical awareness given in the classroom setting is translated to the actual ethical behavior. Therefore, the focus of this paper is to propose an instructional method that correlates with both ethical awareness and ethical behavior, through aspirational ethics which require the students to contribute to the society. This method integrates the theory of morals and values, ethical and unethical conduct, code of practices of an engineer, ethics with the environment, and the responsibility of the engineer for the safety of everybody. Students’ ethical behavior in the society will be demonstrated through the University Social Responsibility (USR) projects. From these projects, the students’ ethical behavior is assessed by their peers, beneficiaries that they are serving, as well as by the educators, regarding their ethical conduct. This will be the tools to observe the degree of correlations between the ethical awareness instilled and behavior manifested. Applying these instructional methods will allow educators to build confidence and trust in their students' ability to build a professional identity and be prepared for the engineering profession and practice.

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Section: Models and Instructional Strategies For Teaching Engineering Ethics (Ee)mentioning

confidence: 99%

Aspirational Ethics as a Contributing Factor in Engineering Students’ Ethical Awareness and Behavior

Ahmad¹,

Noor²,

Toha³

et al. 2021

IJES

View full text Add to dashboard Cite

show abstract

“…This is helpful for instructors because it shows that there should be a focus on the interrelation of topics when teaching engineering ethics. Strategies such as using case studies can reinforce connections between areas such as identifying characters and facts, considering consequences, acknowledging biases, and recognize codes of ethics and internal values [17]. Showing how concepts relate to each other and effect each other can give students a deeper understanding of ethics and ethical reasoning [18] When examining the different scoring concept maps it is easy to notice a difference in size from low having few concepts and the high having the most concepts.…”

Section: Results and Discussion Traditional Scoringmentioning

confidence: 99%

“…Hess (2018) identifies the learning goals that are the most prominent in engineering ethics education are ethical awareness and ethical decision-making [9]. A study conducted by Loendorf (2009) expresses that students often do not have a complete understanding of concept and procedures necessary for ethical decision making and that the earlier they encounter engineering ethics education, the more prepared they will be to handle an ethical situation [17]. The data gathered from text analysis that is represented above is valuable for understanding the level of knowledge that students have when approaching these learning goals in their first year.…”

Section: Figure 4 Word Cloud Of Common Conceptsmentioning

confidence: 99%

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“Mapping” the Landscape of First-Year Engineering Students’ Conceptualizations of Ethical Decision Making

Reed

Streiner

Burkey³

et al.

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Comparing First-Year Engineering Student Conceptions of Ethical Decision-Making to Performance on Standardized Assessments of Ethical Reasoning

Cimino,

Streiner,

Burkey

et al. 2024

Sci Eng Ethics

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The Defining Issues Test 2 (DIT-2) and Engineering Ethical Reasoning Instrument (EERI) are designed to measure ethical reasoning of general (DIT-2) and engineering-student (EERI) populations. These tools—and the DIT-2 especially—have gained wide usage for assessing the ethical reasoning of undergraduate students. This paper reports on a research study in which the ethical reasoning of first-year undergraduate engineering students at multiple universities was assessed with both of these tools. In addition to these two instruments, students were also asked to create personal concept maps of the phrase “ethical decision-making.” It was hypothesized that students whose instrument scores reflected more postconventional levels of moral development and more sophisticated ethical reasoning skills would likewise have richer, more detailed concept maps of ethical decision-making, reflecting their deeper levels of understanding of this topic and the complex of related concepts. In fact, there was no significant correlation between the instrument scores and concept map scoring, suggesting that the way first-year students conceptualize ethical decision making does not predict the way they behave when performing scenario-based ethical reasoning (perhaps more situated). This disparity indicates a need to more precisely quantify engineering ethical reasoning and decision making, if we wish to inform assessment outcomes using the results of such quantitative analyses.

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The Case Study Approach To Engineering Ethics

Abstract: He holds a Professional Engineer license and has 30 years of industrial experience as an Engineer or Engineering Manager at General Motors, Cadnetix, and Motorola. His interests include engineering management, real-time embedded systems, and digital signal processing.

Cited by 7 publications

References 3 publications

Aspirational Ethics as a Contributing Factor in Engineering Students’ Ethical Awareness and Behavior

Aspirational Ethics as a Contributing Factor in Engineering Students’ Ethical Awareness and Behavior

“Mapping” the Landscape of First-Year Engineering Students’ Conceptualizations of Ethical Decision Making

Comparing First-Year Engineering Student Conceptions of Ethical Decision-Making to Performance on Standardized Assessments of Ethical Reasoning

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