The Ethics Bowl in Engineering Ethics at the University of Puerto Rico-Mayagüez

Cruz-Cruz, José A.; Frey, William; Sánchez, Halley D.

doi:10.5840/tej2004422

Cited by 10 publications

(6 citation statements)

References 2 publications

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“…While these students are under our guidance it is imperative that we engender and enable positive development. Rather than a standalone module of ethics instruction, a move toward a more holistic, integrated approach to teaching ethics would appear a more suitable mode of instruction (Jimenez, O'Neill-Carrillo & Marrero, 2005;Cruz, Frey & Sanchez, 2004). Since personal ethics has previously been shown to be the basis of professional ethics, this ethical instruction embedded across the curriculum does not need to be entirely engineering oriented.…”

Section: Discussionmentioning

confidence: 99%

Ethics in engineering: Student perceptions and their professional identity development

Stappenbelt

2013

J. Technol. Sci. Educ.

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Professional ethics instruction in engineering is commonly conducted by examining case studies in light of the code of conduct of a suitable professional body. Although graphical presentations of spectacular failures, sobering stories of the repercussions and the solid framework provided by the tenets of a code of ethics may leave a lasting impression, students generally gain their professional identity from relatives and colleagues. Their professional ethics tend to be mostly an extension of their personal ethics. Instruction on ethics generally serves only to reinforce students' inclination to act ethically and provides encouragement to act on these beliefs. In this study a survey based on previous investigations was conducted (n = 1136) to examine the personal ethical perceptions of engineering students. The survey measured how engineering students perceive their own ethical beliefs and how they perceive the ethical beliefs and actions of their peers. As a learning exercise, students were then challenged by examining their personal ethical beliefs in light of the professional ethics requirements of the Institute of Engineers Australia (IEAust) code of conduct. After familiarisation with the Engineers Australia code of ethics, students were also invited to comment regarding their beliefs regarding adherence to this code.

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Section: Discussionmentioning

confidence: 99%

Ethics in engineering: Student perceptions and their professional identity development

Stappenbelt

2013

J. Technol. Sci. Educ.

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“…While this goal may be difficult to effectively implement among undergraduates, we posit that existing ethics interventions could be adapted toward this end, as many already have. For example, Cruz, Frey, and Sanchez () described an Ethics Bowl, or debate format competition, where students collaboratively worked through a series of case studies. In terms of comfort when discussing ethical issues, what Cruz et al were particularly surprised about was the unintentional role played by students who had engaged in the competition in previous years: these students acted as ethics mentors who facilitated their peers' decision‐making processes.…”

Section: Closing Discussion and Implications For This Practicementioning

confidence: 99%

The Development of Empathic Perspective‐Taking in an Engineering Ethics Course

Hess

Brightman

2017

J of Engineering Edu

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Background Perspective‐taking, a key component of engineering, is particularly salient in engineering ethics. Yet practices for promoting its development in engineering students both within and outside of ethics education remain largely underexplored. Purpose The objective of this investigation was twofold: first, we explored the aspects of an engineering ethics course that contributed to changes in perspective‐taking among graduate‐level engineering students. Second, we explored the nature of these changes. Design/Method We used Critical Incident Technique to explore these two research objectives. To enhance the rigor of this qualitative investigation, we implemented Walther, Sochacka, and Kellam's Quality Framework. Results The analysis of 24 critical incidents extracted from post‐course interviews resulted in five distinct but related themes representing potential causes of changes in perspective‐taking. Themes included the sharing of diverse perspectives, the challenge of ethical decision‐making, projection exercises, repetitive application of Reflexive Principlism, and experiencing cognitive dissonance. Second, we found four themes representing the nature of perspectivetaking changes, including open‐mindedness, holistic perspective‐taking, principle‐based perspective‐taking, and worldview broadening. Conclusions These findings elucidate nuances engineering educators might consider when seeking perspective‐taking development among their students, such as the nature of case study prompts and the relationship between perspective‐taking and ethical reasoning processes.

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“…The model conceptualized the system involved in a relief process and captures variables related to areas like mass care, individual client services and staff services of the American Red Cross. Its simplicity was established in the limited feedback structures, representing how the resource allocation affects the client's satisfaction, and, at the same time, how the client's satisfaction impacted the performance of the whole system (Cruz, 2008), (Cruz et al, 2009).…”

Section: System Dynamics and Resource Distributionmentioning

confidence: 99%

“…The variables that compose the socioeconomics and demographics used as key Figure 9. Emergency relief operation performance subsystem stock and flow structure variables to determine the disposition of people to evacuate or not were taken from a previous study of (Cruz, 2008) (Cruz et al, 2009).…”

Section: External Factors Stock and Flow Structurementioning

confidence: 99%

A System Dynamics Approach to Humanitarian Logistics and the Transportation of Relief Supplies

Cruz-Cantillo

2014

International Journal of System Dynamics Applications

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A system dynamics model was developed for the forecasting, prioritization, and distribution of critical supplies during relief operations in case of a hurricane event, while integrating GIS information. Data was obtained from operational reports gathered during Hurricane George from agencies such as: Puerto Rico Department of Housing (PRDOH), Puerto Rico National Guard (PRNG), Civil Defense State Agency of Puerto Rico, Puerto Rico Department of Transportation and Public Works (PRDOTPW) and Puerto Rico Highway & Transportation Authority (PRHTA), along with reports from other U.S. agencies. Information about travel times, roadway classification, and geometric characteristics of the roads as well as the location of distribution centers, shelters, points of distribution and kitchens facilities were also gathered through visual field inspections and interviews with local residents. The model developed is able to (1) establish the people's decision and transportation characteristics that determine the time of evacuation; (2) simulate the behavior of key variables due to the relation between level of hazard and people's decision to evacuate; (3) estimate for each level of natural hazard the time frequency to order and the order size of each relief supply to be needed in shelters and points of distribution; and (4) reveal which routes cause more delays during distribution of relief supplies. It was demonstrated that the number of people that leave the disaster site increases despite their concerns about the road conditions and that a Category 3 hurricane will produce the higher amount of people that will evacuate.

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The Ethics Bowl in Engineering Ethics at the University of Puerto Rico-Mayagüez

Cited by 10 publications

References 2 publications

Ethics in engineering: Student perceptions and their professional identity development

Ethics in engineering: Student perceptions and their professional identity development

The Development of Empathic Perspective‐Taking in an Engineering Ethics Course

A System Dynamics Approach to Humanitarian Logistics and the Transportation of Relief Supplies

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