Undergraduate engineering students’ attitudes and perceptions towards ‘professional ethics’ course: a case study of India

Sethy, Satya Sundar

doi:10.1080/03043797.2016.1243656

Cited by 5 publications

(3 citation statements)

References 35 publications

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“…5) Assessment can also be used for making engineering students realise their professional, moral and ethical responsibilities in the engineering profession. This can be done by courses like 'professional ethics' and integrating ethical aspects in engineering courses (Cruz & Frey, 2003;Sethy, 2017). Effective assessment and feedback on ethical lessons can help students to make the right judgments in their future engineering profession.…”

Section: Significance and Relevance Of Assessment In Higher Educationmentioning

confidence: 99%

Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings

Subheesh

Sethy

2020

EURASIA J MATH SCI T

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'Assessment' and 'feedback' are inherently embedded in a course curriculum of engineering education settings. These components are indispensable for the teachinglearning processes. It is observed that engineering faculty members do not require any 'teacher-training' to join the engineering institutions across the globe. Hence, they may not have adequate experience in assessing students' performances and providing feedback to students. Only a few research studies have been carried out on assessment and feedback from the engineering education context. Therefore, this paper attempts to critically analyse the literature pertaining to learning through different types and methods of assessment practices in the engineering education settings. Further, it examines the significance of qualitative feedback in assessment and the principles of good feedback practice. It highlights the implications of assessing student performance and providing feedback from the engineering education perspective. Finally, the paper offers some recommendations on assessment and feedback practices in the engineering education settings.

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Section: Significance and Relevance Of Assessment In Higher Educationmentioning

confidence: 99%

Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings

Subheesh

Sethy

2020

EURASIA J MATH SCI T

Self Cite

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“…In the first view, philosophers provide the engineering ethics courses that help students to learn the ethical standards that apply to engineers by using rational justification for ethical codes from philosophical origins [15]. In the second view, engineering instructors often provide courses on ethical standards by giving students practice discussion and debate on the ethical cases of the engineering profession [2,25]. Regardless of the approach taken, the code of ethics is a central theme of the engineering ethics course [28].…”

Section: Codes Of Engineering Ethicsmentioning

confidence: 99%

The Ethical Perception of Engineering Students Who Have Never Participated in the Ethics Curriculum

Hanh

Long

2022

Int. J. Eng. Ped.

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Existing studies on the ethical perception of engineering students is based on observations among students who have been exposed to ethical courses in engineering schools. Whether the students have never been exposed to engi-neering ethical curriculum, can they perceive the specific ethical standards (such as the NSPE Code of Ethics) that apply to engineers? It is also not clear about the factors affecting the ethical perception of those students? This study aims to provide clarity in this area by examining the ethical per-ception of students who have never been exposed to engineering ethical cur-riculum. The results of quantitative analysis from survey data with 654 Vi-etnamese engineering students showed that the students have a positive per-ception of specific ethical standards that apply to engineers. Finally, the Pearson correlation analysis, exploratory factor analysis, and linear regression analysis are used to examine the effect of students 'characteristics (such as gender, student year, GPA, voluntary blood donation of students, students' opinion on technology) on the ethical perception of engineering students.

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“…But the selection of the right tools and implementation of the same is the challenge for the tutors (Bailey and Lee, 2020). The 'Professional Ethics' course has been offered as compulsory course to undergraduate engineering students in almost all the premier engineering institutions of India (Sethy, 2017). In this article, we have highlighted and outlined the above-mentioned online tools concerning The learning objectives for this course are described below:…”

Section: Introductionmentioning

confidence: 99%

Effect of Virtual Activity and Game-Based Learning Techniques in Effective Teaching of 'Professional Ethics'Course

Kabilan¹

2022

JEET

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COVID-19 pandemic has created a need for adapting to online teaching, making this the era of Digital Pedagogy. The switch to the online mode makes tutors not use their usual chalk and board methods, creative flashcards, charts, models and creates urges to switch for online materials. Professional ethics is a common humanities course across all engineering courses offered in multiple Engineering educational Institutions. This course requires more activity and game-based learning than formal lecturing for understanding the basic concepts. This article illustrates the list of various online tools and their roles in interactive teaching for this course. The implementation and impact of this teachinglearning technique to this course were discussed here briefly. Based on the student feedback from the 36 Biotechnology undergraduate students who learned this course under this method it was clear that the learning environment was more interactive and engaging. Thus, based on the learning outcome observed at the end of this course, it was evident that the use of such a teaching method helps the learners have more interaction and learning. The faculties and institutions offering this course could adapt similar teaching practices to enhance their teaching-learning process. Keywords: Gamification, Professional ethics, Activity based learning, Online class

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Undergraduate engineering students’ attitudes and perceptions towards ‘professional ethics’ course: a case study of India

Cited by 5 publications

References 35 publications

Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings

Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings

The Ethical Perception of Engineering Students Who Have Never Participated in the Ethics Curriculum

Effect of Virtual Activity and Game-Based Learning Techniques in Effective Teaching of 'Professional Ethics'Course

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