Using Qualitative Data to Further Examine Flagged Items from the Engineering Ethics Reasoning Instrument (EERI)

Odom, Peter Wesley

doi:10.18260/1-2--35469

2020 ASEE Virtual Annual Conference Content Access Proceedings

DOI: 10.18260/1-2--35469

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Using Qualitative Data to Further Examine Flagged Items from the Engineering Ethics Reasoning Instrument (EERI)

Peter Wesley Odom¹

Abstract: Wesley is a PhD student in Engineering Education at Purdue University. His primary research interests surround assessment technologies, the psychology of student learning of STEM subjects, and international community development.

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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.

show abstract

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

View full text Add to dashboard Cite

show abstract

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Using Qualitative Data to Further Examine Flagged Items from the Engineering Ethics Reasoning Instrument (EERI)

Abstract: Wesley is a PhD student in Engineering Education at Purdue University. His primary research interests surround assessment technologies, the psychology of student learning of STEM subjects, and international community development.

Cited by 1 publication

References 18 publications

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

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

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