scholarly journals AN EVALUATION OF PEDAGOGICAL METHODS FOR ENGINEERING ETHICS EDUCATION

2020 ◽  
Author(s):  
Amanda Thoo ◽  
David S. Strong
Keyword(s):  
North America ◽  
Teaching Methods ◽  
Ethics Education ◽  
Engineering Ethics ◽  
Research Direction ◽  
Ethical Standards ◽  
Graduate Attributes ◽  
Current State ◽  
American Research ◽  
Engineering Ethics Education

Canadian engineers are expected to uphold high ethical standards as part of their responsibility to the profession and society. This expectation is echoed in the CEAB graduate attributes and in the Ritual of the Calling of an Engineer [1],[2]. It is intended that students learn and develop their knowledge of engineering ethics during their undergraduate program, however, North American research in Engineering Ethics Education (EEE) has identified flaws and called into question the efficacy of the current teaching methods being used. Additionally, there is little empirical evidence available to generate any definite conclusions about the pedagogical nature or the efficacies of different EEE teaching methods. As an early phase of research on this topic, this paper presents an evaluation of literature to understand the current state of EEE in North America, including current perceptions of EEE methods and alternate models for EEE. A proposed research direction to begin identifying and understanding issues related to the teaching of engineering ethics is discussed.

scholarly journals UNDERSTANDING THE INTERPRETATON, IMPLEMENTATION, AND IMPACT OF ENGINEERING ETHICS EDUCATION IN CANADA

2020 ◽  
Author(s):  
Emma Jane Randall ◽  
David S. Strong
Keyword(s):  
Ethics Education ◽  
Engineering Ethics ◽  
Review Literature ◽  
Ethical Responsibility ◽  
Current State ◽  
Current Implementation ◽  
Fundamental Goal ◽  
Large Level ◽  
Engineering Ethics Education ◽  
The Impact

Engineers have direct influence on the evolving planet. With the fundamental goal of continually creating a better world, it is essential for engineers to meaningfully understand ethical responsibility and the impact of engineering on society and the environment [4, 15]. Although efforts have been made to identify the objectives of engineering ethics education (EEE), little has been done to thoroughly investigate the impact EEE is having on individuals’ ethical development [6, 7, 13]. Furthermore, there is a large level of uncertainty as to the amount of exposure students have to EEE between programs, as well as the variability of ethics content students experience as a result of diverse interpretation of EEE objectives. The amount of exposure and type of content students are exposed to will affect the impact EEE has on them and hence, it is important to evaluate these aspects of the current implementation of EEE in Canada.   This paper will review literature regarding the current state of EEE within Canada and the objectives of EEE, as well as propose a study to investigate students’ experience with EEE throughout undergrad and the impact that engineering ethics education may have on their ethical behaviours within an engineering context.

Engineering Ethics Education for New Electrical Construction Engineers

2019 ◽  
Vol 139 (10) ◽  
pp. 437-444
Author(s):  
Kenji Takahara ◽  
Chikako Miyamoto ◽  
Kunihiko Uneno ◽  
Yasuhiro Kusatomi ◽  
Michiko Yamada ◽  
...  
Keyword(s):  
Ethics Education ◽  
Engineering Ethics ◽  
Engineering Ethics Education

A Reflection on Biomedical Engineering Ethics Education from Multiple Perspectives

2013 ◽  
Vol 4 (3) ◽  
pp. 199-209
Author(s):  
Adrian D.C. Chan ◽  
Monique Frize ◽  
Colleen M. Ennett ◽  
Daphne E. Ong ◽  
Amanda Cherpak
Keyword(s):  
Biomedical Engineering ◽  
Ethics Education ◽  
Engineering Ethics ◽  
Multiple Perspectives ◽  
Engineering Ethics Education

scholarly journals A Multi-level Review of Engineering Ethics Education: Towards a Socio-technical Orientation of Engineering Education for Ethics

2021 ◽  
Vol 27 (5) ◽  
Author(s):  
Diana Adela Martin ◽  
Eddie Conlon ◽  
Brian Bowe
Keyword(s):  
Engineering Education ◽  
Ethics Education ◽  
Engineering Ethics ◽  
Theoretical Research ◽  
Policy And Practice ◽  
Individual Level ◽  
Multi Level ◽  
Engineering Ethics Education ◽  
Four Levels ◽  
The Individual

AbstractThis paper aims to review the empirical and theoretical research on engineering ethics education, by focusing on the challenges reported in the literature. The analysis is conducted at four levels of the engineering education system. First, the individual level is dedicated to findings about teaching practices reported by instructors. Second, the institutional level brings together findings about the implementation and presence of ethics within engineering programmes. Third, the level of policy situates findings about engineering ethics education in the context of accreditation. Finally, there is the level of the culture of engineering education. The multi-level analysis allows us to address some of the limitations of higher education research which tends to focus on individual actors such as instructors or remains focused on the levels of policy and practice without examining the deeper levels of paradigm and purpose guiding them. Our approach links some of the challenges of engineering ethics education with wider debates about its guiding paradigms. The main contribution of the paper is to situate the analysis of the theoretical and empirical findings reported in the literature on engineering ethics education in the context of broader discussions about the purpose of engineering education and the aims of reform programmes. We conclude by putting forward a series of recommendations for a socio-technical oriented reform of engineering education for ethics.

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