Developing Engineering Students’ Moral Reasoning Skills Using Problem-Based Learning

2019 ◽  
Vol 5 ◽  
pp. 123-143
Author(s):  
Maralee Harrell ◽  
Keyword(s):  
Moral Reasoning ◽  
Engineering Students ◽  
Ethical Dilemmas ◽  
Problem Based Learning ◽  
Engineering Ethics ◽  
Professional Career ◽  
Ethics Course ◽  
Reasoning Skills ◽  
Collaboration And Communication ◽  
Meta Analyses

Problem-Based Learning has become an increasingly popular instructional method for a variety of disciplines at all levels. Many studies and meta-analyses of these studies have shown the efficacy of this method for developing knowledge and skills. I adopted this method for teaching Engineering Ethics at Carnegie Mellon University, which has as its main course objectives the development of moral reasoning skills, as well as collaboration and communication skills, with special attention given to ethical dilemmas that may arise in the normal course of an engineer’s professional career. In the most recent iteration of the course, I used the Engineering and Science Issues Test as a pretest and posttest to test the development of my students’ moral reasoning skills over the course of the semester. Based on the results of these tests, I argue that the students in my Engineering Ethics course did in fact significantly develop their moral reasoning skills.

Developing an Engaging Online Engineering Ethics Course for Future Engineers

2018 ◽  
pp. 241-265
Author(s):  
Julie M. Little ◽  
Patricia S. Fox
Keyword(s):  
Ethical Behavior ◽  
Engineering Students ◽  
Ethical Decision Making ◽  
Code Of Ethics ◽  
Ethical Dilemmas ◽  
Engineering Ethics ◽  
Whistle Blowing ◽  
Ethics Course ◽  
Online Methods

This chapter describes the process of developing both an engaging and motivating online ethics course for future engineers; and includes major concepts in engineering ethics beginning with why engineering students should study ethics at all. Next the various levels of ethics are examined, which include personal, organizational, and global ethics, and how each level then applies to the profession of engineering. Ethical behavior, ethical dilemmas and whistle-blowing are also defined and discussed. Ethical decision-making models, which are used to solve ethical dilemmas, are explained and examples are presented to engage students in the process. The significance of how engineers are held to higher standard and must adhere to both their professional code of ethics along with their organization's code of ethics is also emphasized. Understanding the role of ethical leadership and how it impacts an organization follows. Finally, engaging online methods for teaching ethics to engineering students will be explored throughout.

Engineering Ethics: Improving Pedagogical Methods

2006 ◽  
Author(s):  
Carlos E. Bertha
Keyword(s):  
Engineering Students ◽  
Engineering Ethics ◽  
Philosophy Department ◽  
Ethics Course ◽  
Pedagogical Methods

Engineers like to solve problems. But they tend to like to solve problems that have discrete solutions. As long as they know which formulae apply, the rest is a matter of calculation. When philosophers teach ethics, they often take an approach that seems antithetical to the engineer's methods of solving problems: ethicists teach in terms of "ill-defined problems." For the purposes of this essay, I will assume that it has been fairly well established that engineering students should take an ethics course as part of their curriculum. Having said that, should engineers suffer through an ethics course taught by a philosopher? Or should engineers teach engineering ethics? Should engineering students get a tailored version of the course offered by the philosophy department?

scholarly journals A Framework For Discussing Ethics In Principles Of Accounting

2011 ◽  
Vol 6 (1) ◽  
Author(s):  
Jeanne M. David ◽  
Patrick T. Wirtz
Keyword(s):  
Moral Reasoning ◽  
Ethics Education ◽  
Ethical Dilemmas ◽  
Reasoning Skills ◽  
Principles Of Accounting ◽  
Upper Level

The main focus of the discussion in this paper is on the principles or introductory level of accounting and is applicable for all students in the class, but much of its content is equally applicable to upper level accounting classes and our accounting majors. Early and Kelly (2004) and Clikeman (2003) support the value of ethics education in heightening a student’s moral reasoning skills. “The goals of ethics education are creating an awareness of ethical dilemmas and providing methods of resolution.” (Haas 2005)

scholarly journals Attitude towards Engineering Ethical Issues: A Comparative Study between Malaysian and Indonesian Engineering Undergraduates

2019 ◽  
Vol 9 (2) ◽  
pp. 63
Author(s):  
Balamuralithara Balakrishnan ◽  
Mohamed Nor Azhari Azman ◽  
Setyabudi Indartono
Keyword(s):  
Comparative Study ◽  
Quantitative Method ◽  
Engineering Students ◽  
Ethics Education ◽  
Ethical Issues ◽  
Positive Impact ◽  
Engineering Ethics ◽  
Ethics Course ◽  
Pedagogical Approaches ◽  
Engineering Undergraduates

This investigation reports the outcomes of a comparative study on attitude towards engineering ethical issues between engineering undergraduates of Malaysia and Indonesia. The study was conducted involving 83 Malaysian and 135 Indonesian undergraduates who pursuing their study in engineering programmes. A quantitative method was used in which  a questionnaire was administrated to elicit relevant data. The results of the data analysis showed that the attitude towards engineering ethical issues among Indonesian engineering students was positive and significantly higher than Malaysian engineering students. These findings revealed that various pedagogical approaches for teaching engineering ethics course will have positive impact on students' attitude towards ethics. Therefore, the study findings opens up a new dimension in ethics education which highlighting the importance of teaching strategies in developing the attitude towards engineering ethical issues. This is vital in facilitating in the development of holistic and ethical engineers.

scholarly journals An Action Research in Critical Thinking Concept Designed Curriculum Based on Collaborative Learning for Engineering Ethics Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2621
Author(s):  
Yi-Chu Hsu
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Content Knowledge ◽  
Engineering Students ◽  
Engineering Ethics ◽  
Team Work ◽  
Peer Evaluation ◽  
Course Materials ◽  
The Social ◽  
Ethics Course

(1) Background: Critical thinking, CT, contributes to success in both career and higher education, and may be more important than professional content knowledge. Nevertheless, it is challenging to cultivate CT in a standalone course, especially for the engineering students who think less critically than those in other colleges. (2) Methods: This research incorporated CT concept into 18 weeks curriculum of Engineering·ethics and Society course, with the assistance of collaborative learning process for formative assessment and problem-based learning for summative assessment, in addition to 3 questionnaires to evaluate the progress in CT and collaboration. (3) Results: Both measurements in CT and collaboration improved significantly. In general, the participants enjoyed the course materials and thought these CT and values infused course activities were helpful to the learning. On the other hand, CT was also the most noticeable problem. About one over every five participants lacked the habit to think, while 17% of participants were afraid of complex questions to think. In addition, 10% doubted their CT skills. It concludes that total 46% participants thought CT is their most crucial shortage. (4) Conclusions: the pretest demonstrated the CT of the participants was below the college norm; fortunately, the assistance of the social interaction, including team work practices, peer evaluation, and pressure to push individuals work harder and think deeper, did promote their CT cognitive development.

Evaluating The Effectiveness Of Problem-Based Learning (Pbl) Implemented In The Textile Engineering Course - A Case Study On Ahsanullah University Of Science And Technology, Bangladesh

2014 ◽  
Vol 1 (1) ◽  
pp. 111-114
Author(s):  
Lal Mohan Baral ◽  
Ramzan Muhammad ◽  
Claudiu Vasile Kifor ◽  
Ioan Bondrea
Keyword(s):  
Engineering Students ◽  
Science And Technology ◽  
Problem Based Learning ◽  
Professional Life ◽  
System Level ◽  
Teaching Tool ◽  
Technical Problems ◽  
Empirical Survey ◽  
Undergraduate Programs

AbstractProblem-based learning as a teaching tool is now used globally in many areas of higher education. It provides an opportunity for students to explore technical problems from a system-level perspective and to be self-directed life-long learner which is mandatory for equipping engineering students with the skill and knowledge. This paper presents a case study illustrating the effectiveness of implemented Problem-based learning (PBL) during five semesters in the undergraduate programs of Textile Engineering in Ahsanullah University of Science and Technology (AUST). An assessment has been done on the basis of feedback from the students as well as their employers by conducting an empirical survey for the evaluation of PBL impact to enhance the student's competencies. The Evaluations indicate that students have achieved remarkable competencies through PBL practices which helped them to be competent in their professional life.

Challenges of Media Ethics Education in Lebanon in the Midst of Political and Economic Pressure

2019 ◽  
Vol 75 (3) ◽  
pp. 275-290
Author(s):  
Maria Bou Zeid ◽  
Jessica R. El-Khoury
Keyword(s):  
Moral Reasoning ◽  
Qualitative Methodology ◽  
Ethics Education ◽  
Arab World ◽  
Moral Dilemmas ◽  
Economic Pressure ◽  
Media Ethics ◽  
Factors Affecting ◽  
Ethics Course ◽  
Complex Boundaries

The Lebanese media sector has played a pioneering role in the Arab world due to its free and diverse system. However, the lack of professional and ethical structures in journalistic practices can be attributed to political and economic pressures. Through both a quantitative and qualitative methodology, this study contributes to the complex boundaries of the Lebanese media landscape that make the gap between media ethics education and real-world pressures in need of sustained analysis. This research aims to explore the challenges media ethics education in Lebanon faces, along with the perceptions formed by media students about journalistic practices and the application of moral reasoning in the field. In addition, the study investigates whether media ethics courses prepare students for settling moral dilemmas in the professional arena. To address the multiple factors affecting ethics education, it is significant to understand the relationship between journalists and power, democratic norms, technological change, global community, and academic critiques. Survey and focus groups results indicated that the majority of students rated moral reasoning as important for their future media professions, and that the media ethics course prepares them for professional life. On the other hand, the majority believe that the corrupt system in Lebanon makes journalists resort to unethical practices which in turn compromise journalists’ credibility and integrity. Students consider that journalists have power as the so-called fourth estate, yet that power seems minimal when journalists lack the freedom to write facts without fear from editors and/or gatekeepers’ political views, economic pressure, and on-the-job demands, placing journalistic integrity again at stake.

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