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1.
Georgina Voss 《Science and engineering ethics》2013,19(3):1375-1393
This paper examines how young peoples’ lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as ‘digital natives’, do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people’s engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching ‘the net generation’. 相似文献
2.
Magun-Jackson S 《Science and engineering ethics》2004,10(2):219-224
Ethics has become an increasingly important issue within engineering as the profession has become progressively more complex.
The need to integrate ethics into an engineering curriculum is well documented, as education does not often sufficiently prepare
engineers for the ethical conflicts they experience. Recent research indicates that there is great diversity in the way institutions
approach the problem of teaching ethics to undergraduate engineering students; some schools require students to take general
ethics courses from philosophical or religious perspectives, while others integrate ethics in existing engineering courses.
The purpose of this paper is to propose a method to implement the integration of ethics in engineering education that is pedagogically
based on Kohlberg’s stage theory of moral development. 相似文献
3.
Byron Newberry Katherine Austin William Lawson Greta Gorsuch Thomas Darwin 《Science and engineering ethics》2011,17(1):171-194
This article describes the education portion of an ongoing grant-sponsored education and research project designed to help
graduate students in all engineering disciplines learn about the basic ethical principles, rules, and obligations associated
with engineering practice in the United States. While the curriculum developed for this project is used for both domestic
and international students, the educational materials were designed to be sensitive to the specific needs of international
graduate students. In recent years, engineering programs in the United States have sought to develop a larger role for professional
ethics education in the curriculum. Accreditation requirements, as well as pressures from the private sector, have helped
facilitate this shift in focus. Almost half of all engineering graduate students in the U.S. are international students. Further,
research indicates that the majority of these students will remain in the U.S. to work post-graduation. It is therefore in
the interest of the profession that these students, coming from diverse backgrounds, receive some formal exposure to the professional
and ethical expectations and norms of the engineering profession in the United States to help ensure that they have the knowledge
and skills—non-technical as well as technical—required in today’s engineering profession. In becoming acculturated to professional
norms in a host country, international students face challenges that domestic students do not encounter; such as cultural
competency, language proficiency, and acculturation stress. Mitigating these challenges must be a consideration in the development
of any effective education materials. The present article discusses the project rationale and describes the development of
on-line instructional materials aimed at helping international engineering graduate students acclimate to professional engineering
ethics standards in the United States. Finally, a brief data summary of students’ perceptions of the usefulness of the content
and instructional interface is provided to demonstrate the initial effectiveness of the materials and to present a case for
project sustainability. 相似文献
4.
Adam L. Hill 《Counseling and values》2004,48(3):183-203
This article describes results of a national questionnaire completed by counselor education program professors regarding their teaching of ethics. The questionnaire asked professors about 5 aspects of ethics education: materials used, instructional methods used, content taught, methods of evaluation used, and professors' goals for the ethics education of their students. Questionnaire results and demographic data about professors and programs are used to describe perceptions and practices of counselor educators who teach ethics. 相似文献
5.
E. Alpay 《Science and engineering ethics》2013,19(4):1455-1468
Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problem solving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach is presented in which first-year undergraduate students are responsible for proposing ethics education activities of relevance to their peers and discipline area. The students are prepared for the task through a short introduction on engineering ethics, whereby generic frameworks for moral and professional conduct are discussed, and discipline and student-relevance contexts provided. The approach has been used in four departments of engineering at Imperial College London, and has led to the generation of many creative ideas for wider student engagement in ethics awareness, reflection and understanding. The paper presents information on the premise of the introductory sessions for supporting the design task, and an evaluation of the student experience of the course and task work. Examples of proposals are given to demonstrate the value of such an approach to teachers, and ultimately to the learning experiences of the students themselves. 相似文献
6.
Smith JH 《Science and engineering ethics》2005,11(3):451-458
When considering offering online education for engineering ethics instruction, making choices necessary for the effective
development and delivery of an engineering ethics curriculum is an important first step. Selecting the topics and types of
cases for the most effective ethics education of engineering students is a vital step in preparing an effective program. Examples
are presented for topics which are considered good candidates for online presentation, and the adaptability of these topics
for web-based instruction is discussed. Types of cases which are useful in engineering ethics education are presented. Methods
of teaching applied ethics, as well as ideas for web-based ethics course design are suggested. The market for web-based instruction
is discussed. 相似文献
7.
Steven M. Culver Ishwar K. Puri Richard E. Wokutch Vinod Lohani 《Science and engineering ethics》2013,19(2):585-597
Increasing university students’ engagement with ethics is becoming a prominent call to action for higher education institutions, particularly professional schools like business and engineering. This paper provides an examination of student attitudes regarding ethics and their perceptions of ethics coverage in the curriculum at one institution. A particular focus is the comparison between results in the business college, which has incorporated ethics in the curriculum and has been involved in ethics education for a longer period, with the engineering college, which is in the nascent stages of developing ethics education in its courses. Results show that student attitudes and perceptions are related to the curriculum. In addition, results indicate that it might be useful for engineering faculty to use business faculty as resources in the development of their ethics curricula. 相似文献
8.
Kevin M. Passino 《Science and engineering ethics》2009,15(4):577-600
The creation of new technologies that serve humanity holds the potential to help end global poverty. Unfortunately, relatively
little is done in engineering education to support engineers’ humanitarian efforts. Here, various strategies are introduced
to augment the teaching of engineering ethics with the goal of encouraging engineers to serve as effective volunteers for
community service. First, codes of ethics, moral frameworks, and comparative analysis of professional service standards lay
the foundation for expectations for voluntary service in the engineering profession. Second, standard coverage of global issues
in engineering ethics educates humanitarian engineers about aspects of the community that influence technical design constraints
encountered in practice. Sample assignments on volunteerism are provided, including a prototypical design problem that integrates
community constraints into a technical design problem in a novel way. Third, it is shown how extracurricular engineering organizations
can provide a theory-practice approach to education in volunteerism. Sample completed projects are described for both undergraduates
and graduate students. The student organization approach is contrasted with the service-learning approach. Finally, long-term
goals for establishing better infrastructure are identified for educating the humanitarian engineer in the university, and
supporting life-long activities of humanitarian engineers. 相似文献
9.
This study investigated the impact of an adapted physical education training package on functional motor skill instruction of three special education teachers who instructed secondary students with low‐incidence disabilities. The training package emphasized teachers' use of systematic prompting and specific reinforcement teaching strategies plus adapted physical education consultation. We used a multiple baseline design and collected data on the three teachers' use of systematic prompting and specific reinforcement plans during videotaped teaching trials. We also collected data on how teachers documented their instructional strategies, and we analyzed personal reflections that teachers wrote in the journals. Results indicated that with each of the three teachers, correctly implemented functional motor skill instructional performance improved after they completed the training package. 相似文献
10.
Fleischmann ST 《Science and engineering ethics》2004,10(2):369-381
Ethical decision-making is essential to professionalism in engineering. For that reason, ethics is a required topic in an
ABET approved engineering curriculum and it must be a foundational strand that runs throughout the entire curriculum. In this
paper the curriculum approach that is under development at the Padnos School of Engineering (PSE) at Grand Valley State University
will be described. The design of this program draws heavily from the successful approach used at the service academies — in
particular West Point and the United States Naval Academy. As is the case for the service academies, all students are introduced
to the “Honor Concept” (which includes an Honor Code) as freshmen. As an element of professionalism the PSE program requires
1500 hours of co-op experience which is normally divided into three semesters of full-time work alternated with academic semesters
during the last two years of the program. This offers the faculty an opportunity to teach ethics as a natural aspect of professionalism
through the academic requirements for co-op. In addition to required elements throughout the program, the students are offered
opportunities to participate in service projects which highlight responsible citizenship. These elements and other parts of
the approach will be described.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting, New Orleans, 2003. 相似文献King Solomon
11.
Societal pressures, accreditation organizations, and licensing agencies are emphasizing the importance of ethics in the engineering
curriculum. Traditionally, this subject has been taught using dogma, heuristics, and case study approaches. Most recently
a number of organizations have sought to increase the utility of these approaches by utilizing the Internet. Resources from
these organizations include on-line courses and tests, videos, and DVDs. While these individual approaches provide a foundation
on which to base engineering ethics, they may be limited in developing a student’s ability to identify, analyze, and respond
to engineering ethics situations outside of the classroom environment. More effective approaches utilize a combination of
these types of approaches. This paper describes the design and development of an internet based interactive Simulator for
Engineering Ethics Education. The simulator places students in first person perspective scenarios involving different types
of ethical situations. Students must gather data, assess the situation, and make decisions. This requires students to develop
their own ability to identify and respond to ethical engineering situations. A limited comparison between the internet based
interactive simulator and conventional internet web based instruction indicates a statistically significant improvement of
32% in instructional effectiveness. The simulator is currently being used at the University of Houston to help fulfill ABET
requirements. 相似文献
12.
Elder KE 《Science and engineering ethics》2004,10(2):325-336
As a result of in-house discussions stimulated by previous Gonzaga engineering ethics conferences, Coffman Engineers began
the implementation of what is to be a company-wide ethics training program. While preparing a curriculum aimed at consulting
engineers, we found very little guidance as to how to proceed with most available literature being oriented towards the academic
environment. We consulted a number of resources that address the teaching of engineering ethics in higher education, but questioned
their applicability for the Consulting Engineering environment. This lack of guidance led us to informal research into the
ethical knowledge and attitudes of both consulting engineers and engineering students. Some of our findings were unexpected,
and suggest that a simpler approach to teaching ethics to working professionals might be preferred to that typically promoted
in higher education.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
13.
The authors present the results of a survey investigating ethics education practices in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs and counselor educators' beliefs regarding ethics education, Survey responses describe current curricular approaches to ethics education, content, and instructional methodologies used in counselor education. The survey also ascertained information regarding counselor educators' beliefs about ethics education and their abilities to teach ethics. Implications for counselor education, professional development and suggestions for further research are discussed. 相似文献
14.
Louis Downs 《Counseling and values》2003,48(1):2-13
Literature suggests that counselor education does not consistently teach ethics and that ethical violations currently occur between trainees and faculty. The literature also suggests that ethical dilemmas during training strongly influence later ethical counseling practice. A survey examined the ethics training of counselor educators and ensuing attitudes and actions in professional practice. The author discovered that ethics pedagogy during training was related to later pedagogical strategies and to reactions to attraction with students. Furthermore, no single pedagogical strategy seems to guarantee best teaching or ethical professional practice. This survey reinforces the need for ethics education for counselor educators and suggests directions for research. 相似文献
15.
Mary E. Sunderland 《Science and engineering ethics》2014,20(1):183-195
Emotions are often portrayed as subjective judgments that pose a threat to rationality and morality, but there is a growing literature across many disciplines that emphasizes the centrality of emotion to moral reasoning. For engineers, however, being rational usually means sequestering emotions that might bias analyses—good reasoning is tied to quantitative data, math, and science. This paper brings a new pedagogical perspective that strengthens the case for incorporating emotions into engineering ethics. Building on the widely established success of active and collaborative learning environments, in particular the problem-based learning (PBL) philosophy and methodology, the paper articulates new strategies for incorporating emotion into engineering ethics education. An ethics education pilot study is analyzed to explore how PBL can engage students’ emotions. Evidence suggests that PBL empowers students to cultivate value for engineering ethics and social responsibility, and in doing so, redefine the societal role of the engineer. Taking students’ emotions seriously in engineering ethics offers an effective strategy to meaningfully engage students in ethical learning. 相似文献
16.
At Shantou University (STU) in 2008, a stand-alone engineering ethics course was first included within a Conceive–Design–Implement–Operate (CDIO) curriculum to address the scarcity of engineering ethics education in China. The philosophy of the course design is to help students to develop an in-depth understanding of social sustainability and to fulfill the obligations of engineers in the twenty-first century within the context of CDIO engineering practices. To guarantee the necessary cooperation of the relevant parties, we have taken advantage of the top-down support from the STU administration. Three themes corresponding to contemporary issues in China were chosen as the course content: engineers’ social obligations, intellectual property and engineering safety criteria. Some popular pedagogies are used for ethics instruction such as case studies and group discussions through role-playing. To impart the diverse expertise of the practical professional practice, team teaching is adopted by interdisciplinary instructors with strong qualifications and industrial backgrounds. Although the assessment of the effectiveness of the course in enhancing students’ sense of ethics is limited to assignment reports and class discussions, our endeavor is seen as positive and will continue to sustain the CDIO reform initiatives of STU. 相似文献
17.
Nanotechnology and nanosciences have recently gained tremendous attention and funding, from multiple entities and directions.
In the last 10 years the funding for nanotechnology research has increased by orders of magnitude. An important part that
has also gained parallel attention is the societal and ethical impact of nanotechnology and the possible consequences of its
products and processes on human life and welfare. Multiple thinkers and philosophers wrote about both negative and positive
effects of nanotechnology on humans and societies. The literature has a considerable amount of views about nanotechnology
that range from calling for the abandonment and blockage of all efforts in that direction to complete support and encouragement
in hopes that nanotechnology will be the next big jump in ameliorating human life and welfare. However, amidst all this hype
about the ethics of nanotechnology, relatively less efforts and resources can be found in the literature to help engineering
professionals and educators, and to provide practical methods and techniques for teaching ethics of nanotechnology and relating
the technical side of it to the societal and human aspect. The purpose of this paper is to introduce strategies and ideas
for teaching ethics of nanotechnology in engineering in relation to engineering codes of ethics. The paper is neither a new
philosophical view about ethics of nanotechnology nor a discussion of the ethical dimensions of nanotechnology. This is an
attempt to help educators and professionals by answering the question of how to incorporate ethics of nanotechnology in the
educational process and practice of engineering and what is critical for the students and professionals to know in that regard.
The contents of the presented strategies and ideas focus on the practical aspects of ethical issues related to nanotechnology
and its societal impact. It also builds a relation between these issues and engineering codes of ethics. The pedagogical components
of the strategies are based on best-practices to produce independent life-long self-learners and critical thinkers. These
strategies and ideas can be incorporated as a whole or in part, in the engineering curriculum, to raise awareness of the ethical
issues related to nanotechnology, improve the level of professionalism among engineering graduates, and apply ABET criteria.
It can also be used in the way of professional development and continuing education courses to benefit professional engineers.
Educators and institutions are welcome to use these strategies, a modified version, or even a further developed version of
it, that suits their needs and circumstances. 相似文献
18.
An important goal of teaching ethics to engineering students is to enhance their ability to make well-reasoned ethical decisions in their engineering practice: a goal in line with the stated ethical codes of professional engineering organizations. While engineering educators have explored a wide range of methodologies for teaching ethics, a satisfying model for developing ethical reasoning skills has not been adopted broadly. In this paper we argue that a principlist-based approach to ethical reasoning is uniquely suited to engineering ethics education. Reflexive Principlism is an approach to ethical decision-making that focuses on internalizing a reflective and iterative process of specification, balancing, and justification of four core ethical principles in the context of specific cases. In engineering, that approach provides structure to ethical reasoning while allowing the flexibility for adaptation to varying contexts through specification. Reflexive Principlism integrates well with the prevalent and familiar methodologies of reasoning within the engineering disciplines as well as with the goals of engineering ethics education. 相似文献
19.
Nichols SP 《Science and engineering ethics》2000,6(3):399-412
ABET 2000 Criteria encourages development of proficiency in professional responsibility in engineering as part of the undergraduate
curriculum. This paper discusses the use of industrially sponsored capstone design projects to encourage active discussion
of professional responsibility in engineering that naturally occurs during the engineering design process. The paper also
discusses student participation in designing responses and approaches to issues such as engineering ethics. The paper includes
specific examples of topics addressed by students and the approaches developed (by students) in addressing these issues.
An earlier version of this paper was presented at the International Conference on Ethics in Engineering and Computer Science,
Case Western Reserve University, Cleveland, March 21–24, 1999. 相似文献
20.
During the education of scientists at the university level the students become more and more specialized. The specialization of the students is a consequence of the scientific research becoming specialized as well. In the interdisciplinary field of nanoscience the importance of specialization is also emphasized throughout the education. Being an interdisciplinary field of study the specialization in this area is not focused on scientific disciplines, but on the different branches of the research. Historically ethics has not been a priority in science education, however, in recent years the importance of such teachings has been highly recognize especially in medicine, biotechnology and engineering. The rapid development, the many new and unknown areas and the highly specialized focus of nanotechnology suggest the importance of having ethically competent researchers. In this article the importance of ethical competence in nanoscience research is argued for by an example of a dilemma that could occur in a research project. The dilemma is analyzed using two different ethical views, generating two different choices for action. It is seen that the dilemma can have more than one solution and that ethical competence can help in justifying the choice of solution in a specific situation. Furthermore it is suggested that a way to reach this competence is through education in ethics incorporated into the nanoscience education curriculum. 相似文献