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1.
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
2.
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
3.
Even after multiple cycles of ABET accreditation, many engineering programs are unsure of how much curriculum content is needed to meet the requirements of ABET??s Criterion 3.f (an understanding of professional and ethical responsibility). This study represents the first scholarly attempt to assess the impact of curriculum reform following the introduction of ABET Criterion 3.f. This study sought to determine how much professional and ethical responsibility curriculum content was used between 1995 and 2005, as well as how, when, why, and to what effect changes in the amount of content occurred. Subsequently, the study sought to evaluate if different amounts of curriculum content generated differing student outcomes. The amount of curriculum content used by each of the participating programs was identified during semi-structured interviews with program administrators and a review of ABET Self-Study documents. Quantitative methods were applied to determine if a relationship existed between the curriculum content and performance on a nationally administered, engineering-specific standardized examination. The findings indicate a statistical relationship, but a lack of structure between the amount of required content in the curriculum and performance on the examination. Additional findings were also generated regarding the way that programs interpret the Criterion 3.f feedback generated during accreditation visits. The primary impact of this study is that it dispels the myth that more courses or course time on professionalism and ethics will necessarily lead to positive engineering education outcomes. Much of the impetus to add more curriculum content results from a lack of conclusive feedback during ABET accreditation visits. 相似文献
4.
This essay discusses engineering ethics in Puerto Rico by examining the impact of the Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) and by outlining the constellation of problems and issues identified in workshops and retreats held with Puerto Rican engineers. Three cases developed and discussed in these workshops will help outline movements in engineering ethics beyond the compliance perspective of the CIAPR. These include the Town Z case, Copper Mining in Puerto Rico, and a hypothetical case researched by UPRM students on laptop disposal. The last section outlines four future challenges in engineering ethics pertinent to the Puerto Rican situation. 相似文献
5.
The design and economic realities associated with Personal Computers (PCs) was used as a model for implementing ethical issues
into the core-engineering curriculum. Historically, products have not been designed to be recycled easily. By incorporating
environmental ethics into our classrooms and industries, valuable materials can be recovered and harmful materials can be
eliminated from our waste stream. Future engineers must consider the economic cost-benefit analysis of designing a product
for easy material recovery and recycling versus the true cost of the disposal and continued use of virgin materials. A three
hour unit on the economic and environmental impacts of product design is proposed for inclusion in the ABET accredited engineering
program.
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
6.
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
7.
Teaching engineering ethics to undergraduates: Why? What? How? 总被引:1,自引:0,他引:1
Professor Michael J. Rabins 《Science and engineering ethics》1998,4(3):291-302
8.
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
9.
C. Verharen J. Tharakan G. Middendorf M. Castro-Sitiriche G. Kadoda 《Science and engineering ethics》2013,19(2):599-623
Given the possibilities of synthetic biology, weapons of mass destruction and global climate change, humans may achieve the capacity globally to alter life. This crisis calls for an ethics that furnishes effective motives to take global action necessary for survival. We propose a research program for understanding why ethical principles change across time and culture. We also propose provisional motives and methods for reaching global consensus on engineering field ethics. Current interdisciplinary research in ethics, psychology, neuroscience and evolutionary theory grounds these proposals. Experimental ethics, the application of scientific principles to ethical studies, provides a model for developing policies to advance solutions. A growing literature proposes evolutionary explanations for moral development. Connecting these approaches necessitates an experimental or scientific ethics that deliberately examines theories of morality for reliability. To illustrate how such an approach works, we cover three areas. The first section analyzes cross-cultural ethical systems in light of evolutionary theory. While such research is in its early stages, its assumptions entail consequences for engineering education. The second section discusses Howard University and University of Puerto Rico/Mayagüez (UPRM) courses that bring ethicists together with scientists and engineers to unite ethical theory and practice. We include a syllabus for engineering and STEM (Science, Technology, Engineering and Mathematics) ethics courses and a checklist model for translating educational theory and practice into community action. The model is based on aviation, medicine and engineering practice. The third and concluding section illustrates Howard University and UPRM efforts to translate engineering educational theory into community action. Multidisciplinary teams of engineering students and instructors take their expertise from the classroom to global communities to examine further the ethicality of prospective technologies and the decision-making processes that lead to them. 相似文献
10.
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
11.
A model is described for implementing a program in research ethics education in the face of federal and institutional mandates
and current resource, disciplinary, and infrastructure limitations. Also discussed are the historical background, content
and evaluation process of the workshop at the heart of the program, which reaches a diverse group of over 250 students per
year—from first-year graduate students in basic research labs to clinical fellows. The workshop addresses central issues in
both everyday laboratory ethics and in larger societal questions. Goals include improving overall awareness of ethics guidelines
and philosophy and enhancing skills in identifying and then analyzing the ethical components of situations. Pedagogies used
and their effectiveness and that of the overall workshop and extended program are addressed. Programs like these have initiated
a shift in the culture of basic research, which is a critical need given the current atmosphere. 相似文献
12.
Ross Moret 《The Journal of religious ethics》2021,49(1):33-67
In recent decades, cognitive and behavioral scientists have learned a great deal about how people think and behave. On the most general level, there is a basic consensus that many judgments, including ethical judgments, are made by intuitive, even unconscious, impulses. This basic insight has opened the door to a wide variety of more particular studies that investigate how judgments are influenced by group identity, self‐conception, emotions, perceptions of risk, and many other factors. When these forms of research engage ethical issues, they are sometimes called empirical ethics. This essay argues that the field of religious ethics would benefit from a more robust engagement with empirical ethics than it has thus far undertaken. In doing so, it offers a brief account of how issues of moral psychology and moral anthropology have been treated in religious ethics, and it highlights ways that the scientific findings challenge some prevailing norms in religious ethics. It ends by suggesting avenues by which religious ethics research could productively engage empirical ethics. 相似文献
13.
Simonson L 《Science and engineering ethics》2005,11(4):655-658
This paper describes how the Electrical and Computer Engineering Department at South Dakota School of Mines and Technology
has chosen to integrate ethics into their curriculum. All university freshmen engineering students are introduced to ethics
through the presentation of ethical dilemmas. During this exercise, students are forced to argue both sides (‘for’ and ‘against’)
of a hypothetical ethical engineering dilemma. It provides a setting for great discussion with the desired outcome that they
learn to carefully analyze a situation before they draw conclusions. In the sophomore year, students are introduced to methods
to use the fundamental principles, the fundamental canons, and the suggested guidelines for use with the fundamental canons
of ethics when analyzing appropriate action to be taken when confronted with ethical dilemmas. We currently use the ‘sophomore’
method for seniors because the sequencing is just beginning. Next year the seniors will do more indepth analysis of ethical
case studies.
An earlier version of this paper was presented at the Fourteenth Annual Meeting, Association for Practical and Professional
Ethics, February 24–27, 2005. 相似文献
14.
Son WC 《Science and engineering ethics》2008,14(3):405-415
The purpose of this paper is to diagnose and analyze the gap between philosophy of technology and engineering ethics and to suggest bridging them in a constructive way. In the first section, I will analyze why philosophy of technology and engineering ethics have taken separate paths so far. The following section will deal with the so-called macro-approach in engineering ethics. While appreciating the initiative, I will argue that there are still certain aspects in this approach that can be improved. In the third, fourth, and fifth sections, I will point out three shortcomings of engineering ethics in terms of its macro-level discourse and argue that a number of certain insights taken from the study of philosophy of technology could be employed in overcoming those problems. In the concluding section, a final recommendation is made that topics of philosophy of technology be included in the curriculum of engineering ethics. 相似文献
15.
Catalano GD 《Science and engineering ethics》2006,12(2):399-406
Modifications to the ABET Criterion 3 are suggested in support of the effort to promote the pursuit of peace in engineering
education. The proposed modifications are the result of integrating the United Nations’ sponsored “Integral Model of Education
for Peace, Democracy and Sustainable Development” into the modern engineering curriculum. The key elements of the model are
being at peace with oneself, being at peace with others, and being at peace with the planet. In addition to proposing modifications,
specific classroom activities are described and implemented, and students’ reactions and the effectiveness of the various
exercises are discussed.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, Los Angeles, California, USA, 9–10 June 2005. 相似文献
16.
This is an examination of three main strategies used by engineering educators to integrate ethics into the engineering curriculum.
They are: (1) the standalone course, (2) the ethics imperative mandating ethics content for all engineering courses, and (3)
outsourcing ethics instruction to an external expert. The expectations from each approach are discussed and their main limitations
described. These limitations include the insular status of the stand-alone course, the diffuse and uneven integration with
the ethics imperative, and the orphaned status of ethics using the outside expert.
A fourth option is proposed — a special modular option. This strategy avoids the limitations of earlier approaches and harmonizes
well with curricular objectives and professional values. While some help is provided by a professional ethicist, the headliner
for the series of seminars is a high-profile engineer who shares an ethics dilemma encountered in professional practice. Students
discuss the case and propose solutions.
The goal is to make ethics applicable to real-life problems facing working engineers and to help change behaviors.
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
17.
This paper addresses several concerns in teaching engineering ethics. First, there is the problem of finding space within
already crowded engineering curricula for meaningful discussions of ethical dimensions in engineering. Some engineering programs
may offer entire courses on engineering ethics; however, most do not at present and may not in the foreseeable future. A promising
possibility is to weave ethics into already existing courses using case studies, but most current case studies are not well
integrated with engineering technical analysis. There is a danger that case studies will be viewed by both instructors and
students as departures from “business as usual”—interesting perhaps, but not essentially connected with “real” engineering.
We offer a case study, inspired by the National Society of Professional Engineer’s popular video Gilbane Gold, that can be used to make the connection. It requires students to engage in technical analysis, but in a context that makes
apparent the ethical responsibility of engineers. Further, the case we present marks a significant departure from more typical
cases that primarily focus on wrongdoing and its prevention. We concentrate more positively on what responsible engineering
requires. There is a need for more such cases, regardless of whether they are to be used in standard engineering courses or
in separate courses in engineering ethics.
This article is the product of the NSF/Bovay Endowment “Workshop to Develop Numerical Problems Associated With Ethics Cases
for use in Required Undergraduate Engineering Courses” (NSF Grant DUE-9455141) held at Texas A&M University in August 1995.
For further information about this project, contact Michael J. Rabins, Director of the Ethics and Professionalism Program
in the Look College of Engineering at Texas A&M University. Additional case studies from this workshop are available on the
Internet site http://ethics.tamu.edu. The writing of this article was supported in part by “Engineering Ethics: Good Works”
(NSF/EVS Grant SBR-930257).
Michael Pritchard teaches ethics and is co-author of Engineering Ethics: Concepts and Cases (1995) with C.E. Harris and Michael Rabins (Wadsworth, Belmont CA).
Mark Holtzapple teaches chemical engineering and is author of Foundations of Engineering (McGraw-Hill) which includes an ethics chapter suitable for freshman engineering students. 相似文献
18.
In order to fulfill ABET requirements, Northern Arizona University’s Civil and Environmental engineering programs incorporate
professional ethics in several of its engineering courses. This paper discusses an ethics module in a 3rd year engineering
design course that focuses on the design process and technical writing. Engineering students early in their student careers
generally possess good black/white critical thinking skills on technical issues. Engineering design is the first time students
are exposed to “grey” or multiple possible solution technical problems. To identify and solve these problems, the engineering
design process is used. Ethical problems are also “grey” problems and present similar challenges to students. Students need
a practical tool for solving these ethical problems. The step-wise engineering design process was used as a model to demonstrate
a similar process for ethical situations. The ethical decision making process of Martin and Schinzinger was adapted for parallelism
to the design process and presented to students as a step-wise technique for identification of the pertinent ethical issues,
relevant moral theories, possible outcomes and a final decision. Students had greatest difficulty identifying the broader,
global issues presented in an ethical situation, but by the end of the module, were better able to not only identify the broader
issues, but also to more comprehensively assess specific issues, generate solutions and a desired response to the issue. 相似文献
19.
Davis M 《Science and engineering ethics》2006,12(4):717-730
Perhaps the most common reason science and engineering faculty give for not including “ethics” (that is, research ethics,
engineering ethics, or some discussion of professional responsibility) in their technical classes is that “there is no room”.
This article 1) describes a technique (“micro-insertion”) that introduces ethics (and related topics) into technical courses
in small enough units not to push out technical material, 2) explains where this technique might fit into the larger undertaking
of integrating ethics into the technical (scientific or engineering) curriculum, and 3) concludes with some quantified evidence
(collected over more than a decade) suggesting success. Integrating ethics into science and engineering courses is largely
a matter of providing context for what is already being taught, context that also makes the material already being taught
seem “more relevant”. 相似文献
20.
Engineering ethics education is a complex field characterized by dynamic topics and diverse students, which results in significant challenges for engineering ethics educators. The purpose of this paper is to introduce a systematic approach to determine what to teach and how to teach in an ethics curriculum. This is a topic that has not been adequately addressed in the engineering ethics literature. This systematic approach provides a method to: (1) develop a context-specific engineering ethics curriculum using the Delphi technique, a process-driven research method; and (2) identify appropriate delivery strategies and instructional strategies using an instructional design model. This approach considers the context-specific needs of different engineering disciplines in ethics education and leverages the collaboration of engineering professors, practicing engineers, engineering graduate students, ethics scholars, and instructional design experts. The proposed approach is most suitable for a department, a discipline/field or a professional society. The approach helps to enhance learning outcomes and to facilitate ethics education curriculum development as part of the regular engineering curriculum. 相似文献