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1.
André Baier 《Science and engineering ethics》2013,19(4):1469-1472
A group of engineering students at the Technical University of Berlin, Germany, designed a course on engineering ethics. The core element of the developed Blue Engineering course are self-contained teaching-units, “building blocks”. These building blocks typically cover one complex topic and make use of various teaching methods using moderators who lead discussions, rather than experts who lecture. Consequently, the students themselves started to offer the credited course to their fellow students who take an active role in further developing the course themselves. 相似文献
2.
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
3.
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
4.
Hoon J. Lee 《Teaching Theology & Religion》2019,22(4):297-301
Contingent teaching has become the norm in most institutions. While the use of adjuncts and other non‐tenure track professors shows no sign of slowing down, the nature of contingent teaching is less known. This article examines how contingent teaching directly impacts the professor's teaching. My experience teaching religious studies courses from 2014 to the present has shown how contingent status affects significant issues such as the time and structure of teaching. Time is an essential component in teaching well. How the course is structured is equally important, or perhaps even more so, and has significant ramifications for a course. However, the nature of contingent labor impacts how time and structure is implemented in a course. This influences how I interact with the course material, the students, the department, and my ability to teach. See companion essays published in this issue of the journal by Adam Wirrig, Bradley Burroughs, Kyle Schenkewitz, and Charles Harrell. 相似文献
5.
Ignacy Kaliszewski 《Journal of Multi-Criteria Decision Analysis》2016,23(1-2):40-48
In the paper, we focus on the engineering and the reverse engineering paradigms in the context of multiple criteria decision analysis. We argue and demonstrate that if variant selection mechanisms are reverse engineered, they are simple and intuitive to understand, making multiple criteria decision analysis marketable to operational research practitioners. We present a reverse engineering scheme for variant selection mechanisms, and we illustrate its working with instructive examples. We also present some experience with that scheme gathered when teaching a multiple criteria decision analysis course to students. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
6.
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
7.
Tricia Bertram Gallant Lelli Van Den Einde Scott Ouellette Sam Lee 《Science and engineering ethics》2014,20(1):277-298
Cheating in the undergraduate classroom is not a new problem, and it is recognized as one that is endemic to the education system. This paper examines the highly normative behavior of using unauthorized assistance (e.g., a solutions manual or a friend) on an individual assignment within the context of an upper division undergraduate course in engineering mechanics. The findings indicate that there are varying levels of accepting responsibility among the students (from denial to tempered to full) and that acceptance of responsibility can lead to identification of learning and necessary behavioral changes. The findings have implications for institutions and engineering faculty, in particular the need for consistent academic integrity education and the teaching of professional integrity and ethics. 相似文献
8.
Deanna A. Thompson 《Teaching Theology & Religion》2000,3(3):164-169
This article examines the theoretical and practical concerns of a White professor who teaches a course on African American religious thought. It begins with a discussion of what it means to be embodied White, and how that affects the teaching of another embodied reality. From there it moves to the major assignment of the course, the evolutionary essay, and how this assignment facilitates student reflection upon their own embodied existence, particularly in terms of race. The article concludes with a brief reflection on the continuing challenges the author faces when teaching such a course. 相似文献
9.
Charles Glagola Moshe Kam Caroline Whitebeck Michael C. Loui 《Science and engineering ethics》1997,3(4):463-480
At a conference, two engineering professors and a philosophy professor discussed the teaching of ethics in engineering and
computer science. The panelists considered the integration of material on ethics into technical courses, the role of ethical
theory in teaching applied ethics, the relationship between cases and codes of ethics, the enlisting of support of engineering
faculty, the background needed to teach ethics, and the assessment of student outcomes. Several audience members contributed
comments, particularly on teaching ethical theory and on student assessment.
This panel discussion took place at a mini-conference, Practicing and Teaching Ethics in Engineering and Computing, held during the Sixth Annual Meeting of the Association for Practical and Professional Ethics, Washington, D.C., March 8–9,
1997.
Biographical information on panelists:
Charles Glagola is an assistant professor of civil engineering at the University of Florida. He is a registered professional engineer in
the states of Florida and Alabama. Before coming to academia, he had extensive industry experience culminating with his owning
and operating a construction and engineering firm in Pensacola, Florida. He currently teaches engineering ethics as part of
a professional issues course in the Department of Civil Engineering, and a one-hour engineering ethics course that is offered
to all engineering students through the College of Engineering.
Moshe Kam is professor of electrical and computer engineering at Drexel University. He heads Drexel’s Data Fusion Laboratory which
specializes in multisensor systems and robot navigation. His professional interests include detection and estimation, distributed
decision making, forensic applications of image processing, and engineering ethics.
Michael Loui is professor of electrical and computer engineering and associate dean of the Graduate College at the University of Illinois
at Urbana-Champaign. From 1990 to 1991, he served at the National Science Foundation in Washington, D.C. His scholarly interests
include computational complexity theory, theory of parallel and distributed computation, fault-tolerant software, and professional
ethics.
Caroline Whitbeck is a philosopher of science, technology and medicine and is the Elmer G. Beamer-Hubert H. Shneider Professor in Ethics at
Case-Western Reserve University. She also directs the WWW Ethics Center for Engineering & Science— http://ethics.cwru.edu—
under a grant from the National Science Foundation. The focus of her current work is practical ethics, especially ethics in
scholarly and scientific research. Her book, Ethics in Engineering Practice and Research, will appear from Cambridge University Press in winter 1997–98. 相似文献
10.
This article reports on the development and teaching of compulsory courses on ethics and engineering at Delft University of
Technology (DUT). Attention is paid to the teaching goals, the educational setup and methods, the contents of the courses,
involvement of staff from engineering schools, experiences to date, and challenges for the future. The choices made with respect
to the development and teaching of the courses are placed within the European and Dutch context and are compared and contrasted
with the American situation and experiences.
Previous versions of this article were presented at the meeting of the SEFI Working Group on Engineering Ethics in Rzeszow,
Poland, April 29–May 1, 1999 and at the SEFI Annual Conference in Zurich, Switzerland, September 1–3, 1999. 相似文献
11.
当前高校“思想道德修养”课教学内容存在问题探析 总被引:3,自引:0,他引:3
“思想道德修养”课教学效果不佳,缺乏感召力和说服力,其重要原因之一就是教学内容存在问题。教育所组织、编制和传授的教学内容没能处理好先进性与一般性的关系;没能处理好政治性与品德性的关系;没能处理好抽象性与具体性的关系;没能处理好继承性与创新性的关系;没能处理好知识性与行为性的关系。对教学内容存在问题的探讨,是我们深化教学内容研究和改革的前提和基础,是实现“思想道德修养”课教学有效性的根本保证。 相似文献
12.
Carolyn M. Jagacinski 《Sex roles》2013,69(11-12):644-657
Research suggests that women engineering students in the United States typically have lower competence perceptions than their male classmates. According to achievement goal theory, low competence perceptions are associated with avoidance achievement goals which involve a preoccupation with avoiding failure rather than a focus on approaching success. The current study was conducted to see if women in a freshmen engineering course would rate their competence lower than their male classmates and if they would be more likely to adopt avoidance achievement goals. Further, would lower competence perceptions (i.e., perceived ability, self-efficacy) and avoidance goals have negative effects on grades and interest in the freshman engineering course? A sample of 117 first-semester engineering students from a U.S. Midwestern University completed surveys several times during the semester. Data were also collected from a sample of 82 first-semester students enrolled in an introductory psychology course for comparison purposes. Women in the freshman engineering course reported lower competence perceptions and higher levels of avoidance achievement goals than did men in the engineering course and than men and women in the psychology course. However, there were no significant gender differences in course grades or interest in the engineering course. Further analyses revealed indirect effects of gender on grades and interest in the engineering course through the competence perceptions. The indirect effects were negative suggesting lower values for women in engineering. The avoidance achievement goals were not influential in the indirect effects. The implications of these finding for the persistence of women in engineering are discussed. 相似文献
13.
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
14.
Andrew T. Arroyo 《Teaching Theology & Religion》2010,13(1):35-50
With the general practice of online teaching still in relative infancy, nuanced approaches for teaching target populations such as black students are especially scarce. This article submits a theoretical framework for approaching the activity of teaching black students online using a transformative, postmodern pedagogy that is sensitive to black learning styles. It also offers practical suggestions for course design and deployment in online religion courses. In the interest of providing an optimal learning experience for every student, all instructors are encouraged to consider the race and culture variable in their online teaching, whether their roster contains one black student or many. 相似文献
15.
Webbing the Common Good: Virtual Environment,Incarnated Community,and Education for the Reign of God
Helen M. Blier 《Teaching Theology & Religion》2008,11(1):24-31
Abstract. Online technologies, recently embraced by seminaries to respond to changing student needs and demographics, compel practitioners to ask questions about the content, methods, and desired outcomes of teaching/learning experiences. Indeed, as Delamarter and Brunner have pointed out in this journal (2005), many seminaries have turned to these strategies only to find that the issues are not technological; rather, they are pedagogical. This article discusses the insights generated by one such teaching experiment, a hybrid course on religious education for social justice. Through this educational experiment, the professor and students discovered that the format of the hybrid course proved to be an effective means by which to promote the praxis of social justice as well as develop some of the skills essential for effective ministry and education. The article begins with the rationale of the course design and content and continues with the perspectives of the students and instructor in reflection on the experiment. It concludes with some preliminary insights into the potential usefulness of hybrid learning for both peace and justice education as well as its value in the overall formation of educators and ministers. 相似文献
16.
Wolfgang J. Liebert 《Science and engineering ethics》2013,19(4):1533-1550
In order to raise awareness of the ambiguous nature of scientific-technological progress, and of the challenging problems it raises, problems which are not easily addressed by courses in a single discipline and cannot be projected onto disciplinary curricula, Technical University of Darmstadt has established three interdisciplinary study concentrations: “Technology and International Development”, “Environmental Sciences”, and “Sustainable Shaping of Technology and Science”. These three programmes seek to overcome the limitations of strictly disciplinary research and teaching by developing an integrated, problem-oriented approach. For example, one course considers fundamental nuclear dilemmas and uses role-playing techniques to address a controversy in the area of nuclear security. At the same time, incorporating interdisciplinary teaching into a university that is organized around mono- or multi-disciplinary faculties also poses a number of challenges. Recognition in disciplinary curricula, and appropriate organizational support and funding are examples of those challenges. It is expected that science and engineering students, empowered by such interdisciplinary study programmes, will be better prepared to act responsibly with regard to scientific and technological challenges. 相似文献
17.
Current practices in the undergraduate Psychology of Learning course were assessed through a survey in which a questionnaire probing the teaching of the course was sent to 238 4-year colleges and universities in the United States. Fifty-four percent of the questionnaires were returned. Learning courses were taught at all but 10 of the schools that responded. The course typically is one of several that can be selected to fulfill requirements for the major in psychology. The course orientation and content varied widely from cognitive to eclectic to behavioral, and laboratory requirements existed in less than half of the courses. The effects of these practices on behavior analysis are considered and several suggestions are made for teaching behavior analysis in the Learning course and elsewhere to undergraduates. 相似文献
18.
19.
The present study provides a turn-of-the-century status report on the teaching of the history of psychology in colleges and universities in the United States. The data indicate that the course is offered regularly in most departments of psychology and is frequently required of majors; these findings are consistent with earlier research. Most instructors teach the course largely out of personal interest and self-taught expertise with their primary teaching and research commitments to other areas of psychology. Few instructors engage in publication of research and scholarship in the history of psychology, although there are 2 journals in the field that provide an outlet for scholarship. The few positions that allow for primary commitment to teaching and research in the history of psychology is a possible cause of concern for the future of the course and for its place in the education of psychologists in the 21st century. 相似文献
20.
A team-taught interdisciplinary approach to engineering ethics 总被引:1,自引:0,他引:1
This paper outlines the development and implementation of a new course in Engineering Ethics at the University of Tennessee.
This is a three-semester-hour course and is jointly taught by an engineering professor and a philosophy professor.
While traditional pedagogical techniques such as case studies, position papers, and classroom discussions are used, additional
activities such as developing a code of ethics and student-developed scenarios are employed to encourage critical thinking.
Among the topics addressed in the course are engineering as a profession and its role in society; ethical successes and failures;
risk, safety, and the environment; professional responsibilities; credit and intellectual property; and international concerns.
The most significant aspect of the course is that it brings both engineering and non-engineering points of view to the topics
at hand. This is accomplished in two ways. First, as mentioned previously, it is team-taught by engineering faculty with an
interest in ethical and societal issues, and by philosophy faculty with expertise in the field of professional ethics and
an interest in science and technology. Second, the course is offered to both engineers and non-engineers. This mix of students
requires that all students must be able to explain their technical and ethical decisions in a non-technical manner. Work teams
are structured to maximize interdisciplinary interaction and to foster insights by each student into the professional commitments
and attitudes of others.
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, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献