Bielefeldt, A. R., & Canney, N. E., & Swan, C., & Knight, D. (2016, June), Efficacy of Macroethics Education in Engineering  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26919

\bibitem{asee_peer_26919}
  Bielefeldt, A. R., \& Canney, N. E., \& Swan, C., \& Knight, D. (2016, June), \emph{Efficacy of Macroethics Education in Engineering}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26919

Angela R Bielefeldt, Nathan E Canney, Christopher Swan, and Daniel Knight.  "Efficacy of Macroethics Education in Engineering".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26919 Internet.  18 May, 2024

\bibitem{asee_peer_26919}
  Angela R Bielefeldt, Nathan E Canney, Christopher Swan, and Daniel Knight.
  "Efficacy of Macroethics Education in Engineering".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26919 Internet.  18 May, 2024

@INPROCEEDINGS{asee_peer_26919
author = "Angela R Bielefeldt, Nathan E Canney, Christopher Swan, and Daniel Knight"
title = "Efficacy of Macroethics Education in Engineering"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26919}
number = {10.18260/p.26919}
}

TY  - CPAPER
AB  - There is a need for engineering education to prepare students to address macroethical issues. Macroethics refers to the broader ethical obligations of the profession such as those embodied by social responsibility and sustainability. The extent to which students graduate with an understanding of macroethical issues is unclear and in need of organization. The goal of this new research project is to evaluate the various ways in which macroethics is taught in engineering, examining variations in pedagogy and topics, as well as examining differences between disciplines and institution types. This paper describes the first phase of the research, to develop surveys that will reveal a national picture of engineering macroethics instruction. Survey development began based on a review of the literature. One survey was targeted to deans and department chairs, aimed at identifying the names of faculty at their institutions who are involved in ethics instruction. A second survey was aimed at faculty who teach macroethical topics in courses for engineering students. A third survey was aimed at faculty who mentor co-curricular activities where students may learn about or engage with macroethical issues. Pilot versions of the three surveys were distributed to selected faculty at three institutions: a large public research-intensive university, a private research-intensive university, and a Christian-affiliated, private Baccalaureate university. Approximately 30 responses indicated a breadth of courses where faculty infused a wide variety of macroethical topics. It also revealed the challenges associated with encouraging faculty to respond to surveys. A handful of faculty participated in follow-up interviews, giving feedback to help improve the surveys. The surveys are currently being revised, with national dissemination planned in spring 2016. The dissemination plan includes ASEE list serves and a targeted list of individuals who have publications and have received grants related to macroethics education. Some national survey results should be available in time for the poster in June 2016.
AU  - Angela R Bielefeldt
AU  - Nathan E Canney
AU  - Christopher Swan
AU  - Daniel Knight
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Efficacy of Macroethics Education in Engineering
UR  - https://peer.asee.org/26919
DO  - 10.18260/p.26919
ER  -