Ha, M. R., & Racette, J., & Nagasaki, S. (2020, June), Work in Progress: Ethical Responsibility Formation of Students in a Nuclear Engineering Course Through Inquiry Learning  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35631

\bibitem{asee_peer_35631}
  Ha, M. R., \& Racette, J., \& Nagasaki, S. (2020, June), \emph{Work in Progress: Ethical Responsibility Formation of Students in a Nuclear Engineering Course Through Inquiry Learning}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35631

Minha R. Ha, Joshua Racette, and Shinya Nagasaki.  "Work in Progress: Ethical Responsibility Formation of Students in a Nuclear Engineering Course Through Inquiry Learning".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35631 Internet.  24 Apr, 2024

\bibitem{asee_peer_35631}
  Minha R. Ha, Joshua Racette, and Shinya Nagasaki.
  "Work in Progress: Ethical Responsibility Formation of Students in a Nuclear Engineering Course Through Inquiry Learning".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35631 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_35631
author = "Minha R. Ha, Joshua Racette, and Shinya Nagasaki"
title = "Work in Progress: Ethical Responsibility Formation of Students in a Nuclear Engineering Course Through Inquiry Learning"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35631}
number = {10.18260/1-2--35631}
}

TY  - CPAPER
AB  - Nuclear engineering in Ontario context experiences close ties with public interests, through rigorous public consultation (e.g. site selection process) and regulation procedures. Simultaneously, the images of war and nuclear accidents have dominated the public discourse on nuclear engineering, often evoking mistrust and defensiveness in nuclear engineering students in relation to the public. Such perception and attitude pose hindrance to the principles and values of engineering ethics. We feel that nuclear engineering is an important part of advancing the goals of engineering ethics. The history of nuclear engineering industry and governance provides rich educational examples of risk ownership and management, long-term perspective on the public well-being, and the recognition of inequality and equity issues in stakeholder collaboration. 

Our vision is to see the next generation of nuclear engineers who lead not only in technology development, but also in the decisions that affect our local communities and environment. In order to enhance student capability and commitment to sustainability ethics, we introduced inquiry learning to an existing third year undergraduate course (lectures and labs). We introduced key concepts related to the socio-technical nature of engineering design, and insights into the interacting systems that shape engineering practice, as well as social justice and sustainability problems. We surveyed the students and conducted in-depth interviews to understand how the course experience affected their development of engineer identity and responsibility.  The survey responses and thematic analysis results are presented, to invite feedback from colleagues.

AU  - Minha R. Ha
AU  - Joshua Racette
AU  - Shinya Nagasaki
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Work in Progress: Ethical Responsibility Formation of Students in a Nuclear Engineering Course Through Inquiry Learning
UR  - https://peer.asee.org/35631
DO  - 10.18260/1-2--35631
ER  -