Collection

AEE Journal

Authors

Katherine Fu; Robert Kirkman; Bumsoo Lee

the responsibilities that come with that role. One way to address this apparent shortcoming is to continue to refine the design of the stand-alone course, finding a better balance between the design task and the ethical considerations thatweave through it. We noted above that we placed a great deal of trust in the structure of the workin the course, and in the scaffolding we provided, to prompt students to connect design decisionswith ethical values. The self-reported data suggest this trust was not altogether misplaced, but thatwe may need to do more to foster an understanding of role responsibility and its importance in ourstudents’ future careers. It is also possible that the mixed results reflect a more general problem with stand

Collection

AEE Journal

Authors

Cheryl Bodnar; Matthew Markovetz; Renee Clark; Zachari Swiecki; Golnaz Irgens; Naomi Chesler; David Shaffer

., 2013, Rohde and Shaffer, 2003,­Shaffer, 2006). Epistemic games are simulations that allow students to act as practitioners in a simulatedreal-world environment while gathering data on students’ development as practitioners within agiven epistemic frame (Chesler et al., 2013). In engineering epistemic games, students role play asinterns for a virtual company and are tasked with a real-world design problem to engage them inthe engineering design process. Within the engineering epistemic game Nephrotex (Chesler et al.,2013), students are tasked with designing a dialysis membrane for therapeutic blood ultrafiltration.The design process involves the participation of multiple students (i.e., design teammates) and adesign mentor as students