, stakeholder analysis, mass balance, sewagetreatment, material properties and selection, sewage properties and conveyance, staticsand stress, filtration and chemical precipitation, and so on). These engineering concepts,though, are not abstracted from social, political, and economic considerations. Rather,engineering is imbued with social context. Through class events like town hall meetings,debates, and stakeholder analyses, students in character, are exposed to differentperspectives, values, priorities, and constraints. Additional out-of-class work such asindividual reflective essays and team-based projects also engaged them in ethicalreasoning and complex cognitive tasks related to empathy, ethics, and social justice. Inthe follow-on course
. This omission is especially troubling given that the impactof the work, and the resulting responsibility, is arguably larger in cutting-edge research than inthe routine practice of engineering. Yet reflection on the traits and skills necessary for a scientistor engineer to productively engage with the social impact of his or her work reveals anotherreason why relevant training is usually missing: the difficulty in specifying what such trainingmight look like, much less how to provide it.SRR at Notre Dame For these reasons, in 2013 the Reilly Center for Science, Technology and Values at theUniversity of Notre Dame applied for and received an NSF EESE award to research, pilot andassess training in the Social Responsibilities of
the case study method with an interactive approach intended to increase the realism ofthe experience and enhance student engagement. Data are presented from voluntary studentsurveys completed prior to and after completion of the activity. Results suggest that theinteractive approach is at least as effective as a traditional case study and provides anindividualized experience, even in a large-class setting.IntroductionCase studies are a preferred vehicle for professional ethics education and are used by bothacademic programs and professional societies. (Richards & Gorman, 2004) note that “Casestudies often reflect real world concerns, situations, and issues managers and engineers encounterin practice; they are often open-ended, with no
give them opportunities to reflect on the need to identify complex situations in futuresettings, as well as a safe environment in which to explore, make mistakes, and discuss thebroader ramifications of various engineering decisions in authentic contexts. Ultimately the goalis to better prepare young engineers to tackle ethically the current and future challenges thathave tended to be underemphasized in traditional engineering curriculums.Thus, broadly, our study asks “What impact does giving engineering students authentic butplayful role-playing experiences in the context of examining the ethical, social, andsocietal impacts of engineering solutions have on their knowledge, attitudes, andabilities to act ethically as engineers?”As most
, perspective-taking, getting feedback, or prototyping). Category 3: User as Human-centered design is a linear design process where users and other Information Source Input stakeholders are viewed primarily as sources of information, assistance, to Linear Process and/or support, not those whose needs should be reflected in design. Human-centered design is keeping the users’ needs and how design will be used in mind while designing. This approach involves gathering Category 4: Keeping the information about the users primarily from higher level stakeholders or Users’ Needs in Mind experts versus the users directly. Integrating that
awareness as well as major policy changes at the Government Level coupled with stricter application of RTI kind of mechanism – the future is for better. Diagram 8 below provides the comparison. Diagram- 8: Comparison of level of Ethics between Year 2015 & 2020 This optimistic view is also reflected in the CPI Ranking for the year 2016. The trend is in the direction of improvement and hence the optimism for year 2020 looks reasonable. Very Clean Highly Corrupt Countries Countries1,2,3,4 174,175,176
. Undergraduate research 4. Other service related tasks through student societies and organizationsCourse work and internship experiences are directly connected to class assessment on student’sknowledge and practice of ethics and professionalism. Undergraduate research and other servicesare used as indirect evaluation tools that do not reflect in the transcripts, but are measured andsummarized with a student’s research publications and presentations, and service activities.Course workWhile across the ENE curriculum, some E&P concepts such as consequences of plagiarism,attendance, punctuality, adhering to the deadlines and individual responsibilities in groupactivities are incorporated in all courses, two courses are exclusively designed and