Muraleedharan, R., & Wedge, T., & Trump, E. (2024, June), Advancing Engineering Ethics Education Using Active Learning   Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46526

\bibitem{asee_peer_46526}
  Muraleedharan, R., \& Wedge, T., \& Trump, E. (2024, June), \emph{Advancing Engineering Ethics Education Using Active Learning }
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--46526

Rajani Muraleedharan, Thomas Wedge, and Erik Trump.  "Advancing Engineering Ethics Education Using Active Learning ".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/46526 Internet.  07 Jan, 2025

\bibitem{asee_peer_46526}
  Rajani Muraleedharan, Thomas Wedge, and Erik Trump.
  "Advancing Engineering Ethics Education Using Active Learning ".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46526 Internet.  07 Jan, 2025

@INPROCEEDINGS{asee_peer_46526
author = "Rajani Muraleedharan, Thomas Wedge, and Erik Trump"
title = "Advancing Engineering Ethics Education Using Active Learning "
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46526}
number = {10.18260/1-2--46526}
}

TY  - CPAPER
AB  - In this paper, active learning strategies (role-playing) are employed to teach ethics to electrical engineering students for a holistic understanding of ethics violation and the moral responsibilities associated with seeking justice. An unconventional teaching method is explored that bridges the gap in applying ethical theory to case studies by enacting them. This approach enables students to understand the ethical dilemmas encountered in the profession and encourages them to seek support from authorized personnel rather than remaining bystanders. The research aims to empower students across various engineering programs to positively contribute to ethical responsibility by reevaluating their individual perceptions and embracing new perspectives for making moral judgements. The research outcome is evaluated based on a student survey collected over an academic year, which compares traditional teaching methods with active learning methods in terms of ethical understanding and team collaboration. The survey indicates that 92% of students strongly agree that learning ethics through role-playing leads to a better understanding of ethical responsibility, the impact of biased perceptions and social upbringing. Additionally, the survey suggests that to enhance students’ ethical awareness, a student-centered active learning workshop focusing on the NSPE and IEEE code of ethics would be more effective than quizzes or case studies assignments.
AU  - Rajani Muraleedharan
AU  - Thomas Wedge
AU  - Erik Trump
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Advancing Engineering Ethics Education Using Active Learning 
UR  - https://peer.asee.org/46526
DO  - 10.18260/1-2--46526
ER  -