Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Cultivating ethical STEM researchers and practitioners requires movement beyond reducing ethical instruction to the rational exploration of moral quandaries via case studies and into the complexity of the ethical issues students will encounter within their careers. The Integrated Community-Engaged Learning and Ethical Reflection (I-CELER) framework was designed as a means to promote the ethical becoming of future STEM practitioners. This paper provides a synthesis of and rationale for I-CELER for promoting ethical becoming based on scholarly literature from various social science fields, including social anthropology, moral development, and psychology.
This paper proceeds in five parts. First, we introduce the state of the art of engineering ethics instruction, argue for the need of a lens that we describe as ethical becoming, and then detail the Specific Aims of our project. Second, we outline the three interrelated components of the project intervention. Third, we detail our convergent mixed methods research design, including its qualitative and quantitative counterparts. Fourth, we provide a brief description of what a course modify to the I-CELER approach might look like. Finally, we close by detailing the potential impact of this study in light of existing ethics education research within engineering.
Fore, G. A., & Hess, J. L., & Sorge, B., & Price, M. F., & Coleman, M. A., & Hahn, T. W., & Hatcher, J. A. (2018, June), An Introduction to the Integrated Community-Engaged Learning and Ethical Reflection Framework (I-CELER) Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29793
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