Baltimore , Maryland
June 25, 2023
June 25, 2023
June 28, 2023
Engineering Ethics Division (ETHICS) Technical Session_Tuesday June 27, 1:30 - 3:00
Engineering Ethics Division (ETHICS)
14
10.18260/1-2--42322
https://peer.asee.org/42322
271
Dayoung Kim is an Assistant Professor in the Department of Engineering Education at Virginia Tech. She is broadly interested in engineering practice (e.g., practices and experiences of engineers in various employment settings, such as business organizations), engineering ethics (e.g., social responsibility of engineering professionals), and related policy concerns. Through her research, she aims to identify how best to support innovative and ethical practice of engineers in business settings through education and science & technology policy. She received her Ph.D. in Engineering Education at Purdue University (2022) and received her B.S. and M.S. in Chemical Engineering at Yonsei University (2017) and Purdue University (2021) respectively. She received the 2022 Christine Mirzayan Science & Technology Policy Graduate Fellowship from the National Academies of Sciences, Engineering, and Medicine and the 2022 College of Engineering Outstanding Research Award from Purdue University.
Dr. Diana Bairaktarova is an Assistant Professor in the Department of Engineering Education at Virginia Tech. Through real-world engineering applications, Dr. Bairaktarova’s experiential learning research spans from engineering to psychology to learning
Assessment plays an important role in education, and there is no exception in engineering ethics education. However, although there have been efforts to evaluate students’ learning in engineering ethics classrooms, relatively limited efforts have been made to utilize valid and reliable assessment instruments to evaluate students’ achievement of learning objectives in engineering ethics education. It may be partly due to the limited number of instruments specifically designed for engineering ethics education. In this paper, we report our review of the papers that have reported the development and validation study of assessment instruments for engineering ethics interventions. We searched for papers published in representative journals and conference proceedings in the field of engineering education and engineering ethics. As a result, eight different assessment instruments specifically designed for engineering contexts have been found. We found that the majority of the papers reported an individual-level assessment instrument, which aims at measuring individual students’ qualities or characteristics. We also found a change in the trend in the subject of the assessment instrument. While the early efforts in developing assessment instruments focused mostly on assessing engineering students’ reasoning skills, more recent publications introduce assessment instruments designed for measuring students’ attitudes or qualities related to broader societal considerations, such as social responsibility and community engagement, as well as diversity and inclusion and social justice considerations. Based on the review, we briefly discuss opportunities in the new assessment instrument development effort.
Kim, D., & Bairaktarova, D. (2023, June), Assessment Instruments for Engineering Ethics Education: A Review and Opportunities Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42322
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