Board 86: Teaching Ethics in an Electrical Engineering Program

Cyrus Habibi; Adama Sawadogo

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Electrical and Computer Engineering Division (ECE) Poster Session
Tagged Division: Electrical and Computer Engineering Division (ECE)
Page Count: 13
DOI: 10.18260/1-2--48386
Permanent URL: https://peer.asee.org/48386
Download Count: 46

Paper Authors

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Cyrus Habibi University of Wisconsin, Platteville

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Cyrus Habibi is an Associate Professor in the department of Electrical engineering at the University of Wisconsin-Platteville. Prior to coming to MnSU, he was a postdoctoral fellow at the University of Wisconsin-Milwaukee. He earned his Ph.D. degree in

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Adama Sawadogo University of Wisconsin, Platteville

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Abstract

The Accreditation Board for Engineering and Technology (ABET) mandates that engineering students demonstrate the capacity to recognize ethical and professional responsibilities in engineering contexts and make informed judgments, considering the global, economic, environmental, and societal implications of their engineering solutions. Unfortunately, there is a history of tragedies and disasters caused by unethical engineering practices, underscoring the crucial need for students to be well-versed in these cases and prepared to make ethical decisions in their future workplaces. Integrating ethics into the electrical engineering curriculum poses distinct challenges. Within engineering programs, ethical considerations often vie for focus alongside technical aspects, potentially resulting in inadequate exposure and emphasis on ethical dimensions. Consequently, students may possess limited awareness and comprehension of ethical matters. Few approaches exist for integrating engineering ethics into the curriculum. These range from standalone courses specifically dedicated to ethics, integration within philosophy coursework, to open discussions within capstone design classes, and modules infused into technical courses. Each approach carries its unique set of benefits and drawbacks. Regarding content, researching into engineering ethics entails an examination of ethical case studies. However, grasping the theoretical foundations of ethics is crucial for comprehending diverse ethical perspectives. In the Department of Electrical and Computer Engineering at the University of Wisconsin-Platteville, we have developed two comprehensive ethics modules—an introductory and an advanced module—that seamlessly integrate into our curriculum. These modules are strategically incorporated into two critical phases of the academic journey: the freshman introductory course, and the senior level capstone design course. The freshman module introduces students to straightforward cases, enabling them to understand the process of making ethical judgments. Assessment at this level includes a series of multiple-choice questions, ensuring active engagement with and comprehension of the ethical challenges in electrical engineering. In the senior-level modules, students explore the theoretical aspects of ethics alongside more complex case studies. Each module comprises a mix of videos, textual content, and assessment quizzes. This report provides an overview of the modules content, implementation procedures, and assessment methods.

Citation
Format

Habibi, C., & Sawadogo, A. (2024, June), Board 86: Teaching Ethics in an Electrical Engineering Program Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48386

TY - CPAPER
AB - The Accreditation Board for Engineering and Technology (ABET) mandates that engineering students demonstrate the capacity to recognize ethical and professional responsibilities in engineering contexts and make informed judgments, considering the global, economic, environmental, and societal implications of their engineering solutions. Unfortunately, there is a history of tragedies and disasters caused by unethical engineering practices, underscoring the crucial need for students to be well-versed in these cases and prepared to make ethical decisions in their future workplaces.
Integrating ethics into the electrical engineering curriculum poses distinct challenges. Within engineering programs, ethical considerations often vie for focus alongside technical aspects, potentially resulting in inadequate exposure and emphasis on ethical dimensions. Consequently, students may possess limited awareness and comprehension of ethical matters.
Few approaches exist for integrating engineering ethics into the curriculum. These range from standalone courses specifically dedicated to ethics, integration within philosophy coursework, to open discussions within capstone design classes, and modules infused into technical courses. Each approach carries its unique set of benefits and drawbacks. Regarding content, researching into engineering ethics entails an examination of ethical case studies. However, grasping the theoretical foundations of ethics is crucial for comprehending diverse ethical perspectives.
In the Department of Electrical and Computer Engineering at the University of Wisconsin-Platteville, we have developed two comprehensive ethics modules—an introductory and an advanced module—that seamlessly integrate into our curriculum. These modules are strategically incorporated into two critical phases of the academic journey: the freshman introductory course, and the senior level capstone design course.
The freshman module introduces students to straightforward cases, enabling them to understand the process of making ethical judgments. Assessment at this level includes a series of multiple-choice questions, ensuring active engagement with and comprehension of the ethical challenges in electrical engineering.
In the senior-level modules, students explore the theoretical aspects of ethics alongside more complex case studies. Each module comprises a mix of videos, textual content, and assessment quizzes. This report provides an overview of the modules content, implementation procedures, and assessment methods.

AU - Cyrus Habibi
AU - Adama Sawadogo
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Board 86: Teaching Ethics in an Electrical Engineering Program
UR - https://peer.asee.org/48386
DO - 10.18260/1-2--48386
ER -