June 26, 2011
June 26, 2011
June 29, 2011
22.492.1 - 22.492.16
A Course in Engineering Ethics Criterion three of ABET's Engineering Criteria 2000 requires engineering programs todemonstrate that their graduates have “an understanding of professional and ethicalresponsibility” (ABET, 2000, pg.32). Engineering ethics is the field which examines and setsstandards for engineering’s’ obligations to the public, their clients, employees and the profession.In the course of practicing engineering, an engineer solves problems. The engineering decisionsare generally guided by the project management variables of cost, schedule and quality; howeverthe engineering decisions are also guided by moral values; concern and respect for others. As of today, even that Criterion three of ABET's Engineering Criteria 2000 requiresengineering programs to demonstrate that their graduates have an understanding of professionaland ethical responsibility the teaching of engineering ethics is still not a high priority in U.S.engineering education. “Many challenges remain, most notably the need for US engineeringfaculty to accept greater responsibility for engineering ethics education” (Herkert, 2000).Engineering ethics course is not mandatory and when offered through engineering schools isintegrated through the curriculum in a variety of different forms. Whereas the methods of ethicsinstructions and assessment are often left to the discretion of the instructor, methods ofcurriculum incorporation are mostly established at institutional level. The predominant methodsof curriculum incorporation include: required courses within the discipline, elective coursesoutside the discipline, across-the-curriculum, and the linking of ethics with society (Herkert,2002). However, as Barry (2009) states: “Without clear evidence, the debate over curriculummethods will continue, and the engineering community cannot advance its approach to thisimportant subject”. This paper presents a design of a course in Engineering Ethics to be incorporate in theEngineering curriculum as a course within the program. The course focuses on helping studentsto understand the nature and value of professional and ethical responsibility. The course contentis aligned with appropriate assessments that will offer evidence of students learning andpedagogical approaches are employed to enable students learning. The content for the Engineering Ethics course discussed in this document is driven bythree primary learning goals: students identifying ethical issues, exercising ethical thinking, andresolving ethical dilemmas. These leaning objectives were specifically developed around Fink’sapproach “A Self-Directed Guide to Designing Courses for Significant Learning”. For exploring thecourse context, Wiggins and McTighe’s “Establishing Curricular Properties” framework is used.Formative and summative assessment measures were design to highlight what students havelearned. For exploring Assessment in the course of Engineering Ethics outlined in this paper,James Pellegrino’s Assessment Triangle is used. Finally, the instructional methods used for this course are based on the devotion to createan active and interactive learning environment. The course is presentment through combinationof fundamental theory and case studies. As part of the course, teaching modules for ethics,communication and group work have been developed for well-aligned learning goals with thecontent, the assessments, and the pedagogical principles and practice.
Bairaktarova, D., & Evangelou, D. (2011, June), Development of Engineering Ethics Course Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17773
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