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Ethical Education in Engineering: A Pedagogical Proposal Based on Cognitive Neurosciences and Adaptative Complex Systems

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Engineering Ethics Division Technical Session - Ethics Decision-Making

Tagged Division

Engineering Ethics

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Luis Fernando Cruz


Wilfrido A. Moreno P.E. University of South Florida

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Wilfrido Moreno received his BSEE, M.S.E.E & Ph.D. degrees in Electrical Engineering from the University of South Florida (USF), Tampa – Florida in 1983, 1985 and 1993 respectively. He is currently a Professor in the Department of Electrical Engineering at the University of South Florida, Tampa – Florida. Dr. Moreno is a founding member of the former Center for Microelectronics Research, (CMR- 1988), which is currently the Nanotechnology Research & Education Center, (NREC) at USF. His research interests are oriented toward the use of System of Systems Complex Engineering methodologies applied to system design, development, integration and validation by providing hardware/software solutions to industrial applications in areas such as Digital Signal Processing, Communications, Energy, Mechatronics (Robotics & Control), Nano/Micro-electronics, Medical Engineering and Multimedia solutions applied to engineering education. Since 1994, Dr. Moreno has been facilitating students and faculty mobility throughout the Latin American region; over 120 faculty members from Latin America have earned their Doctoral degrees from USF. He serves as the R&D Initiative Director for the Ibero-American Science & Technology Education Consortium (ISTEC) responsible for fostering Teaching/Learning & Research collaborations throughout the Ibero-american region among ISTEC’s members. Dr. Moreno has supervised over sixty master students and twenty doctoral students. Dr. Moreno has over 120 technical publications.

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Joel Howell University of South Florida

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Joel Howell is a Professor of Practice in the University of South Florida's Electrical Engineering Department. His focus is to help every student within the department develop skills and competencies through experiential learning activities, including community service, involvement in student organizations, internships/co-ops, undergraduate research, and study abroad programs. Prior to joining USF, Joel served as an Advanced Programs Engineer and Business Development Manager for Harris Corporation. Joel has also served as the Vice Chair of the American Institute for Aeronautics and Astronautics (AIAA) National Capital Section (NCS) and the Workforce Committee Chair for the Aerospace Industries Association Space Council.

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The contemporary society characterized by inter/multi/trans-disciplinary, globalization, multiculturalism, connectivity, continuous change, complexity, and the rapid advance of science and technology, generate new challenges in the ethical formation of future engineers. Although the education of engineering students has made advances in curricular, pedagogical and didactical areas with the support of new technologies, ethical training has not significantly advance at the educational level. It requires a new pedagogical framework that facilitates engineering faculty to innovate in the teaching and learning processes of ethics training that will enable new generations of engineers to adapt to the socio-cultural, technological demands and dynamics of the 21st century. This paper highlights innovative processes in the ethics formation of engineers from the inter/multi/trans-disciplinary perspective based on new fundamentals that integrate Research & Development and Education (R+D+E). In addition, this paper shows the pedagogical foundations of the processes of teaching and learning for the formation of engineering students in ethics and its relationship with the Integral Formation of the Engineer based on fundamentals of cognitive neuroscience and adaptive complex systems.

The proposed framework for ethics training, allows for a contextualized and meaningful learning model for new engineers favoring the inter/multi/trans-disciplinary with the development of social and cross-cultural skills, emotional intelligence, social and ethical responsibility, adaptive leadership, creativity & innovation, critical thinking & resolution of complex problems, communication & collaboration skills, team work, global awareness, environmental cognizance, flexibility & adaptability, resourcefulness, citizenship competencies, among others.

Cruz, L. F., & Moreno, W. A., & Howell, J. (2019, June), Ethical Education in Engineering: A Pedagogical Proposal Based on Cognitive Neurosciences and Adaptative Complex Systems Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32756

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