Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Construction and construction related engineering programs (construction engineering and civil engineering) must provide ethics education to students for accreditation; however, there are limited resources for instructors who teach ethics in these degree programs. This exploratory two-stage sequential research study utilizes three of Eash’s five curriculum components (content, modes of transaction, and evaluation) as the conceptual framework to understand the teaching of ethics in construction programs by developing and piloting a survey instrument. Using this framework, an initial exploration on ethics education, particular to these types of construction related programs, was performed (literature and program guide review). Informed by this exploration, a survey was developed on how ethics is taught in construction and construction related programs (HETC). A pilot investigation into how ethics is taught was conducted into five construction programs to gain a deeper understanding of the pedagogical content (topics) and techniques those programs use to teach ethics while possibly exploring any pedagogical gaps. We found that there are a wide range of pedagogical techniques used to teach ethics that can be used to inspire ethics educators in these construction disciplines but have found that there are gaps in current academic literature that does not highlight the use of various pedagogical approaches or content unique to construction ethics instruction.
Sands, K. S., & Pearce, A. R., & Simmons, D. R., & Suh, M. J., & Fiori, C. M. (2020, June), Ethics in Undergraduate Construction Curricula: A Two-stage Exploratory Sequential Approach to Developing and Piloting the HETC Survey Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34591
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