Integrating Ethics into Engineering Education: A Case-Based Learning Approach

Jennifer Mott; Steffen Peuker

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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: NEE Technical Session 1 - Educator's Tools
Tagged Division: New Engineering Educators Division (NEE)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/47655

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Paper Authors

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Jennifer Mott California Polytechnic State University, San Luis Obispo

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Jennifer Mott is an Assistant in Mechanical Engineering at Cal Poly San Luis Obispo. Her research interests include Thermal Comfort, using Team Based Learning in engineering courses and improving teaching for engineers.

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Steffen Peuker California Polytechnic State University, San Luis Obispo orcid.org/0000-0001-9862-6105

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Dr. Peuker holds the James L. Bartlett, Jr. Professor position in the Mechanical Engineering Department at the California Polytechnic State University in San Luis Obispo and is the Director of the HVAC&R Program. His research interest are HVAC&R applications. Dr. Peuker’s educational research focuses on increasing student retention and success in engineering. He has given talks and workshops nationally on the subject and facilitates faculty learning communities and is the co-author of “Studying Engineering – A Road Map to a Rewarding Career”.

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Abstract

This paper introduces an innovative method for infusing ethics into senior design capstone courses within engineering education. Historically, the conventional approach involved introducing ethical concepts through lectures, followed by students individually preparing reports on case studies involving ethical considerations. These reports were presented to the class, and in-class discussions were conducted. However, the authors observed that the resulting discussions often lacked depth and thoughtfulness, prompting the development of a new approach to enhance the integration of ethics in senior design courses.

For this new approach students were organized into teams of two and tasked with selecting a case from a provided list of recent case studies. They were then required to create a video presentation, which encompassed the following critical elements:

1. Determining the Facts: Teams were asked to delve deep into their chosen case study, systematically identifying and presenting all relevant facts.

2. Defining Stakeholders: A detailed study of the case's stakeholders was required, ensuring a clear grasp of the social, economic, and environmental implications.

3. Assessing Motivations: Each stakeholder's motives were to be examined, revealing insight into their goals and decision-making processes.

4. Identifying Ethical Implications: The teams were asked to critically evaluate the case to identify major ethical implications and dilemmas.

5. Ethical Code Violations: Each team had to determine which specific engineering ethics codes were violated in the case study.

These student-produced videos were shared on a learning platform, where all students were required to view them. A robust online discussion forum was established, for each case study whereby every student contributed an original discussion thread and engaged in at least two responses to a peer's contribution. In addition, students were actively encouraged to engage in questioning and responding within the discussion and not just limited to their particular case study.

The outcomes of this new pedagogical approach have been remarkably positive. The online format promoted increased interaction, richer and more profound discussions, higher participation rates, and well-thought-out responses. Students benefited from extended reflection and research time compared to traditional in-class presentations, resulting in a more comprehensive understanding of engineering ethics. This innovative method underscores the significance of case-based learning in instilling ethical principles and critical thinking skills in future engineers, ultimately contributing to the cultivation of responsible professionals in the field.

Citation
Format

Mott, J., & Peuker, S. (2024, June), Integrating Ethics into Engineering Education: A Case-Based Learning Approach Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47655

TY - CPAPER
AB - This paper introduces an innovative method for infusing ethics into senior design capstone courses within engineering education. Historically, the conventional approach involved introducing ethical concepts through lectures, followed by students individually preparing reports on case studies involving ethical considerations. These reports were presented to the class, and in-class discussions were conducted. However, the authors observed that the resulting discussions often lacked depth and thoughtfulness, prompting the development of a new approach to enhance the integration of ethics in senior design courses.

For this new approach students were organized into teams of two and tasked with selecting a case from a provided list of recent case studies. They were then required to create a video presentation, which encompassed the following critical elements:

1. Determining the Facts: Teams were asked to delve deep into their chosen case study, systematically identifying and presenting all relevant facts.

2. Defining Stakeholders: A detailed study of the case&#39;s stakeholders was required, ensuring a clear grasp of the social, economic, and environmental implications.

3. Assessing Motivations: Each stakeholder&#39;s motives were to be examined, revealing insight into their goals and decision-making processes.

4. Identifying Ethical Implications: The teams were asked to critically evaluate the case to identify major ethical implications and dilemmas.

5. Ethical Code Violations: Each team had to determine which specific engineering ethics codes were violated in the case study.

These student-produced videos were shared on a learning platform, where all students were required to view them. A robust online discussion forum was established, for each case study whereby every student contributed an original discussion thread and engaged in at least two responses to a peer&#39;s contribution. In addition, students were actively encouraged to engage in questioning and responding within the discussion and not just limited to their particular case study.

The outcomes of this new pedagogical approach have been remarkably positive. The online format promoted increased interaction, richer and more profound discussions, higher participation rates, and well-thought-out responses. Students benefited from extended reflection and research time compared to traditional in-class presentations, resulting in a more comprehensive understanding of engineering ethics. This innovative method underscores the significance of case-based learning in instilling ethical principles and critical thinking skills in future engineers, ultimately contributing to the cultivation of responsible professionals in the field.
AU - Jennifer Mott
AU - Steffen Peuker
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Integrating Ethics into Engineering Education: A Case-Based Learning Approach
UR - https://peer.asee.org/47655
ER -