Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Engineering Physics and Physics
The physics and engineering physics programs at our institution are currently in the process of preparing to apply for ABET accreditation through the Applied and Natural Science Accreditation Commission (ANSAC) and Engineering Accreditation Commission (EAC), respectively. These programs follow an “Introduce, Reinforce, Master” curriculum map as part of the assessment plan where each student learning outcome (SLO) is assessed in at least three courses of different levels, so that each SLO is assessed at each of the three levels (introduced, reinforced, and mastered). We seek to effectively assess, at the introductory level, the proposed ANSAC SLO (5) and the new EAC SLO (4) with a series of case studies and a rubric in our introductory physics course. There are two primary difference between the SLOs from the two commissions. Firstly, the EAC requires that the students recognize while the ANSAC requires that the students understand ethical and professional responsibilities. Secondly, the EAC requires the students to make informed judgments in engineering situations while the ANSAC requires the students to understand the impact of their technical and/or scientific solutions. With this in mind, we have implemented a series of case studies that are analyzed by students during the introductory physics lab. Because these SLOs are being assessed at the “Introduce” level, we are requiring students to recognize examples of unethical and/or unprofessional conduct in engineering and scientific situations. The “Reinforce” and “Master” levels will assess the students’ ability to make informed judgments and their understanding of ethical and professional responsibilities in global, economic, environmental, and societal contexts.
In this paper, we discuss the details of the case studies and the rubric developed to assess the students. Additionally, we will discuss changes that will be implemented to the assignment and assessment processes so that student learning of the skills and concepts required of the SLOs will improve.
Conry, J. P., & Harrington, A. (2020, June), Introductory Physics: Introducing Ethics Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34879
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015