Wolf, J., & Gopalan, G., & Sielmann, C. J. (2024, June), Pedagogy of Engagement: Exploring Three Methods in an Engineering Ethics and Professionalism Course   Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47836

\bibitem{asee_peer_47836}
  Wolf, J., \& Gopalan, G., \& Sielmann, C. J. (2024, June), \emph{Pedagogy of Engagement: Exploring Three Methods in an Engineering Ethics and Professionalism Course }
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--47836

Jessica Wolf, Gayatri Gopalan, and Christoph Johannes Sielmann P.Eng..  "Pedagogy of Engagement: Exploring Three Methods in an Engineering Ethics and Professionalism Course ".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47836 Internet.  04 May, 2025

\bibitem{asee_peer_47836}
  Jessica Wolf, Gayatri Gopalan, and Christoph Johannes Sielmann P.Eng..
  "Pedagogy of Engagement: Exploring Three Methods in an Engineering Ethics and Professionalism Course ".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47836 Internet.  04 May, 2025

@INPROCEEDINGS{asee_peer_47836
author = "Jessica Wolf, Gayatri Gopalan, and Christoph Johannes Sielmann P.Eng."
title = "Pedagogy of Engagement: Exploring Three Methods in an Engineering Ethics and Professionalism Course "
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47836}
number = {10.18260/1-2--47836}
}

TY  - CPAPER
AB  - This paper explores the role of three pedagogical interventions in engineering students’ learning about ethical and professional conduct, with a particular focus on affective engagement. Many transformative efforts involving equity, diversity, inclusion, and decolonization are centered on ethics as a justifying principle, which further stresses the need to cultivate an ethical orientation in engineering practice, beyond specific knowledge. A new course on professionalism and ethics was introduced as a platform to explore scalable pedagogical approaches to enhance engagement and achieve affective learning outcomes in engineering ethics. The learning activities were designed to stimulate critical thinking about social aspects of engineering and to reframe the traditionally technical obligations of the engineer within sociopolitical and equity-oriented structures.  
 
Through a qualitative analysis of student experiences, assignments, and reflections as part of the course, this paper evaluates the impact of three pedagogical methods on student engagement with ethical questions surrounding their decision-making as both individuals and as future engineers. The three methods being studied are Virtue Points, a tool that encourages self-reflection by contrasting personal and professional virtues, an adapted ‘Spectrum Game’ based on concepts presented by Jubilee Media, and a modified Pisces Game used to explore Tragedy of the Commons. Early findings show positive engagement with both the Pisces Game and Spectrum Game, with many students describing these two as particularly impactful and enjoyable. Virtue Points yielded results that surprised many students, and there are indications that the redesign of the scoring system for the game may promote better understanding of how it can support self-reflection on virtues. 
AU  - Jessica Wolf
AU  - Gayatri Gopalan
AU  - Christoph Johannes Sielmann P.Eng.
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Pedagogy of Engagement: Exploring Three Methods in an Engineering Ethics and Professionalism Course 
UR  - https://peer.asee.org/47836
DO  - 10.18260/1-2--47836
ER  -