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Using a Hybrid Classroom Environment for the Instruction of Ethics and Contemporary Civil Engineering Issues

Abstract

Every ABET accredited civil engineering program has to consider how to successfully measure whether its students attain the program outcomes, including ABET mandated outcomes (a) – (k), which include what many consider to be “soft” outcomes since they are not based on scientific or technical knowledge. ABET outcomes included in this category are: an understanding of professional and ethical responsibility; an ability to communicate effectively; the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context; a recognition of the need for, and an ability to engage in life-long learning; and a knowledge of contemporary issues. In addition, ASCE advocates the adoption of the Body of Knowledge (BOK) by civil engineering programs, which includes additional “soft” outcomes on public policy and leadership. How to insure students are obtaining these outcomes is obviously program specific and many programs struggle with how to include these outcomes in an already “packed” technical curriculum. As such, there are numerous pedagogical approaches for teaching ethics and/or contemporary issues with a wide range curriculum implementation strategies including modules, individual courses, integration throughout the curriculum, or as part of a capstone experience. This paper will describe an approach implemented by a private technologically focused University to reinforce ethical behavior and to discuss a wide range of contemporary issues associated with the above outcomes. The approach includes offering the course as a hybrid e-Learning course that is student learning focused and not instructor focused. Assessment of student learning and the effectiveness of the hybridization of the course will also be discussed in the paper.

Introduction

The Accreditation Board for Engineering and Technology (ABET) requires that ABET accredited civil engineering programs measure whether their students attain program outcomes, including ABET mandated outcomes (a) – (k), which include what many consider to be “soft” outcomes since they are not based on scientific or technical knowledge1. ABET outcomes included in this category are: an understanding of professional and ethical responsibility; an ability to communicate effectively; the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context; a recognition of the need for, and an ability to engage in life-long learning; and a knowledge of contemporary issues. In addition, the American Society of Civil Engineers (ASCE) advocates the adoption of the Body of Knowledge (BOK) by civil engineering programs, which includes additional “soft” outcomes on public policy and leadership. Specifically, the Civil Engineering Department at Lawrence Technological University offers a program in which our graduates have: (a) an ability to apply knowledge and principles of mathematics, science, and engineering in the solution of civil engineering problems (b) an ability to design and conduct experiments, as well as to analyze data and interpret results

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Carpenter, D. (2007, June), Using A Hybrid Classroom Environment For The Instruction Of Ethics And Contemporary Civil Engineering Issues Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2438