June 23, 2013
June 23, 2013
June 26, 2013
23.1350.1 - 23.1350.10
Utilizing an Engineering Ethical Reasoning Instrument in the CurriculumThe need for understanding and enhancing engineering students’ ethical development has beenthe subject of numerous publications and has been embedded in ABET criteria. Although thereare reliable and valid measures of individual ethical development (e.g., DIT2, see Rest et al.,1999), engineering ethics offers a unique site in which the confluence of disciplinary concerns,professional codes, industry regulations, accreditation and other Board considerations, andinsight into human issues enter design considerations. This paper describes curricular approachesfor developing students’ decision making regarding such ethical concerns. Specifically, weaddress curricular interventions in multidisciplinary project teams focused on real worldapplications.Our paper addresses the ways in which instructors can utilize an engineering ethical reasoninginstrument in engineering class or lab sessions. First, we present some background informationon an instrument that is in its final validation phases and that offers an engineering scenario-based assessment of individual students’ ethical reasoning. Second, we present how we canutilize this instrument for instructional exercises in three different class formats: large-lecture,team-based labs, and small-group interactive sessions. In large-lecture classes, we find thatstudents often engage in discussions by averaging their individual numerical responses toinstrument items without much discussion of content but with assumptions that the numbersrepresent similar ethical reasoning logics. The team-based labs offer opportunities to segue fromdiscussions of hypothetical scenarios into issues regarding team members’ and project partners’needs, interests, and priorities. Finally, small-group interactive sessions can focus on howstudents move from individual processing of ethical decisions to greater understanding of themultiple and often conflicting perspectives that characterize resolution of ethical challenges.Through such curricular strategies, students can develop deep insights into personal, team, andprofessional ethics.
Zoltowski, C. B., & Buzzanell, P. M., & Oakes, W. C. (2013, June), Utilizing an Engineering Ethical Reasoning Instrument in the Curriculum Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22735
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: © 2013 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