Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Nuclear engineering in Ontario context experiences close ties with public interests, through rigorous public consultation (e.g. site selection process) and regulation procedures. Simultaneously, the images of war and nuclear accidents have dominated the public discourse on nuclear engineering, often evoking mistrust and defensiveness in nuclear engineering students in relation to the public. Such perception and attitude pose hindrance to the principles and values of engineering ethics. We feel that nuclear engineering is an important part of advancing the goals of engineering ethics. The history of nuclear engineering industry and governance provides rich educational examples of risk ownership and management, long-term perspective on the public well-being, and the recognition of inequality and equity issues in stakeholder collaboration.
Our vision is to see the next generation of nuclear engineers who lead not only in technology development, but also in the decisions that affect our local communities and environment. In order to enhance student capability and commitment to sustainability ethics, we introduced inquiry learning to an existing third year undergraduate course (lectures and labs). We introduced key concepts related to the socio-technical nature of engineering design, and insights into the interacting systems that shape engineering practice, as well as social justice and sustainability problems. We surveyed the students and conducted in-depth interviews to understand how the course experience affected their development of engineer identity and responsibility. The survey responses and thematic analysis results are presented, to invite feedback from colleagues.
Ha, M. R., & Racette, J., & Nagasaki, S. (2020, June), Work in Progress: Ethical Responsibility Formation of Students in a Nuclear Engineering Course Through Inquiry Learning Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35631
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