scholarly journals How To Teach An Engineering Ethics Course With Case Studies

2020 ◽  
Author(s):  
Carlos Bertha
Keyword(s):  
Case Studies ◽  
Engineering Ethics ◽  
Ethics Course

scholarly journals Development of Engineering Ethics Course

2020 ◽  
Author(s):  
Diana Bairaktarova ◽  
Demetra Evangelou
Keyword(s):  
Engineering Ethics ◽  
Ethics Course

scholarly journals RATIONALE AND TEACHING OBJECTIVES FOR A CANADIAN ENGINEERING ETHICS GAME

2015 ◽  
Author(s):  
Andrew Roncin
Keyword(s):  
Case Studies ◽  
Video Game ◽  
Codes Of Conduct ◽  
Engineering Ethics ◽  
Defining Issues Test ◽  
Serious Game ◽  
Teaching Objectives ◽  
Decision Points ◽  
Tyler's Rationale ◽  
Ethics Courses

This paper uses Tyler’s rationale as a framework for analyzing the teaching objectives surrounding the design of a video game to teach Canadian engineering ethics.The two keys challenges in this area are defining what should be taught in engineering ethics and then how it is evaluated in order to demonstrate improved understanding. Traditionally, engineering ethics courses are taught as either codes of conduct, or based on case studies with very constrained courses. The evaluation that follows then uses the Defining Issues Test (DIT) or an instructor’s evaluation.However, the above methods could be improved by focusing on engineering ethics as a situated, embedded, and applied discipline. That is, one in which decisions are made as part of a team, embedded in a workplace whose goals will likely be in conflict with the engineers, and whose outcomes are unknown at the time decisions are made.By using a serious game in which the players are protagonists affords us the opportunity to present thick cases with multiple decision points and opportunities for players to demonstrate their ethical bias. Additionally, the progress of players and their interactions with non-playing characters can reveal information on their assumptions and ethical bias.

scholarly journals The Teaching Assumption of Engineering Ethics Course from the Perspective of General Education

2019 ◽  
Vol 3 (3) ◽  
pp. 141
Author(s):  
Yanyan Dang
Keyword(s):  
Higher Education ◽  
General Education ◽  
Professional Education ◽  
Teaching Method ◽  
Engineering Ethics ◽  
Educational Concept ◽  
Comprehensive Development ◽  
Ethics Course ◽  
Organic Combination

<p>The concept of general education is an educational concept produced by the comparison with the professional education and an educational mode in higher education. Engineering ethics is a new subject based on the development of humanities and science. The organic combination of the two can help students get better and more comprehensive development. This paper mainly studies the teaching method of engineering ethics course under the background of general education and summarizes and discusses it accordingly.</p>

Ethics in Design

2016 ◽  
pp. 257-272
Author(s):  
James A. Stieb
Keyword(s):  
Engineering Design ◽  
Social Values ◽  
Engineering Ethics ◽  
Moral Values ◽  
Human Beings ◽  
Engineering Design Process ◽  
Ethics Code ◽  
Significant Case ◽  
Ethics Course ◽  
Educational Perspective

This chapter addresses how engineers can incorporate an understanding of human beings into their technological innovations as well as some risks, responsibilities, and social values involved in technological design. It also addresses how best to teach Engineering Ethics. In short, the chapter analyzes Engineering Ethics from a philosophical and educational perspective. The objectives of this chapter are to discuss ethical theories and their significance to Engineering Ethics and relevant and significant case studies of international and national import for future technological designs. Further, the importance of including social and moral values in the engineering design process and the advantages of abiding by the professional ethics code in Mechanical Engineering are also discussed. At the end, the chapter discusses the best way to teach an Engineering Ethics course.

Engineering Ethics: Improving Pedagogical Methods

2006 ◽  
Author(s):  
Carlos E. Bertha
Keyword(s):  
Engineering Students ◽  
Engineering Ethics ◽  
Philosophy Department ◽  
Ethics Course ◽  
Pedagogical Methods

Engineers like to solve problems. But they tend to like to solve problems that have discrete solutions. As long as they know which formulae apply, the rest is a matter of calculation. When philosophers teach ethics, they often take an approach that seems antithetical to the engineer's methods of solving problems: ethicists teach in terms of "ill-defined problems." For the purposes of this essay, I will assume that it has been fairly well established that engineering students should take an ethics course as part of their curriculum. Having said that, should engineers suffer through an ethics course taught by a philosopher? Or should engineers teach engineering ethics? Should engineering students get a tailored version of the course offered by the philosophy department?

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