Student-Inspired Activities for the Teaching and Learning of Engineering Ethics

Abstract

Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problem solving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach is presented in which first-year undergraduate students are responsible for proposing ethics education activities of relevance to their peers and discipline area. The students are prepared for the task through a short introduction on engineering ethics, whereby generic frameworks for moral and professional conduct are discussed, and discipline and student-relevance contexts provided. The approach has been used in four departments of engineering at Imperial College London, and has led to the generation of many creative ideas for wider student engagement in ethics awareness, reflection and understanding. The paper presents information on the premise of the introductory sessions for supporting the design task, and an evaluation of the student experience of the course and task work. Examples of proposals are given to demonstrate the value of such an approach to teachers, and ultimately to the learning experiences of the students themselves.

Appendices

Appendix 1: Engineering Ethics Courses at Imperial College London

The common aims of the courses are to:

• 1. Raise the student awareness of the importance and value of ethics in engineering work, personal and professional development.

• 2. Provide students with practical approaches and skills for applying ethical frameworks to decision making, problem solving and conflict resolution.

• 3. Encourage the application of ethics concepts to student-life occurrences.

• 4. Provide a foundation for ethics education in subsequent courses and learning activities.

Although the courses have a common syllabus, discipline contextualisation is achieved through discussion around appropriate anecdotes and examples. Core topics include:

• the nature and scope of engineering ethics

• pro-active, preventive and aspirational ethics

• skills for ethical decision making and action, and establishing and maintaining an ethical stance

• personal, common and professional morality

• engineering as a social experiment

• the role of professional societies

• aides for effective decision making, e.g.: codes of conduct/good practice; moral frameworks; key legislation relevant to the discipline; psychological and extrinsic factors

• practical tools for dealing with difficult situations and ethical dilemmas

A Case Study report on the courses and their evaluation (e.g., student feedback and independent observation) can be found at:

www.engsc.ac.uk/mini-projects/student-inspired-activities-for-the-teaching-and-learning-of-engineering-ethics

The database of student-inspired ideas can be found at:

www.imperial.ac.uk/engineering/teaching/ethicseducationforengineering

Appendix 2: Engineering Ethics Assignment: Instruction Sheet

Background

Challenges associated with issues like sustainability, a growing world population, climate change and poverty, have resulted in much drive for the training of graduates who can inspire and lead needs-based development and design. Central to the training is greater awareness of ethical issues which help support critical decision making, problem solving and career motivation.

Your Task

Propose a resource, method or activity that engages [department] students in ethics in a fun but meaningful way.

A 2-side (max) description of the proposal is needed, with a statement of the key ethical concept(s) being addressed. Diagrams, illustrations and photographs may be included, as well as any other creative medium to support the proposal.

Some pointers for idea generation:

• What ethics topic stood out most for you? Can the message from this be used in your proposal in a creative and student-relevant way?

• Can some of the ECUK Codes of Conduct be used in a fun and relevant way for Bioengineering students?

• Things which hinder responsible action (such as fear, group pressures, self-deception, self-interest, acceptance of authority, limited perspective, etc.…): do these also apply to university learning? Can some of these issues be used in developing a proposal idea?

• What would be a teaching format that would make the activity interesting?

Assessment

This is a group assignment: grades will be allocated equally to all group members (i.e. Pass or Fail). The best 3 proposals (as selected by a team of [department] academic staff) will be announced.

The proposals will be assessed on:

• Educational relevance, i.e., a clear ethics message (learning outcome)

• Originality

• Feasibility, i.e., can it be realistically applied

• Clarity of proposal

With effective group work, the task should take no more than 3 h to complete. Think about:

• Creating and supporting a good group climate

• Open communication which respects and involves all members

• Idea generation

• Planning and time management

• Team roles—e.g., write-up, media support, overall coordination