David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Science and Engineering Ethics 10 (2):359-368 (2004)
One of the methods used at Penn State to teach engineering students about ethics is a one-credit First-Year Seminar entitled “How Good Engineers Solve Tough Problems.” Students meet in class once a week to understand ethical frameworks, develop ethical problem-solving skills, and to better understand the professional responsibilities of engineers. Emphasis is on the ubiquity of ethical problems in professional engineering. A learning objective is the development of moral imagination, similar to the development of technical imagination in engineering design courses. Making sound arguments is also addressed in the process of reasoning through cases, and critiquing other’s arguments. Over the course of the semester, students solve five engineering ethics cases. Each week, a student team of four people is responsible for reading the assigned section of the text, developing a summary, and leading the class discussion.
|Keywords||ethics seminar first-year active learning|
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References found in this work BETA
Anthony Weston (2009). A Rulebook for Arguments. Hackett Pub..
James P. Sterba (2001). Three Challenges to Ethics: Environmentalism, Feminism, and Multiculturalism. Oxford University Press.
Citations of this work BETA
Katherine Alfredo & Hillary Hart (2011). The University and the Responsible Conduct of Research: Who is Responsible for What? [REVIEW] Science and Engineering Ethics 17 (3):447-457.
Georgina Voss (2013). Gaming, Texting, Learning? Teaching Engineering Ethics Through Students' Lived Experiences With Technology. Science and Engineering Ethics 19 (3):1375-1393.
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