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 18 (2):339-349 (2012)
Engineering ethics education is a complex field characterized by dynamic topics and diverse students, which results in significant challenges for engineering ethics educators. The purpose of this paper is to introduce a systematic approach to determine what to teach and how to teach in an ethics curriculum. This is a topic that has not been adequately addressed in the engineering ethics literature. This systematic approach provides a method to: (1) develop a context-specific engineering ethics curriculum using the Delphi technique, a process-driven research method; and (2) identify appropriate delivery strategies and instructional strategies using an instructional design model. This approach considers the context-specific needs of different engineering disciplines in ethics education and leverages the collaboration of engineering professors, practicing engineers, engineering graduate students, ethics scholars, and instructional design experts. The proposed approach is most suitable for a department, a discipline/field or a professional society. The approach helps to enhance learning outcomes and to facilitate ethics education curriculum development as part of the regular engineering curriculum.
|Keywords||Engineering ethics Ethics education Systematic approach Engineering education Collaborative Instructional design|
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References found in this work BETA
Michael Davis (1998). Thinking Like an Engineer: Studies in the Ethics of a Profession. Oxford University Press.
Joseph R. Herkert (2005). Ways of Thinking About and Teaching Ethical Problem Solving: Microethics and Macroethics in Engineering. [REVIEW] Science and Engineering Ethics 11 (3):373-385.
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Citations of this work BETA
Roberta M. Berry, Jason Borenstein & Robert J. Butera (2013). Contentious Problems in Bioscience and Biotechnology: A Pilot Study of an Approach to Ethics Education. Science and Engineering Ethics 19 (2):653-668.
Udo Pesch (2015). Engineers and Active Responsibility. Science and Engineering Ethics 21 (4):925-939.
Jonathan Beever & Andrew O. Brightman (2016). Reflexive Principlism as an Effective Approach for Developing Ethical Reasoning in Engineering. Science and Engineering Ethics 22 (1):275-291.
William T. Lynch (2015). Second-Guessing Scientists and Engineers: Post Hoc Criticism and the Reform of Practice in Green Chemistry and Engineering. Science and Engineering Ethics 21 (5):1217-1240.
Olivia Walling (2015). Beyond Ethical Frameworks: Using Moral Experimentation in the Engineering Ethics Classroom. Science and Engineering Ethics 21 (6):1637-1656.
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