David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Science and Engineering Ethics 12 (2):273-289 (2006)
Engineering educators have long discussed the need to teach professional responsibility and the social context of engineering without adding to overcrowded curricula. One difficulty we face is the lack of appropriate teaching materials that can fit into existing courses. The PRiME (Professional Responsibility Modules for Engineering) Project (http://www.engr.utexas.edu/ethics/primeModules.cfm) described in this paper was initiated at the University of Texas, Austin to provide web-based modules that could be integrated into any undergraduate engineering class. Using HPL (How People Learn) theory, PRiME developed and piloted four modules during the academic year 2004–2005. This article introduces the modules and the pilot, outlines the assessment process, analyzes the results, and describes how the modules are being revised in light of the initial assessment. In its first year of development and testing, PRiME made significant progress towards meeting its objectives. The PRiME Project can strengthen engineering education by providing faculty with an effective system for engaging students in learning about professional responsibility.
|Keywords||Engineering ethics and professional responsibility assessment engineering curricula web-based teaching social context of engineering|
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References found in this work BETA
Taylor Martin, Karen Rayne, Nate J. Kemp, Jack Hart & Kenneth R. Diller (2005). Teaching for Adaptive Expertise in Biomedical Engineering Ethics. Science and Engineering Ethics 11 (2):257-276.
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.
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