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  1. The Need for Social Ethics in Interdisciplinary Environmental Science Graduate Programs: Results From a Nation-Wide Survey in the United States.Sean Valles, Kyle Whyte, Zach Piso, Michael O’Rourke, Jesse Engebretson & Troy Hall - 2017 - Science and Engineering Ethics 23 (2):565-588.
    Professionals in environmental fields engage with complex problems that involve stakeholders with different values, different forms of knowledge, and contentious decisions. There is increasing recognition of the need to train graduate students in interdisciplinary environmental science programs in these issues, which we refer to as “social ethics.” A literature review revealed topics and skills that should be included in such training, as well as potential challenges and barriers. From this review, we developed an online survey, which we administered to faculty (...)
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  • Reflexive Principlism as an Effective Approach for Developing Ethical Reasoning in Engineering.Jonathan Beever & Andrew O. Brightman - 2016 - Science and Engineering Ethics 22 (1):275-291.
    An important goal of teaching ethics to engineering students is to enhance their ability to make well-reasoned ethical decisions in their engineering practice: a goal in line with the stated ethical codes of professional engineering organizations. While engineering educators have explored a wide range of methodologies for teaching ethics, a satisfying model for developing ethical reasoning skills has not been adopted broadly. In this paper we argue that a principlist-based approach to ethical reasoning is uniquely suited to engineering ethics education. (...)
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  • The Need for Social Ethics in Interdisciplinary Environmental Science Graduate Programs: Results From a Nation-Wide Survey in the United States.Troy E. Hall, Jesse Engebretson, Michael O’Rourke, Zach Piso, Kyle Whyte & Sean Valles - 2017 - Science and Engineering Ethics 23 (2):565-588.
    Professionals in environmental fields engage with complex problems that involve stakeholders with different values, different forms of knowledge, and contentious decisions. There is increasing recognition of the need to train graduate students in interdisciplinary environmental science programs in these issues, which we refer to as “social ethics.” A literature review revealed topics and skills that should be included in such training, as well as potential challenges and barriers. From this review, we developed an online survey, which we administered to faculty (...)
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  • Navigating Bioethical Waters: Two Pilot Projects in Problem-Based Learning for Future Bioscience and Biotechnology Professionals.Roberta M. Berry, Aaron D. Levine, Robert Kirkman, Laura Palucki Blake & Matthew Drake - 2016 - Science and Engineering Ethics 22 (6):1649-1667.
    We believe that the professional responsibility of bioscience and biotechnology professionals includes a social responsibility to contribute to the resolution of ethically fraught policy problems generated by their work. It follows that educators have a professional responsibility to prepare future professionals to discharge this responsibility. This essay discusses two pilot projects in ethics pedagogy focused on particularly challenging policy problems, which we call “fractious problems”. The projects aimed to advance future professionals’ acquisition of “fractious problem navigational” skills, a set of (...)
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  • A Meta-Analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach.E. Michelle Todd, Logan L. Watts, Tyler J. Mulhearn, Brett S. Torrence, Megan R. Turner, Shane Connelly & Michael D. Mumford - 2017 - Science and Engineering Ethics 23 (6):1719-1754.
    Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses. The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online (...)
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  • Understanding Ill-Structured Engineering Ethics Problems Through a Collaborative Learning and Argument Visualization Approach.Michael Hoffmann & Jason Borenstein - 2014 - Science and Engineering Ethics 20 (1):261-276.
    As a committee of the National Academy of Engineering recognized, ethics education should foster the ability of students to analyze complex decision situations and ill-structured problems. Building on the NAE’s insights, we report about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research that supports (...)
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