Abstract
This paper discusses collaborative learning and its use in an elective course on ethics in engineering. Collaborative learning is a form of active learning in which students learn with and from one another in small groups. The benefits of collaborative learning include improved student performance and enthusiasm for learning, development of communication skills, and greater student appreciation of the importance of judgment and collaboration in solving real-world problems such as those encountered in engineering ethics. Collaborative learning strategies employed in the course include informal small group discussions/problem solving, role-playing exercises, and cooperative student group projects, including peer grading. Student response to these techniques has been highly favorable. Realizing the benefits of collaborative learning is a challenge to both teachers, who must give up some control in the classroom, and students, who must be willing to take greater responsibility for their learning.
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An earlier version of this paper was presented by the author at a mini-conference, Practicing and Teaching Ethics in Engineering and Computing, held during the Sixth Annual Meeting of the Association for Practical and Professional Ethics, Washington, D.C., March 8–9, 1997
The author teaches courses in Science, Technology and Society and is Director of the Benjamin Franklin Scholars Program, a dual-degree program in engineering and humanities/social sciences.
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Herkert, J.R. Collaborative learning in engineering ethics. SCI ENG ETHICS 3, 447–462 (1997). https://doi.org/10.1007/s11948-997-0047-x
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DOI: https://doi.org/10.1007/s11948-997-0047-x