The Online Resource Center for Ethics Education in Engineering and Science

Herkert, Joseph R.; Benya, Frazier; Ellison, Karin; Hollander, Rachelle D.; Laas, Kelly; Raghavan, Simil

doi:10.18260/p.24897

Cited by 5 publications

(3 citation statements)

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“…These are broad ethical and social issues in engineering and science that call for the collective social responsibility of the science and engineering professions and societal decisions about research, practice, and technology. The Research and Practice terms are sometimes referred to as micro ethics, which concern the interactions and individual actions of scientists and engineers in their research and practice, and cover responsible conduct of research 2 . The topics in Controversies are areas of science and engineering that involve ethical issues and concerns about their potential societal implications.…”

Section: Figure 1: Resource Typesmentioning

confidence: 99%

Enhancements for the Online Ethics Center for Engineering and Science

Benya

Hollander

Ellison

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Section: Figure 1: Resource Typesmentioning

confidence: 99%

Enhancements for the Online Ethics Center for Engineering and Science

Benya

Hollander

Ellison

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

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“…The use of case studies, one of the most popular approaches for introducing ethics to engineers, was widespread before 2000 27,30,46,61 , and is considered by some to be the most effective means of engineering ethics instruction 28 . Reflecting this widespread interest, the Online Ethics Center (OEC) currently provides a centralized location for the sharing of cases and scenarios 32 , including more than 300 cases.…”

Section: Introductionmentioning

confidence: 99%

Assessing a Scaffolded, Interactive, and Reflective Analysis Framework for Developing Ethical Reasoning in Engineering Students

Kisselburgh

Hess

Zoltowski

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Purdue University) examines organizing and communicative practices in sociotechnical contexts, particularly collaboration in engineering design teams, spatial and material influences on organizing, and gendered practices in technological settings. She has backgrounds in communication, human performance, and computer science, and over twenty years experience designing and supporting learning environments in academic settings. Her research has been funded by the National Science Foundation (an Ethics in Science and Engineering project to develop frameworks for developing ethical reasoning in engineers, and a Cyberlearning project to develop collaborative design environments for engineers), and by corporate foundations, the Department of Homeland Security, Previously, we have demonstrated that ethical reasoning scores of engineering students increase significantly as a result of participating in our SIRA/RP courses. In this paper, we explore the research question: "Which characteristics of the SIRA approach contribute to changes in ethical reasoning." To assess our framework we designed a SIRA assessment scale that uses student reported ratings of effectiveness of the scaffolding, interactivity, and reflective analysis characteristics of the course. After pilot-testing and refinement, the 12-item scale and sub-scales were found to be highly consistent (α = .847). To determine which SIRA characteristics contributed to increased ethical reasoning scores we ran a hierarchical multiple regression analysis with satisfaction and SIRA efficacy scores as predictors. Controlling for GPA, course semester, and native language, we modeled pre-course satisfaction with the quality of ethics education and ethical concepts taught, and the SIRA subscales for scaffolding, interactivity, and reflectivity. The model was statistically significant in predicting ethical reasoning scores, accounting for 32% of the variance in the data. The strongest predictor was the reflectivity component of our framework (ß=.433), indicating that reflectivity elements of the course are significantly important to ethical reasoning change. We also analyzed student rankings of activities associated with the learning framework. Findings indicate that our integration of novel multimedia presentations of the case studies and the case study discussions were the two most important activities contributing to engagement, understanding, critical thinking, and guiding decision-making.These findings suggest that a coherent pedagogical framework grounded in reflexive principlism and emphasizing interactivity and reflectivity can effectively enhance the ethical reasoning of future engineers in a cyber-enabled delivery of just four cases, in as little as eight weeks. We contribute an evidence-based solution to address curricular needs of engineering ethics, and extend understanding of contributing factors to ethical reasoning development. ASSESSING SIRA FRAMEWORK FOR DEVELOPING ETHICAL REASONING

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“…[3][4][5] The benefits of online learning include ease in sharing course content 6 , flexibility in the timing of participation 5 , and increased variation in delivery modes for course material. Nonetheless, completely online courses can sometimes require a greater amount of faculty's time 4 as well as substantial "hidden" costs for both professors 3 and students 7 .…”

Section: Introductionmentioning

confidence: 99%

The Development of Ethical Reasoning: A Comparison of Online versus Hybrid Delivery Modes of Ethics Instruction

Hess¹,

Kisselburgh²,

Zoltowski³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Purdue University) examines organizing and communicative practices in sociotechnical contexts, particularly collaboration in engineering design teams, spatial and material influences on organizing, and gendered practices in technological settings. She has backgrounds in communication, human performance, and computer science, and over twenty years experience designing and supporting learning environments in academic settings. Her research has been funded by the National Science Foundation (an Ethics in Science and Engineering project to develop frameworks for developing ethical reasoning in engineers, and a Cyberlearning project to develop collaborative design environments for engineers), and by corporate foundations, the Department of Homeland Security, The Development of Ethical Reasoning: A Comparison of Online versus Hybrid Delivery Modes of Ethics Instruction AbstractThere is a concerted effort to improve online learning in higher education, including in the domain of engineering ethics. The benefits of online learning include ease in sharing course content, flexibility in the timing of participation, and increased variation in delivery modes for course material. However, the relative effect of online and hybrid participation in terms of developing students' ethical reasoning is largely unknown, and interactive cases and dialogic learning are central to the pedagogy in ethics courses. An opportunity to fill this knowledge gap occurred while testing a new pedagogy for enhancing ethical reasoning among engineering students, which was implemented in a graduate-level course over three offerings in Spring 2014, Summer 2014, and Spring 2015. Of the 29 students enrolled, 11 participated on-campus in a weekly discussion-based class, whereas the remaining 18 students completed the majority of the course online. This multi-phase study presents results from a comparative analysis of the differences in ethical reasoning development and perceptions of course components across two groups as distinguished by the students' mode of participation; the former group we classified as "online" and the latter group as "hybrid". Both groups of students showed substantial gains in their ethical reasoning development, as determined by their pre/post N2 scores on the Engineering Ethical Reasoning Instrument. Furthermore, changes in ethical reasoning were not significantly different when students participated in the online-only versus the hybrid mode. Nonetheless, analysis from post-course surveys indicated that the hybrid group perceived course components more favorably than did their online-only peers. In sum, these results indicate that online ethics interventions can be as impactful in developing ethical reasoning as modes that include an in-class component, although students seem to be more satisfied with ethics education when they have the opportunity for face-to-face, in-class interactions with peers and instructors.

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The Online Resource Center for Ethics Education in Engineering and Science

Cited by 5 publications

References 5 publications

Enhancements for the Online Ethics Center for Engineering and Science

Enhancements for the Online Ethics Center for Engineering and Science

Assessing a Scaffolded, Interactive, and Reflective Analysis Framework for Developing Ethical Reasoning in Engineering Students

The Development of Ethical Reasoning: A Comparison of Online versus Hybrid Delivery Modes of Ethics Instruction

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