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  1. Facing the Pariah of Science: The Frankenstein Myth as a Social and Ethical Reference for Scientists.Peter Nagy, Ruth Wylie, Joey Eschrich & Ed Finn - 2020 - Science and Engineering Ethics 26 (2):737-759.
    Since its first publication in 1818, Mary Shelley’s Frankenstein; or, The Modern Prometheus has transcended genres and cultures to become a foundational myth about science and technology across a multitude of media forms and adaptations. Following in the footsteps of the brilliant yet troubled Victor Frankenstein, professionals and practitioners have been debating the scientific ethics of creating life for decades, never before have powerful tools for doing so been so widely available. This paper investigates how engaging with the Frankenstein myth (...)
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  • The Ethical Education and Perspectives of Chinese Engineering Students: A Preliminary Investigation and Recommendations.Rockwell F. Clancy - 2020 - Science and Engineering Ethics 26 (4):1935-1965.
    To develop more effective ethics education for cross-cultural and international engineering, a study was conducted to determine what Chinese engineering students have learned and think about ethics. Recent research shows traditional approaches to ethics education are potentially ineffective, but also points towards ways of improving ethical behaviors. China is the world’s most populous country, graduating and employing the highest number of STEM majors, although little empirical research exists about the ethical knowledge and perspectives of Chinese engineering students. When compared to (...)
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  • Teaching Ethics to Engineers: A Socratic Experience.Gonzalo Génova & M. Rosario González - 2016 - Science and Engineering Ethics 22 (2):567-580.
    In this paper we present the authors’ experience of teaching a course in Ethics for Engineers, which has been delivered four times in three different universities in Spain and Chile. We begin by presenting the material context of the course, and especially the intellectual background of the participating students, in terms of their previous understanding of philosophy in general, and of ethics in particular. Next we set out the objectives of the course and the main topics addressed, as well as (...)
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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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  • Mechanisms of Epistemic Change—Under Which Circumstances Does Diverging Information Support Epistemic Development?Martin Kerwer & Tom Rosman - 2018 - Frontiers in Psychology 9.
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  • Review of Instructional Approaches in Ethics Education. [REVIEW]Tyler J. Mulhearn, Logan M. Steele, Logan L. Watts, Kelsey E. Medeiros, Michael D. Mumford & Shane Connelly - 2017 - Science and Engineering Ethics 23 (3):883-912.
    Increased investment in ethics education has prompted a variety of instructional objectives and frameworks. Yet, no systematic procedure to classify these varying instructional approaches has been attempted. In the present study, a quantitative clustering procedure was conducted to derive a typology of instruction in ethics education. In total, 330 ethics training programs were included in the cluster analysis. The training programs were appraised with respect to four instructional categories including instructional content, processes, delivery methods, and activities. Eight instructional approaches were (...)
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  • Situating Moral Agency: How Postphenomenology Can Benefit Engineering Ethics.L. Alexandra Morrison - 2020 - Science and Engineering Ethics 26 (3):1377-1401.
    This article identifies limitations in traditional approaches to engineering ethics pedagogy, reflected in an overreliance on disaster case studies. Researchers in the field have pointed out that these approaches tend to occlude ethically significant aspects of day-to-day engineering practice and thus reductively individualize and decontextualize ethical decision-making. Some have proposed, as a remedy for these defects, the use of research and theory from Science and Technology Studies to enrich our understanding of the ways in which technology and engineering practice are (...)
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  • Strategies for Teaching Professional Ethics to IT Engineering Degree Students and Evaluating the Result.Rafael Miñano, Ángel Uruburu, Ana Moreno-Romero & Diego Pérez-López - 2017 - Science and Engineering Ethics 23 (1):263-286.
    This paper presents an experience in developing professional ethics by an approach that integrates knowledge, teaching methodologies and assessment coherently. It has been implemented for students in both the Software Engineering and Computer Engineering degree programs of the Technical University of Madrid, in which professional ethics is studied as a part of a required course. Our contribution of this paper is a model for formative assessment that clarifies the learning goals, enhances the results, simplifies the scoring and can be replicated (...)
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