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  1. A Multi-level Review of Engineering Ethics Education: Towards a Socio-technical Orientation of Engineering Education for Ethics.Diana Adela Martin, Eddie Conlon & Brian Bowe - 2021 - Science and Engineering Ethics 27 (5):1-38.
    This paper aims to review the empirical and theoretical research on engineering ethics education, by focusing on the challenges reported in the literature. The analysis is conducted at four levels of the engineering education system. First, the individual level is dedicated to findings about teaching practices reported by instructors. Second, the institutional level brings together findings about the implementation and presence of ethics within engineering programmes. Third, the level of policy situates findings about engineering ethics education in the context of (...)
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  • Conceptualizing a Theory of Ethical Behavior in Engineering.Luan Minh Nguyen, Cristina Poleacovschi, Kasey M. Faust, Kate Padgett-Walsh, Scott G. Feinstein & Cassandra J. Rutherford - unknown
    Traditional engineering courses typically approach teaching and problem solving by focusing on the physical dimensions of those problems without consideration of dynamic social and ethical dimensions. As such, projects can fail to consider human rights, community questions and concerns, broader impacts upon society, or otherwise result in inequitable outcomes. And, despite the fact that students in engineering receive training on the Professional Code of Ethics for Engineers, to which they are expected to adhere in practice, many students are unable to (...)
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  • Engineering Ethics Education: A Comparative Study of Japan and Malaysia.Balamuralithara Balakrishnan, Fumihiko Tochinai & Hidekazu Kanemitsu - 2019 - Science and Engineering Ethics 25 (4):1069-1083.
    This paper reports the findings of a comparative study in which students’ perceived attainment of the objectives of an engineering ethics education and their attitude towards engineering ethics were investigated and compared. The investigation was carried out in Japan and Malaysia, involving 163 and 108 engineering undergraduates respectively. The research method used was based on a survey in which respondents were sent a questionnaire to elicit relevant data. Both descriptive and inferential statistical analyses were performed on the data. The results (...)
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  • Science Outside the Lab: Helping Graduate Students in Science and Engineering Understand the Complexities of Science Policy.Michael J. Bernstein, Kiera Reifschneider, Ira Bennett & Jameson M. Wetmore - 2017 - Science and Engineering Ethics 23 (3):861-882.
    Helping scientists and engineers challenge received assumptions about how science, engineering, and society relate is a critical cornerstone for macroethics education. Scientific and engineering research are frequently framed as first steps of a value-free linear model that inexorably leads to societal benefit. Social studies of science and assessments of scientific and engineering research speak to the need for a more critical approach to the noble intentions underlying these assumptions. “Science Outside the Lab” is a program designed to help early-career scientists (...)
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  • Comparison of China-US Engineering Ethics Educations in Sino-Western Philosophies of Technology.Gui Hong Cao - 2015 - Science and Engineering Ethics 21 (6):1609-1635.
    Ethics education has become essential in modern engineering. Ethics education in engineering has been increasingly implemented worldwide. It can improve ethical behaviors in technology and engineering design under the guidance of the philosophy of technology. Hence, this study aims to compare China-US engineering ethics education in Sino-Western philosophies of technology by using literature studies, online surveys, observational researches, textual analyses, and comparative methods. In my original theoretical framework and model of input and output for education, six primary variables emerge in (...)
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  • (1 other version)The Engineering and Science Issues Test (ESIT): A Discipline-Specific Approach to Assessing Moral Judgment. [REVIEW]Jason Borenstein, Matthew J. Drake, Robert Kirkman & Julie L. Swann - 2010 - Science and Engineering Ethics 16 (2):387-407.
    To assess ethics pedagogy in science and engineering, we developed a new tool called the Engineering and Science Issues Test (ESIT). ESIT measures moral judgment in a manner similar to the Defining Issues Test, second edition, but is built around technical dilemmas in science and engineering. We used a quasi-experimental approach with pre- and post-tests, and we compared the results to those of a control group with no overt ethics instruction. Our findings are that several (but not all) stand-alone classes (...)
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  • The Effectiveness of Ethics Education: A Quasi-Experimental Field Study.Douglas R. May & Matthew T. Luth - 2013 - Science and Engineering Ethics 19 (2):545-568.
    Ethical conduct is the hallmark of excellence in engineering and scientific research, design, and practice. While undergraduate and graduate programs in these areas routinely emphasize ethical conduct, few receive formal ethics training as part of their curricula. The first purpose of this research study was to assess the relative effectiveness of ethics education in enhancing individuals’ general knowledge of the responsible conduct of research practices and their level of moral reasoning. Secondly, we examined the effects of ethics education on the (...)
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  • Teaching Science, Technology, and Society to Engineering Students: A Sixteen Year Journey.Haldun M. Ozaktas - 2013 - Science and Engineering Ethics 19 (4):1439-1450.
    The course Science, Technology, and Society is taken by about 500 engineering students each year at Bilkent University, Ankara. Aiming to complement the highly technical engineering programs, it deals with the ethical, social, cultural, political, economic, legal, environment and sustainability, health and safety, reliability dimensions of science, technology, and engineering in a multidisciplinary fashion. The teaching philosophy and experiences of the instructor are reviewed. Community research projects have been an important feature of the course. Analysis of teaching style based on (...)
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  • A single instrument: Engineering and engineering technology students demonstrating competence in ethics and professional standards.Charles R. Feldhaus, Robert M. Wolter, Stephen P. Hundley & Tim Diemer - 2006 - Science and Engineering Ethics 12 (2):291-311.
    This paper details efforts by the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis to create a single instrument for honors science, technology, engineering and mathematics students wishing to demonstrate competence in the IUPUI Principles of Undergraduate Learning and Accreditation Board for Engineering and Technology Engineering Accreditation Criterion and Technology Accreditation Criterion 2, a through k. Honors courses in Human Behavior, Ethical Decision-Making, Applied Leadership, International Issues and Leadership Theories and Processes were created along with a (...)
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  • Disengagement with ethics in robotics as a tacit form of dehumanisation.Karolina Zawieska - 2020 - AI and Society 35 (4):869-883.
    Over the past two decades, ethical challenges related to robotics technologies have gained increasing interest among different research and non-academic communities, in particular through the field of roboethics. While the reasons to address roboethics are clear, why not to engage with ethics needs to be better understood. This paper focuses on a limited or lacking engagement with ethics that takes place within some parts of the robotics community and its implications for the conceptualisation of the human being. The underlying assumption (...)
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  • Socio-ethical Education in Nanotechnology Engineering Programmes: A Case Study in Malaysia. [REVIEW]Balamuralithara Balakrishnan, Pek Hoon Er & Punita Visvanathan - 2013 - Science and Engineering Ethics 19 (3):1341-1355.
    The unique properties of nanotechnology have made nanotechnology education and its related subjects increasingly important not only for students but for mankind at large. This particular technology brings educators to work together to prepare and produce competent engineers and scientists for this field. One of the key challenges in nanotechnology engineering is to produce graduate students who are not only competent in technical knowledge but possess the necessary attitude and awareness toward the social and ethical issues related to nanotechnology. In (...)
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  • Using the Chernobyl Incident to Teach Engineering Ethics.William R. Wilson - 2013 - Science and Engineering Ethics 19 (2):625-640.
    This paper discusses using the Chernobyl Incident as a case study in engineering ethics instruction. Groups of students are asked to take on the role of a faction involved in the Chernobyl disaster and to defend their decisions in a mock debate. The results of student surveys and the Engineering and Science Issues Test indicate that the approach is very popular with students and has a positive impact on moral reasoning. The approach incorporates technical, communication and teamwork skills and has (...)
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  • Social and ethical dimensions of nanoscale science and engineering research.Aldrin E. Sweeney - 2006 - Science and Engineering Ethics 12 (3):435-464.
    Continuing advances in human ability to manipulate matter at the atomic and molecular levels (i.e. nanoscale science and engineering) offer many previously unimagined possibilities for scientific discovery and technological development. Paralleling these advances in the various science and engineering subdisciplines is the increasing realization that a number of associated social, ethical, environmental, economic and legal dimensions also need to be explored. An important component of such exploration entails the identification and analysis of the ways in which current and prospective researchers (...)
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  • Teaching ethics in engineering education through historical analysis.David P. Billington - 2006 - Science and Engineering Ethics 12 (2):205-222.
    The goal of this paper is to stress the significance of ethics for engineering education and to illustrate how it can be brought into the mainstream of higher education in a natural way that is integrated with the teaching objectives of enriching the core meaning of engineering. Everyone will agree that the practicing engineer should be virtuous, should be a good colleague, and should use professional understanding for the common good. But these injunctions to virtue do not reach closely enough (...)
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  • Beyond Ethical Frameworks: Using Moral Experimentation in the Engineering Ethics Classroom.Olivia Walling - 2015 - Science and Engineering Ethics 21 (6):1637-1656.
    Although undergraduate engineering ethics courses often include the development of moral sensitivity as a learning objective and the use of active learning techniques, teaching centers on the transmission of cognitive knowledge. This article describes a complementary assignment asking students to perform an ethics “experiment” on themselves that has a potential to enhance affective learning and moral imagination. The article argues that the focus on cognitive learning may not promote, and may even impair, our efforts to foster moral sensitivity. In contrast, (...)
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  • The University and the Responsible Conduct of Research: Who is Responsible for What? [REVIEW]Katherine Alfredo & Hillary Hart - 2011 - Science and Engineering Ethics 17 (3):447-457.
    Research misconduct has been thoroughly discussed in the literature, but mainly in terms of definitions and prescriptions for proper conduct. Even when case studies are cited, they are generally used as a repository of “lessons learned.” What has been lacking from this conversation is how the lessons of responsible conduct of research are imparted in the first place to graduate students, especially those in technical fields such as engineering. Nor has there been much conversation about who is responsible for what (...)
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  • Can instruction in engineering ethics change students' feelings about professional responsibility?Golnaz Hashemian & Michael C. Loui - 2010 - Science and Engineering Ethics 16 (1):201-215.
    How can a course on engineering ethics affect an undergraduate student’s feelings of responsibility about moral problems? In this study, three groups of students were interviewed: six students who had completed a specific course on engineering ethics, six who had registered for the course but had not yet started it, and six who had not taken or registered for the course. Students were asked what they would do as the central character, an engineer, in each of two short cases that (...)
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  • Teaching Societal and Ethical Implications of Nanotechnology to Engineering Students Through Science Fiction.Joachim Schummer & Rosalyn W. Berne - 2005 - Bulletin of Science, Technology and Society 25 (6):459-468.
    Societal and ethical implications of nanotechnology have become a hot topic of public debates in many countries because both revolutionary changes and strong public concerns are expected from its development. Because nanotechnology is, at this point, mostly articulated in visionary and futuristic terms, it is difficult to apply standard methods of technology assessment and even more difficult to consider it in engineering ethics courses. In this article, the authors suggest using selected science fiction stories in the engineering ethics classroom to (...)
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  • A Systematic Literature Review of US Engineering Ethics Interventions.Justin L. Hess & Grant Fore - 2018 - Science and Engineering Ethics 24 (2):551-583.
    Promoting the ethical formation of engineering students through the cultivation of their discipline-specific knowledge, sensitivity, imagination, and reasoning skills has become a goal for many engineering education programs throughout the United States. However, there is neither a consensus throughout the engineering education community regarding which strategies are most effective towards which ends, nor which ends are most important. This study provides an overview of engineering ethics interventions within the U.S. through the systematic analysis of articles that featured ethical interventions in (...)
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  • ABET Criterion 3.f: How Much Curriculum Content is Enough?B. E. Barry & M. W. Ohland - 2012 - Science and Engineering Ethics 18 (2):369-392.
    Even after multiple cycles of ABET accreditation, many engineering programs are unsure of how much curriculum content is needed to meet the requirements of ABET’s Criterion 3.f (an understanding of professional and ethical responsibility). This study represents the first scholarly attempt to assess the impact of curriculum reform following the introduction of ABET Criterion 3.f. This study sought to determine how much professional and ethical responsibility curriculum content was used between 1995 and 2005, as well as how, when, why, and (...)
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  • A Rubik’s Cube-Inspired Pedagogical Tool for Teaching and Learning Engineering Ethics.Yuqi Peng - 2024 - Science and Engineering Ethics 30 (6):1-22.
    To facilitate engineering students’ understanding of engineering ethics and support instructors in developing course content, this study introduces an innovative educational tool drawing inspiration from the Rubik’s Cube metaphor. This Engineering Ethics Knowledge Rubik’s Cube (EEKRC) integrates six key aspects—ethical theories, codes of ethics, ethical issues, engineering disciplines, stakeholders, and life cycle—identified through an analysis of engineering ethics textbooks and courses across the United States, Singapore, and China. This analysis underpins the selection of the six aspects, reflecting the shared and (...)
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  • Fictional Film in Engineering Ethics Education: With Miyazaki’s The Wind Rises as Exemplar.Sarah Jayne Hitt & Thomas Taro Lennerfors - 2022 - Science and Engineering Ethics 28 (5):1-16.
    This paper aims to call attention to the potential of using film in engineering ethics education, which has not been thoroughly discussed as a pedagogical method in this field. A review of current approaches to teaching engineering ethics reveals that there are both learning outcomes that need more attention as well as additional pedagogical methods that could be adopted. Scholarship on teaching with film indicates that film can produce ethical experiences that go beyond those produced by both conventional methods of (...)
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  • El valor de la ética aplicada en los estudios de ingeniería en un horizonte de inteligencia artificial confiable.Antonio Luis Terrones Rodriguez & Mariana Rocha Bernardi - 2024 - Sophia. Colección de Filosofía de la Educación 36:221-245.
    Instituciones políticas como la Comisión Europea y el Gobierno de España han manifestadosu interés y predisposición para sentar las bases de una gobernanza ética de la Inteligencia Artificial (IA). En particular, han planteado el impulso de una Inteligencia Artificial confiable a través de unconjunto de directrices y estrategias. A pesar del beneficio que reportan estas iniciativas políticas, no es posible apreciar en su conjunto una estrategia educativa específica que contribuya a la generación de un ecosistema ético de IA fundamentado en (...)
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  • Conceptual Tools to Inform Course Design and Teaching for Ethical Engineering Engagement for Diverse Student Populations.Malebogo N. Ngoepe, Kate le Roux, Corrinne B. Shaw & Brandon Collier-Reed - 2022 - Science and Engineering Ethics 28 (2):1-23.
    Contemporary engineering education recognises the need for engineering ethics content in undergraduate programmes to extend beyond concepts that form the basis of professional codes to consider relationality and context of engineering practice. Yet there is debate on how this might be done, and we argue that the design and pedagogy for engineering ethics has to consider what and to whom ethics is taught in a particular context. Our interest is in the possibilities and challenges of pursuing the dual imperatives of (...)
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  • Student-Inspired Activities for the Teaching and Learning of Engineering Ethics.E. Alpay - 2013 - Science and Engineering Ethics 19 (4):1455-1468.
    Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problem solving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach is presented in (...)
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  • Professional ethics and social responsibility: military work and peacebuilding.M. A. Hersh - 2022 - AI and Society 37 (4):1545-1561.
    This paper investigates four questions related to ethical issues associated with the involvement of engineers and scientists in 'military work', including the influence of ethical values and beliefs, the role of gendered perspectives and moves beyond the purely technical. It fits strongly into a human (and planet)-centred systems perspective and extends my previous AI and Society papers on othering and narrative ethics, and ethics and social responsibility. It has two main contributions. The first involves an analysis of the literature through (...)
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  • (1 other version)The engineering and science issues test : A discipline-specific approach to assessing moral judgment.Matthew Jason Borenstein, Robert Kirkman J. Drake & L. Swann Julie - 2010 - Science and Engineering Ethics 16 (2):387-407.
    To assess ethics pedagogy in science and engineering, we developed a new tool called the Engineering and Science Issues Test. ESIT measures moral judgment in a manner similar to the Defining Issues Test, second edition, but is built around technical dilemmas in science and engineering. We used a quasi-experimental approach with pre- and post-tests, and we compared the results to those of a control group with no overt ethics instruction. Our findings are that several stand-alone classes showed a significant improvement (...)
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  • Acclimating International Graduate Students to Professional Engineering Ethics.Katherine Austin Byron Newberry, Greta Gorsuch William Lawson & Thomas Darwin - 2011 - Science and Engineering Ethics 17 (1):171-194.
    This article describes the education portion of an ongoing grant-sponsored education and research project designed to help graduate students in all engineering disciplines learn about the basic ethical principles, rules, and obligations associated with engineering practice in the United States. While the curriculum developed for this project is used for both domestic and international students, the educational materials were designed to be sensitive to the specific needs of international graduate students. In recent years, engineering programs in the United States have (...)
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  • Gaming, Texting, Learning? Teaching Engineering Ethics Through Students' Lived Experiences With Technology.Georgina Voss - 2013 - Science and Engineering Ethics 19 (3):1375-1393.
    This paper examines how young peoples’ lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as ‘digital natives’, do however have immersive personal (...)
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  • Exploratory Investigation of Personal Influences on Educators’ Engagement in Engineering Ethics and Societal Impacts Instruction.Madeline Polmear, Angela R. Bielefeldt, Daniel Knight, Chris Swan & Nathan Canney - 2020 - Science and Engineering Ethics 26 (6):3143-3165.
    Cultivating an understanding of ethical responsibilities and the societal impacts of technology is increasingly recognized as an important component in undergraduate engineering curricula. There is growing research on how ethics-related topics are taught and outcomes are attained, especially in the context of accreditation criteria. However, there is a lack of theoretical and empirical understanding of the role that educators play in ethics and societal impacts instruction and the factors that motivate and shape their inclusion of this subject in the courses (...)
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  • Enhancing engineering ethics education (EEE) for green intelligent manufacturing: Implementation performance evaluation of core mechanism of green intelligence EEE.Shi Yin & Nan Zhang - 2022 - Frontiers in Psychology 13.
    The characteristics of green intelligent engineering ethics emphasize the necessity of GI engineering ethics education. The ethics education of GI engineering is in the development stage, and it is urgent to fully understand the significance of evaluating the development of GI EEE. Only based on the GI manufacturing situation system to understand the implementation status of the core education of EEE can we objectively grasp the improvement space of GI EEE. In this study, the corresponding indicators were selected from three (...)
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