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Standards for evaluating proposals to develop ethics curricula

Science and Engineering Ethics 11 (3):501-507 (2005)

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Thinking like an engineer: studies in the ethics of a profession.Michael Davis - 1998 - New York: Oxford University Press.details Michael Davis, a leading figure in the study of professional ethics, offers here both a compelling exploration of engineering ethics and a philosophical analysis of engineering as a profession. After putting engineering in historical perspective, Davis turns to the Challenger space shuttle disaster to consider the complex relationship between engineering ideals and contemporary engineering practice. Here, Davis examines how social organization and technical requirements define how engineers should (and presumably do) think. Later chapters test his analysis of engineering judgement and (...) Download Export citation Bookmark 56 citations
Misconceptions and realities about teaching online.Joan E. Sieber - 2005 - Science and Engineering Ethics 11 (3):329-340.details This article is intended to guide online course developers and teachers. A brief review of the literature on the misconceptions of beginning online teachers reveals that most accept the notion that putting one’s lecture notes online produces effective learning, or that technology will make education more convenient and cost-effective for all concerned. Effective online learning requires a high level of responsibility for learning on the part of students and a reduction of the teacher-student power differential. This, in turn, has major (...) Download Export citation Bookmark 8 citations
Developing and Using Cases to Teach Practical Ethics.Michael Davis - 1997 - Teaching Philosophy 20 (4):353-385.details While there is much extant literature on “case method” pedagogy as practiced in law and business education, there is little written on its use in teaching practical (i.e. professional or applied) ethics. After relating the history and nature of the case method in law, business, and philosophy, the author offers guidance on how to develop and use philosophy cases, focusing on lesson plans for their presentation, their purpose within the practical ethics curriculum, and how to write and grade course requirements (...) Download Export citation Bookmark 6 citations
Moral pedagogy and practical ethics.Chuck Huff & William Frey - 2005 - Science and Engineering Ethics 11 (3):389-408.details Online science and engineering ethics (SEE) education can support appropriate goals for SEE and the highly interactive pedagogy that attains those goals. Recent work in moral psychology suggests pedagogical goals for SEE education that are surprisingly similar to goals enunciated by several panels in SEE. Classroom-based interactive study of SEE cases is a suitable method to achieve these goals. Well-designed cases, with appropriate goals and structure can be easily adapted to courses that have online components. It is less clear that (...) Download Export citation Bookmark 23 citations
Teaching research ethics: Can web-based instruction satisfy appropriate pedagogical objectives? [REVIEW]Brian Schrag - 2005 - Science and Engineering Ethics 11 (3):347-366.details Ethical tasks faced by researchers in science and engineering as they engage in research include recognition of moral problems in their practice, finding solutions to those moral problems, judging moral actions and engaging in preventive ethics. Given these issues, appropriate pedagogical objectives for research ethics education include (1) teaching researchers to recognize moral issues in their research, (2) teaching researchers to solve practical moral problems in their research from the perspective of the moral agent, (3) teaching researchers how to make (...) Download Export citation Bookmark 9 citations

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