| Autor: |
Carpenter, Donald D., Sutkus, Janel, Finelli, Cynthia J., Harding, Trevor Scott, Harris, Rod, Cole, Matthew L. |
| Předmět: |
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| Zdroj: |
Proceedings of the ASEE Annual Conference & Exposition; 2015, p1-17, 17p |
| Abstrakt: |
ABET requires "an understanding of professional and ethical responsibility" but insuring students obtain these outcomes is program specific. Many programs struggle with how to include ethics in a robust technical curriculum. Consequently, there are numerous pedagogical approaches for teaching ethics including modules, individual courses, integration throughout the curriculum, or as part of a capstone experience. Institutions also struggle when they attempt to evaluate the impact of these various approaches. Motivated by this diversity of pedagogical techniques and strategies for assessing their impact, we developed the Survey of Engineering Ethical Development -- Practical Assessment (SEED-PA) which is a practical instrument for assessing individual ethics initiatives at the, course, co-curricular, or single intervention level. This paper describes the application of a National Science Foundation funded research instrument across multiple offerings of a senior level stand-alone civil engineering course in ethics. The goal of this three semester pilot test was to determine the impact an upper level stand-alone civil engineering course on ethics and professionalism could have on a students' ethical development as measured through the SEED-PA. The course reinforces ethical behavior and discusses a wide range of contemporary issues using a variety of pedagogical techniques including asynchronous online learning. The pilot investigation demonstrated the SEED-PA could measure a student's ethical development and knowledge of ethics which was corroborated by direct and indirect assessment of course objectives. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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