Using Case Studies in Engineering Ethics Education: the case for immersive scenarios through stakeholder engagement and real life data

Our contribution is part of a broader study conducted in cooperation with the national accreditation body Engineers Ireland that examined the conceptualisation and education of ethics in engineering programmes in Ireland. The paper is a qualitative examination of the use of case studies in engineering ethics education and includes 23 engineering programmes from 6 higher education institutions in Ireland. The qualitative study aims to determine (RQ1) how cases are selected, (RQ2) the goals envisioned for engineering ethics case instruction, (RQ3) the characteristics of the scenarios employed and (RQ4) the preferred application by instructors. A first finding notes the diverse set of goals and application of ethics case studies. The focus is more on decision-making in professional contexts and less on power relations, equity and the broader societal mission of engineering. The second finding highlights the discrepancy between how instructors employ cases and their preferred application. Engineering ethics cases typically include individualistic, hypothetical and historical scenarios. Nevertheless, instructors favour immersive cases set in real or realistic contexts of practice, containing factual or real-time data, which can provoke students to reflect on broader ethical issues. Considering this aspirational discrepancy, we conclude with recommendations that can guide the development of engineering ethics case instruction

The Role of Role-Play in Student Awareness of the Social Dimension of the Engineering Profession

The article aims to expand upon traditional case based instruction through role-play and to explore the effectiveness of the approach in raising students’ awareness of the social dimension of the engineering profession. For this purpose, we added a contextual description to the case study Cutting Roadside Trees driven by a macroethical outlook. Our contribution draws on an exercise based on the contextualised case study in which 80 students at Technological University Dublin participated. The results gathered show that role-playing contributed to complex student responses to the scenario and an awareness of the social factors that are part of engineering practice and which can constrain or enable decision-making. We suggest that exposing students to the perspectives of the different stakeholders that are involved in engineering professional practice can contribute to their understanding of the social context of engineering practice

A Multi‑level Review of Engineering Ethics Education: Towards a Socio‑technical Orientation of Engineering Education for Ethics

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 accreditation. Finally, there is the level of the culture of engineering education. The multi-level analysis allows us to address some of the limitations of higher education research which tends to focus on individual actors such as instructors or remains focused on the levels of policy and practice without examining the deeper levels of paradigm and purpose guiding them. Our approach links some of the challenges of engineering ethics education with wider debates about its guiding paradigms. The main contribution of the paper is to situate the analysis of the theoretical and empirical findings reported in the literature on engineering ethics education in the context of broader discussions about the purpose of engineering education and the aims of reform programmes. We conclude by putting forward a series of recommendations for a sociotechnical oriented reform of engineering education for ethics

From computer ethics to responsible research and innovation in ICT: The transition of reference discourses informing ethics-related research in information systems

The discourse concerning computer ethics qualifies as a reference discourse for ethics-related IS research. Theories, topics and approaches of computer ethics are reflected in IS. The paper argues that there is currently a broader development in the area of research governance, which is referred to as ‘responsible research and innovation’ (RRI). RRI applied to information and communication technology (ICT) addresses some of the limitations of computer ethics and points toward a broader approach to the governance of science, technology and innovation. Taking this development into account will help IS increase its relevance and make optimal use of its established strengths

The Effect of an Ethics Course on Bioengineering Students' Understanding of Social Justice Issues in the Context of Engineering

The nature of engineering work requires that ethical considerations are taken into account while making decisions surrounding topics such as technology, equal distribution of cost benefits, and consumer risk. In order for engineers to make ethical decisions in their careers, it is helpful if their engineering education provided them with a solid understanding of ethics. Social Ethics in Engineering (BIOE 420) is a required course within the bioengineering curriculum at Oregon State University that covers ethical considerations within the context of engineering, emphasizing connections between engineering practice and social justice. In order to understand the effects of such a course on bioengineering students’ understanding of ethics in engineering, semi-structured interviews were conducted with twenty students that had taken the course. The interviews were transcribed and then analyzed for common themes. Seven themes were found, a few of which include students’ feelings regarding course importance, ideas surrounding moral and ethical development, and personal connection with the course. Student responses revealed that most students found the course as a valuable and unique part of their engineering education and that some students have already begun to implement parts of the course into their every day lives

WHAT IS IT TO BE AN ETHICAL ENGINEER? A PHENOMENOLOGICAL APPROACH TO ENGINEERING ETHICS PEDAGOGY

Two concerns are prominent in engineering ethics pedagogy and, together, pose a conundrum for ethics educators: 21st century technologies raise daunting ethical questions that require a strong engagement with and understanding of ethics by engineers; at the same time, however, engineering students don’t care much about studying ethics. Ethics instruction, however, seems nonresponsive to these issues. It continues to rely on Western ethical theories using case studies to analyze professional engineering conduct. And, although instructors want better student learning outcomes, assessment continues to use quantitative measures of ethical knowledge and ethical reasoning skills which disregard students’ emotional engagement with ethics and underestimates ABET’s Engineering Criterion 3(f) which requires that engineering students have an understanding of professional and ethical responsibilities. In the end, dissatisfaction with instruction and student learning outcomes persists. Given the epistemological foundations of engineering – that engineering is applied science using knowledge that is universal, objective, certain, and discoverable through reason – it is unsurprising that engineering ethics is taught the same way science is taught using a linear, positivistic, problem-solving approach that assumes reason will yield correct and usually quantitatively determined answers to ethical questions. In this dissertation, I argue that, contrary to the dominant thinking passed on to generations of students that engineering is applied science and, as such, largely ethically neutral beyond safe an d efficient design, the practice of engineering actually arises from a contingency model of knowledge and is, correspondingly, imbued with both uncertainty and ethics. I contend that the way we teach engineering ethics must change if we expect different learning outcomes from undergraduate engineering students. In this research, I introduce an engineering ethics pedagogy informed by phenomenology, the study of human meaning from the standpoint of experience. Students are asked to research the phenomenological question, “what is it to be an ethical engineer?” and employ principles of hermeneutic phenomenology to interpret and understand that experience. Quantitative measures test changes in students’ ethical sensitivity and ethical reasoning skills, and qualitative methods informed by philosophical hermeneutics are used to assess changes in students’ emotional engagement with ethics and their understanding of professional and ethical responsibilities. I draw two principal conclusions from my work on this project. First, a one-credit ethics course using a phenomenology-informed engineering ethics pedagogy can contribute to undergraduate engineering students’ improved ethical sensitivity, ethical reasoning skills, emotional engagement with the study of ethics, and understanding of professional and ethical responsibility. Second, qualitative assessment revealed that we educators of engineering ethics are not attuned to what is important to our undergraduate engineering students. While we are intent on imparting ethical knowledge, our students worry about how they will fit into the world of engineering as ethically competent professionals when they move from undergraduate student to practicing engineer. This is a gap we must fill if we expect our students to graduate with an understanding of their professional and ethical responsibilities. A phenomenological approach to engineering ethics education – where students are given the opportunity to investigate, encounter, and understand the real, lived experience of what it is to be an ethical engineer – can help fill this gap

Towards a Sociotechnical Reconfiguration of Engineering and an Education for Ethics : A Critical Realist Investigation into the Patterns of Education and Accreditation of Ethics in Engineering Programmes in Ireland

The focus of this thesis is on the provision and evaluation of ethics in engineeringprogrammes in Ireland, by placing this examinationin the wider cultural context of engineering education.The study benefitted from the support of the national accrediting body Engineers Ireland, and included 23 engineering programmes from 2 institutes of technology and 4 universities in Ireland which underwent accreditation between 2017-2019.By using a Critical Realistframe, the study undertakes a multi-layeredinvestigation of the engineering education system that takes into consideration theindividual level of single agents such as instructors and evaluators, the institutional level comprised of engineering programmes, as well as the policy level represented by the national accrediting body. Furthermore, through retroduction,the generative mechanism affecting the activity at these levelsis explained to be theculture of engineering education and its valorisation of the technical over the social dimension of engineering, at societal level.The analysis suggests that thelower weight of ethics and its unsystematic implementation in the engineering curriculumas well asthe challenges encountered in the teaching and evaluation of ethicsare rooted in a cultural perception of engineering as a “nuts and bolts” discipline.To dismantle the two distinct societal and technical cultures existing in engineering education, the study proposes moving from a treatment of ethics as a curriculum add-on towards a full reorientation and development of engineering curriculum “for” ethics. Engineering education “for” ethics is a transformative process, which aims to challenge existing core assumptions and values promoted in engineering education.The studyarguesthat measures targeting each of theontological domains andlevelsmentionedabove need to be considered in the process of transformation of engineering education towards a hybrid modeland its identification as a socio-technical discipline