In engineering institutions, students are accommodated in learning preferences that are not analogous to the problem solving methods necessary for deeper consideration into ethical issues outside of humanities or ethics classes. This project tackled the issue of "engineer-ization", the technical and structured style of analysis favored by engineering students, by using metacognitive (thinking about how one thinks) learning tools to promote reflection and a deeper awareness into ethical issues by slowing down and expanding the thought process of students uninitiated with the difficult subject of discussing and reflecting on ethical issues. The qualitative and quantitative results of the three-phase metacognition module developed in this project showed that many students were able to more clearly identify their biases and the stakeholders involved in ethical case studies by using the metacognitive tools in conjunction with an in-class presentation. Specifically, the student responses from the exam wrapper style of assignment had the most profound results in prompting emotional engagement, and allowing students to make connections to and build their perspectives towards the ethical material posed within the modules’ case studies. An exam wrapper type of assignment has potential to be implementable across the curriculum of engineering, without requiring significant training for faculty members to use and understand, fostering more desirable ethical learning outcomes for students
