Pub Date : 2021-01-02DOI: 10.1080/22054952.2021.1914297
D. Martin, E. Conlon, B. Bowe
ABSTRACT 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.
{"title":"Using case studies in engineering ethics education: the case for immersive scenarios through stakeholder engagement and real life data","authors":"D. Martin, E. Conlon, B. Bowe","doi":"10.1080/22054952.2021.1914297","DOIUrl":"https://doi.org/10.1080/22054952.2021.1914297","url":null,"abstract":"ABSTRACT 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.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83029800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/22054952.2021.1925404
R. Lawlor
ABSTRACT The reference to ‘a dissenting voice’ in the title has a double meaning. On the one hand, this paper itself provides a dissenting voice, in that it challenges a number of common practices and widely held views. (For example, challenging the typical focus on case studies, and the focus on the decision-making of individual engineers.) In addition though, the paper argues that teachers of engineering ethics should be willing to discuss the state of the profession, and be willing to criticise the profession and the professional institutions (where appropriate), providing a dissenting voice and aiming to inspire the engineers of the future to challenge the status quo and ultimately to strengthen the profession.
{"title":"Teaching engineering ethics: a dissenting voice","authors":"R. Lawlor","doi":"10.1080/22054952.2021.1925404","DOIUrl":"https://doi.org/10.1080/22054952.2021.1925404","url":null,"abstract":"ABSTRACT The reference to ‘a dissenting voice’ in the title has a double meaning. On the one hand, this paper itself provides a dissenting voice, in that it challenges a number of common practices and widely held views. (For example, challenging the typical focus on case studies, and the focus on the decision-making of individual engineers.) In addition though, the paper argues that teachers of engineering ethics should be willing to discuss the state of the profession, and be willing to criticise the profession and the professional institutions (where appropriate), providing a dissenting voice and aiming to inspire the engineers of the future to challenge the status quo and ultimately to strengthen the profession.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75232332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/22054952.2021.1936906
S. Chance
ABSTRACT Today, more than ever, we see the significance of ethics in developing and sustaining the built, social, and natural environments around us. We also recognise the need to develop engineering students’ knowledge, skills, and values regarding engineering, innovation, design, production, and the like. Engineers’ actions can have intended as well as unintended consequences, and we as a community need to become more aware of the outcomes and implications of our work. In response to the many topics presented at the REES 2019, the REEN Board selected ethics as the focus for this special issue and joined with AAEE to publish in the Association’s journal.
{"title":"REES/AAEE special focus on ethics: introduction by guest editor, Shannon Chance","authors":"S. Chance","doi":"10.1080/22054952.2021.1936906","DOIUrl":"https://doi.org/10.1080/22054952.2021.1936906","url":null,"abstract":"ABSTRACT Today, more than ever, we see the significance of ethics in developing and sustaining the built, social, and natural environments around us. We also recognise the need to develop engineering students’ knowledge, skills, and values regarding engineering, innovation, design, production, and the like. Engineers’ actions can have intended as well as unintended consequences, and we as a community need to become more aware of the outcomes and implications of our work. In response to the many topics presented at the REES 2019, the REEN Board selected ethics as the focus for this special issue and joined with AAEE to publish in the Association’s journal.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78215395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/22054952.2021.1889086
G. Frigo, F. Marthaler, A. Albers, S. Ott, R. Hillerbrand
ABSTRACT Engineering ethics courses aim to improve students’ ethical competence by developing skills such as ethical sensitivity, awareness, analysis and judgement. We present a type of virtue engineering ethics that bridges the gap between academic knowledge (in both ethics and engineering) and its application in engineering practice (particularly design). To clarify why learning about virtues can enrich students’ ethical thinking and competences, we specifically consider the virtue of practical wisdom, phronesis. At the core of the paper, we put forward a theoretical argument for including phronesis in teaching ethics within innovation courses. Training this virtue will help engineering students in dealing with the various uncertainties that will emerge from their future engineering practices. With regard to implementing our proposal, we suggest to integrate practical wisdom in ‘semi-technical’ courses that combine theoretical in-class learning and practical design experiences. We discuss the structure, aims and assessment methods of an integrated product development course that we deem preferable to and potentially more effective than stand-alone engineering ethics classes. An engineering virtue ethics can help engineering students develop a personal reflective way of thinking about concrete courses of action in engineering practice, and may have beneficial ripple effects on their lives, society and the environment.
{"title":"Training responsible engineers. Phronesis and the role of virtues in teaching engineering ethics","authors":"G. Frigo, F. Marthaler, A. Albers, S. Ott, R. Hillerbrand","doi":"10.1080/22054952.2021.1889086","DOIUrl":"https://doi.org/10.1080/22054952.2021.1889086","url":null,"abstract":"ABSTRACT Engineering ethics courses aim to improve students’ ethical competence by developing skills such as ethical sensitivity, awareness, analysis and judgement. We present a type of virtue engineering ethics that bridges the gap between academic knowledge (in both ethics and engineering) and its application in engineering practice (particularly design). To clarify why learning about virtues can enrich students’ ethical thinking and competences, we specifically consider the virtue of practical wisdom, phronesis. At the core of the paper, we put forward a theoretical argument for including phronesis in teaching ethics within innovation courses. Training this virtue will help engineering students in dealing with the various uncertainties that will emerge from their future engineering practices. With regard to implementing our proposal, we suggest to integrate practical wisdom in ‘semi-technical’ courses that combine theoretical in-class learning and practical design experiences. We discuss the structure, aims and assessment methods of an integrated product development course that we deem preferable to and potentially more effective than stand-alone engineering ethics classes. An engineering virtue ethics can help engineering students develop a personal reflective way of thinking about concrete courses of action in engineering practice, and may have beneficial ripple effects on their lives, society and the environment.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89644409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Millunchick, Emma Brennan‐Wydra, Trevion S. Henderson, A. Johnson, C. Finelli
Demographic characteristics are known to influence participation in cocurricular activities. Less studied are the effects of other background characteristics.
众所周知，人口特征会影响课外活动的参与。对其他背景特征的影响研究较少。
{"title":"The role of college knowledge and proactive behavior on participation in cocurricular activities","authors":"J. Millunchick, Emma Brennan‐Wydra, Trevion S. Henderson, A. Johnson, C. Finelli","doi":"10.1002/jee.20380","DOIUrl":"https://doi.org/10.1002/jee.20380","url":null,"abstract":"Demographic characteristics are known to influence participation in cocurricular activities. Less studied are the effects of other background characteristics.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77606179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephen Secules, Cassandra McCall, J. Mejia, Chanel Beebe, Adam S. Masters, M. Sánchez-Peña, Martina V. Svyantek
Many engineering education researchers acknowledge that their positionality impacts their research. Practices for reporting positionality vary widely and rarely incorporate a nuanced discussion of the impact of demographic identities on research. Researchers holding marginalized or relatively hidden identities must navigate additional layers regarding transparency of their positionality.
{"title":"Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community","authors":"Stephen Secules, Cassandra McCall, J. Mejia, Chanel Beebe, Adam S. Masters, M. Sánchez-Peña, Martina V. Svyantek","doi":"10.1002/jee.20377","DOIUrl":"https://doi.org/10.1002/jee.20377","url":null,"abstract":"Many engineering education researchers acknowledge that their positionality impacts their research. Practices for reporting positionality vary widely and rarely incorporate a nuanced discussion of the impact of demographic identities on research. Researchers holding marginalized or relatively hidden identities must navigate additional layers regarding transparency of their positionality.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77672512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Back to the future","authors":"Lisa Benson","doi":"10.1002/jee.20379","DOIUrl":"https://doi.org/10.1002/jee.20379","url":null,"abstract":"","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82662580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Computation and computational thinking are of great interest to both engineering research and teaching communities. Effective learning environments are needed to incorporate computational thinking within the engineering disciplines. Design‐based research is uniquely positioned to address this need for designing effective learning environments.
{"title":"The use of engineering model‐building activities to elicit computational thinking: A design‐based research study","authors":"Joseph A. Lyon, Alejandra J. Magana","doi":"10.1002/jee.20372","DOIUrl":"https://doi.org/10.1002/jee.20372","url":null,"abstract":"Computation and computational thinking are of great interest to both engineering research and teaching communities. Effective learning environments are needed to incorporate computational thinking within the engineering disciplines. Design‐based research is uniquely positioned to address this need for designing effective learning environments.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79622816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In a thought-provoking ASEE Distinguished Lecture in June 2020, “Talking the Talk, Walking the Walk: What our Publications Say About Us as a Community of Scholars,” Dr. Lisa Benson challenged us from her vantage point as Editor-in-Chief of the Journal of Engineering Education (JEE) to consider who we are as a community and who has been doing the talking (Benson, 2020). We appreciated her perspective and reiterate two critical questions here. Specifically, if publications speak volumes, what messages are being spoken in our community of scholars? And further, if publications represent engineering education culture, what then is our culture, and what have we done to foster just experiences for all members of our academic community?
{"title":"Dissolving the margins: LEANING INto an antiracist review process","authors":"Brooke Coley, Denise R. Simmons, S. Lord","doi":"10.1002/jee.20375","DOIUrl":"https://doi.org/10.1002/jee.20375","url":null,"abstract":"In a thought-provoking ASEE Distinguished Lecture in June 2020, “Talking the Talk, Walking the Walk: What our Publications Say About Us as a Community of Scholars,” Dr. Lisa Benson challenged us from her vantage point as Editor-in-Chief of the Journal of Engineering Education (JEE) to consider who we are as a community and who has been doing the talking (Benson, 2020). We appreciated her perspective and reiterate two critical questions here. Specifically, if publications speak volumes, what messages are being spoken in our community of scholars? And further, if publications represent engineering education culture, what then is our culture, and what have we done to foster just experiences for all members of our academic community?","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90073794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Andrew Jackson, N. Mentzer, Rebecca Kramer‐Bottiglio
There is a well‐known gender disparity in the engineering field. Three of the most important factors related to the participation of women in engineering are differences in perceived societal relevance, technical self‐efficacy, and tinkering self‐efficacy.
{"title":"Increasing gender diversity in engineering using soft robotics","authors":"Andrew Jackson, N. Mentzer, Rebecca Kramer‐Bottiglio","doi":"10.1002/jee.20378","DOIUrl":"https://doi.org/10.1002/jee.20378","url":null,"abstract":"There is a well‐known gender disparity in the engineering field. Three of the most important factors related to the participation of women in engineering are differences in perceived societal relevance, technical self‐efficacy, and tinkering self‐efficacy.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74480212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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