Stress is commonly experienced by college students, especially engineering students. However, the role of stress within engineering culture and its implications for engineering programs have not been fully explored in the literature.
{"title":"Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion","authors":"K. Jensen, K. Cross","doi":"10.1002/jee.20391","DOIUrl":"https://doi.org/10.1002/jee.20391","url":null,"abstract":"Stress is commonly experienced by college students, especially engineering students. However, the role of stress within engineering culture and its implications for engineering programs have not been fully explored in the literature.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"231 1","pages":"371 - 392"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74907174","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}
Equitable and inclusive publishing practices for engineering education research have received increased attention in recent years. JEE editorials and guest editorials have raised awareness about multiple challenges, including the problematic Whiteness and maleness of much research and the need to make diversity the default condition (Pawley, 2017), racially biased citation patterns (Holly, 2020), and other general aspects of publishing ethics (Loui, 2016). There are also ongoing discussions in an engineering education journal editors' group about how to increase the inclusivity of our collective publishing practices. For instance, topics such as inclusive pronouns, positionality statements, and how to better involve scholars of color without overburdening them have been discussed. However, inclusive visualization practices have not yet received the same critical attention. Importantly, visualizations can play a number of key roles in manuscripts, such as synthesizing frameworks or literature (Eppler, 2006), showing relationships between core variables (Tufte, 1997), providing illustrative examples of focal phenomena (e.g., see Schimpf et al., 2020), or enabling comparisons of intervention outcomes (Gleicher et al., 2011). Thus, their influence has a wide reach. Just as other aspects of publishing can serve as mechanisms for either exclusion or inclusion, so too can our choices when designing visualizations. In this guest editorial, we highlight the heretofore unexamined topic of visualization to add to those ongoing efforts to increase the inclusivity of engineering education research publishing practices. The three inclusivity dimensions we discuss are (1) communicating to an interdisciplinary audience, (2) representation equity within visualizations, and (3) readers' physical dis/abilities and differences. In discussing these dimensions and how their associated design decisions can affect the inclusivity of engineering education research, we aim to raise awareness, provide reflective prompts for designing and reviewing visualizations, and ultimately decrease the unintentional use of exclusionary practices. These dimensions are not a definitive list but are intended to encourage a wider discussion within the community about inclusive visualization practices. Our first dimension of inclusivity involves communicating to an interdisciplinary audience. Engineering education is an interdisciplinary field that brings together scholars from engineering disciplines, education disciplines, and social science fields among others. While some types of complex visualizations (e.g., multivariate box plots or threedimensional bar graphs) may be standard or common in some of these fields, there are others that very rarely use any visualizations at all. Therefore, not all of the interdisciplinary contributors to engineering education research are equally familiar with all visualization approaches. As such, we need to ensure that visualizations are discernable to
公平和包容的工程教育研究出版实践近年来受到越来越多的关注。JEE的社论和客座社论提高了人们对多重挑战的认识，包括许多研究中存在的白人和男性化问题，以及将多样性作为默认条件的必要性(Pawley, 2017)，种族偏见的引用模式(Holly, 2020)，以及出版伦理的其他一般方面(Loui, 2016)。在一个工程教育期刊编辑小组中，也正在讨论如何增加我们集体出版实践的包容性。例如，讨论了诸如包容性代词，位置陈述以及如何更好地让有色人种学者参与而不使他们负担过重等主题。然而，包容性可视化实践还没有得到同样重要的关注。重要的是，可视化可以在手稿中发挥许多关键作用，例如综合框架或文献(Eppler, 2006)，显示核心变量之间的关系(Tufte, 1997)，提供焦点现象的说明性示例(例如，参见Schimpf et al.， 2020)，或进行干预结果的比较(Gleicher et al.， 2011)。因此，他们的影响范围很广。就像发布的其他方面可以作为排除或包含的机制一样，我们在设计可视化时的选择也是如此。在这篇客座社论中，我们强调了迄今为止未被研究的可视化主题，以增加那些正在进行的努力，以增加工程教育研究出版实践的包容性。我们讨论的三个包容性维度是(1)与跨学科受众的沟通，(2)可视化中的代表性公平，以及(3)读者的身体残疾/能力和差异。在讨论这些维度以及它们相关的设计决策如何影响工程教育研究的包容性时，我们的目标是提高认识，为设计和审查可视化提供反思提示，并最终减少无意中使用排斥性实践。这些维度并不是一个明确的列表，但旨在鼓励社区内对包容性可视化实践进行更广泛的讨论。我们包容性的第一个维度涉及与跨学科受众的沟通。工程教育是一个跨学科的领域，它汇集了来自工程学科、教育学科和社会科学领域的学者。虽然某些类型的复杂可视化(例如，多元箱形图或三维条形图)在某些领域可能是标准的或常见的，但也有一些领域很少使用任何可视化。因此，并非所有工程教育研究的跨学科贡献者都同样熟悉所有可视化方法。因此，我们需要确保可视化对整个社区都是可识别的，这样他们就不会无意中成为看门人。例如，要阅读图1中的箱线图，读者需要理解方框长度背后的含义、方框内的水平线和字形、延伸到方框下方和上方的线条、线外的点等等。如果读者不熟悉这些惯例，他或她可能会被这个数字所迷惑。作者可以使用几种策略来增加任何学科的读者理解其可视化的可能性。首先，手稿中的可视化应该伴随着彻底的文本解释和图形的描述性说明。这些解释或标题应该描述所描述的中心变量、概念或类别，并为如何阅读可视化提供指导。作者同样应该清楚而彻底地标记图形的关键组件(Tufte, 2001)。其次，虽然通过将额外的变量、类别或维度合并到单个图形中来显示更多数据以允许精通可视化的读者更深入地挖掘，但作者不应该设计过于复杂的可视化，将信息外围设备合并到DOI: 10.1002/jee.20388
{"title":"Designing equitable and inclusive visualizations: An underexplored facet of best practices for research and publishing","authors":"Corey Schimpf, K. Beddoes","doi":"10.1002/jee.20388","DOIUrl":"https://doi.org/10.1002/jee.20388","url":null,"abstract":"Equitable and inclusive publishing practices for engineering education research have received increased attention in recent years. JEE editorials and guest editorials have raised awareness about multiple challenges, including the problematic Whiteness and maleness of much research and the need to make diversity the default condition (Pawley, 2017), racially biased citation patterns (Holly, 2020), and other general aspects of publishing ethics (Loui, 2016). There are also ongoing discussions in an engineering education journal editors' group about how to increase the inclusivity of our collective publishing practices. For instance, topics such as inclusive pronouns, positionality statements, and how to better involve scholars of color without overburdening them have been discussed. However, inclusive visualization practices have not yet received the same critical attention. Importantly, visualizations can play a number of key roles in manuscripts, such as synthesizing frameworks or literature (Eppler, 2006), showing relationships between core variables (Tufte, 1997), providing illustrative examples of focal phenomena (e.g., see Schimpf et al., 2020), or enabling comparisons of intervention outcomes (Gleicher et al., 2011). Thus, their influence has a wide reach. Just as other aspects of publishing can serve as mechanisms for either exclusion or inclusion, so too can our choices when designing visualizations. In this guest editorial, we highlight the heretofore unexamined topic of visualization to add to those ongoing efforts to increase the inclusivity of engineering education research publishing practices. The three inclusivity dimensions we discuss are (1) communicating to an interdisciplinary audience, (2) representation equity within visualizations, and (3) readers' physical dis/abilities and differences. In discussing these dimensions and how their associated design decisions can affect the inclusivity of engineering education research, we aim to raise awareness, provide reflective prompts for designing and reviewing visualizations, and ultimately decrease the unintentional use of exclusionary practices. These dimensions are not a definitive list but are intended to encourage a wider discussion within the community about inclusive visualization practices. Our first dimension of inclusivity involves communicating to an interdisciplinary audience. Engineering education is an interdisciplinary field that brings together scholars from engineering disciplines, education disciplines, and social science fields among others. While some types of complex visualizations (e.g., multivariate box plots or threedimensional bar graphs) may be standard or common in some of these fields, there are others that very rarely use any visualizations at all. Therefore, not all of the interdisciplinary contributors to engineering education research are equally familiar with all visualization approaches. As such, we need to ensure that visualizations are discernable to","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73055564","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}
Matthew Scheidt, Allison Godwin, E. Berger, John C. Chen, B. Self, J. Widmann, A. Gates
Noncognitive and affective (NCA) factors (e.g., belonging, engineering identity, motivation, mindset, personality, etc.) are important to undergraduate student success. However, few studies have considered how these factors coexist and act in concert.
{"title":"Engineering students' noncognitive and affective factors: Group differences from cluster analysis","authors":"Matthew Scheidt, Allison Godwin, E. Berger, John C. Chen, B. Self, J. Widmann, A. Gates","doi":"10.1002/jee.20386","DOIUrl":"https://doi.org/10.1002/jee.20386","url":null,"abstract":"Noncognitive and affective (NCA) factors (e.g., belonging, engineering identity, motivation, mindset, personality, etc.) are important to undergraduate student success. However, few studies have considered how these factors coexist and act in concert.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"30 1","pages":"343 - 370"},"PeriodicalIF":0.0,"publicationDate":"2021-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84997098","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}
James L. Huff, B. Okai, Kanembe Shanachilubwa, Nicola W. Sochacka, Joachim Walther
Although prior research has provided robust descriptions of engineering students' identity development, a gap in the literature exists related to students' emotional experiences of shame, which undergird the socially constructed expectations of their professional formation.
{"title":"Unpacking professional shame: Patterns of White male engineering students living in and out of threats to their identities","authors":"James L. Huff, B. Okai, Kanembe Shanachilubwa, Nicola W. Sochacka, Joachim Walther","doi":"10.1002/jee.20381","DOIUrl":"https://doi.org/10.1002/jee.20381","url":null,"abstract":"Although prior research has provided robust descriptions of engineering students' identity development, a gap in the literature exists related to students' emotional experiences of shame, which undergird the socially constructed expectations of their professional formation.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"53 1","pages":"414 - 436"},"PeriodicalIF":0.0,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79555928","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: 10.1080/22054952.2021.1945256
S. Male
{"title":"Editorial, special issue ethics in engineering education and practice","authors":"S. Male","doi":"10.1080/22054952.2021.1945256","DOIUrl":"https://doi.org/10.1080/22054952.2021.1945256","url":null,"abstract":"","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"2 1","pages":"1 - 1"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90229020","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: 10.1080/22054952.2021.1942767
S. Chance, R. Lawlor, I. Direito, John Mitchell
ABSTRACT This exploratory study investigates how nine London-based civil engineers have enacted ‘global responsibility’ and how their efforts involve ethics and professionalism. The study assesses moral philosophies related to ethics, as well as professional engineering bodies’ visions, accreditation standards, and requirements for continuing professional development. Regarding ethics, the study questions where the line falls between what an engineer ‘must do’ and what ‘would be good to do’. Although the term ethics did not spring to mind when participants were asked about making decisions related to global responsibility, participants’ concern for protecting the environment and making life better for people did, nonetheless, demonstrate clear ethical concern. Participants found means and mandates for protecting the health and safety of construction workers to be clearer than those for protecting society and the natural environment. Specific paths for reporting observed ethical infringements were not always clear. As such, angalyses suggest that today’s shared sense of professional duty and obligation may be too limited to achieve goals set by engineering professional bodies and the United Nations. Moreover, although professional and educational accreditation standards have traditionally embedded ethics within sustainability, interviews indicate sustainability is a construct embedded within ethics.
{"title":"Above and beyond: ethics and responsibility in civil engineering","authors":"S. Chance, R. Lawlor, I. Direito, John Mitchell","doi":"10.1080/22054952.2021.1942767","DOIUrl":"https://doi.org/10.1080/22054952.2021.1942767","url":null,"abstract":"ABSTRACT This exploratory study investigates how nine London-based civil engineers have enacted ‘global responsibility’ and how their efforts involve ethics and professionalism. The study assesses moral philosophies related to ethics, as well as professional engineering bodies’ visions, accreditation standards, and requirements for continuing professional development. Regarding ethics, the study questions where the line falls between what an engineer ‘must do’ and what ‘would be good to do’. Although the term ethics did not spring to mind when participants were asked about making decisions related to global responsibility, participants’ concern for protecting the environment and making life better for people did, nonetheless, demonstrate clear ethical concern. Participants found means and mandates for protecting the health and safety of construction workers to be clearer than those for protecting society and the natural environment. Specific paths for reporting observed ethical infringements were not always clear. As such, angalyses suggest that today’s shared sense of professional duty and obligation may be too limited to achieve goals set by engineering professional bodies and the United Nations. Moreover, although professional and educational accreditation standards have traditionally embedded ethics within sustainability, interviews indicate sustainability is a construct embedded within ethics.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"2 1","pages":"93 - 116"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89766797","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: 10.1080/22054952.2020.1776532
D. Cropley
ABSTRACT Tertiary programmes in a discipline such as engineering must balance the competing needs of two key stakeholders: the university that designs and delivers the programme, and the professional body that accredits it . Programme and curriculum design in universities is traditionally bottom-up in nature, with courses designed by individual academics, and assembled into cognate programmes. Graduate qualities and accreditation criteria are mapped retrospectively onto the structure. Designing programmes from the top down, driven byuniversity and the accreditation body needs, is a desirable goal. However, without proper support tools, balancing competing needs across multiple courses and year levels is a complex task. Quality Function Deployment (QFD) was created for this precise purpose. Treating the design of a tertiary programme the same as the design of a system suggests that QFD, and the implementation tool known as the House of Quality (HoQ), should be ideally suited to this purpose. The aim of this paper is to show how QFD and the HoQ can be applied to the design of an engineering programme, creating a specification that accurately reflects the voices of stakeholders, and serves as a benchmark for validating that these needs have been met in the implemented design.
{"title":"Applying quality function deployment to the design of engineering programmes: approaches, insights and benefits","authors":"D. Cropley","doi":"10.1080/22054952.2020.1776532","DOIUrl":"https://doi.org/10.1080/22054952.2020.1776532","url":null,"abstract":"ABSTRACT Tertiary programmes in a discipline such as engineering must balance the competing needs of two key stakeholders: the university that designs and delivers the programme, and the professional body that accredits it . Programme and curriculum design in universities is traditionally bottom-up in nature, with courses designed by individual academics, and assembled into cognate programmes. Graduate qualities and accreditation criteria are mapped retrospectively onto the structure. Designing programmes from the top down, driven byuniversity and the accreditation body needs, is a desirable goal. However, without proper support tools, balancing competing needs across multiple courses and year levels is a complex task. Quality Function Deployment (QFD) was created for this precise purpose. Treating the design of a tertiary programme the same as the design of a system suggests that QFD, and the implementation tool known as the House of Quality (HoQ), should be ideally suited to this purpose. The aim of this paper is to show how QFD and the HoQ can be applied to the design of an engineering programme, creating a specification that accurately reflects the voices of stakeholders, and serves as a benchmark for validating that these needs have been met in the implemented design.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"13 1","pages":"138 - 151"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84216750","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: 10.1080/22054952.2021.1913882
Alison Gwynne-Evans, M. Chetty, Sara Junaid
ABSTRACT The integration of ethics in engineering education has largely been focused at the curriculum design level. The authors posit that this integration be done at the accreditation level and investigate how ethics may be more extensively incorporated in the documentation of a particular engineering accreditation body’s qualification standards. The paper proceeds, by means of a narrative review, to justify an expanded conception of the teaching of ethics within engineering education. It builds a synthesis of contrasting conceptual approaches to the teaching of ethics within engineering and proposes a conceptual framework to guide both regulators and educators to identify and engage with different elements of the ethics across the curriculum within an engineering programme. The South African case study provides a context to engage with existing policy formulation around programme accreditation and to demonstrate the application of the proposed conceptual framework across the graduate attributes so to indicate how ethics might be more comprehensively integrated within a programme. This demonstrates that ethics needs to be repositioned at the centre of the preparation of engineers, rather than at the periphery. The expected consequence of this integration is the more extensive incorporation of ethics within and across accredited engineering programmes.
{"title":"Repositioning ethics at the heart of engineering graduate attributes","authors":"Alison Gwynne-Evans, M. Chetty, Sara Junaid","doi":"10.1080/22054952.2021.1913882","DOIUrl":"https://doi.org/10.1080/22054952.2021.1913882","url":null,"abstract":"ABSTRACT The integration of ethics in engineering education has largely been focused at the curriculum design level. The authors posit that this integration be done at the accreditation level and investigate how ethics may be more extensively incorporated in the documentation of a particular engineering accreditation body’s qualification standards. The paper proceeds, by means of a narrative review, to justify an expanded conception of the teaching of ethics within engineering education. It builds a synthesis of contrasting conceptual approaches to the teaching of ethics within engineering and proposes a conceptual framework to guide both regulators and educators to identify and engage with different elements of the ethics across the curriculum within an engineering programme. The South African case study provides a context to engage with existing policy formulation around programme accreditation and to demonstrate the application of the proposed conceptual framework across the graduate attributes so to indicate how ethics might be more comprehensively integrated within a programme. This demonstrates that ethics needs to be repositioned at the centre of the preparation of engineers, rather than at the periphery. The expected consequence of this integration is the more extensive incorporation of ethics within and across accredited engineering programmes.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"50 42","pages":"7 - 24"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/22054952.2021.1913882","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72445991","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: 10.1080/22054952.2021.1909811
M. Sivaraman
ABSTRACT Ethical decision-making (EDM) is an important element in the engineering profession. This paper explores the use of an ethical decision-making model (EDMM) as a tool for analysing and assessing the ethical reasoning skills of student engineers and their ability to apply the rationale of EDM process for ethical vignettes. The tool, distilled from several existing EDMMs, was tested against interview data collected from 12 graduating students at one private university in Malaysia. The students were asked to examine two ethical vignettes of varying scenarios and difficulty levels. This was followed by a semi-structured, face-to-face interview (corresponding to the first four steps of EDMM) to gauge their ethical reasoning behind their decision for each vignette. Their verbal responses were analysed and categorised into a four-tier rubric developed in accordance with the four steps of EDMM. Findings revealed that generally, students were able to identify the underlying issue (step 1) and the affected parties and the consequences (step 2), but they did not give much thought to potential course of action (step 3) or to testing available options (step 4). Levels of development of ethical reasoning provided by students varied between the first and second vignette. Findings suggest that the EDMM holds promise as a way to better understand and diagnose students’ readiness to face ethical challenges in their profession.
{"title":"A 4-tier rubric for evaluating engineering students’ ethical decision-making (EDM) skills: EDM model as a tool for analysing and assessing ethical reasoning","authors":"M. Sivaraman","doi":"10.1080/22054952.2021.1909811","DOIUrl":"https://doi.org/10.1080/22054952.2021.1909811","url":null,"abstract":"ABSTRACT Ethical decision-making (EDM) is an important element in the engineering profession. This paper explores the use of an ethical decision-making model (EDMM) as a tool for analysing and assessing the ethical reasoning skills of student engineers and their ability to apply the rationale of EDM process for ethical vignettes. The tool, distilled from several existing EDMMs, was tested against interview data collected from 12 graduating students at one private university in Malaysia. The students were asked to examine two ethical vignettes of varying scenarios and difficulty levels. This was followed by a semi-structured, face-to-face interview (corresponding to the first four steps of EDMM) to gauge their ethical reasoning behind their decision for each vignette. Their verbal responses were analysed and categorised into a four-tier rubric developed in accordance with the four steps of EDMM. Findings revealed that generally, students were able to identify the underlying issue (step 1) and the affected parties and the consequences (step 2), but they did not give much thought to potential course of action (step 3) or to testing available options (step 4). Levels of development of ethical reasoning provided by students varied between the first and second vignette. Findings suggest that the EDMM holds promise as a way to better understand and diagnose students’ readiness to face ethical challenges in their profession.","PeriodicalId":38191,"journal":{"name":"Australasian Journal of Engineering Education","volume":"56 1","pages":"77 - 92"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84529046","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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