Ethics For First Year Engineers: The Struggle To Build A Solid Foundation
Ethics For First Year Engineers: The Struggle To Build A Solid Foundation
复制标题
第一年工程师的道德规范：努力建立坚实的基础
DOI：
10.18260/1-2--15449
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发表时间：
2005
影响因子：
3.4
通讯作者：
Daniel Cavanagh
中科院分区：
文献类型：
--
作者：
Thomas DiStefano;P. Vesilind;R. Kozick;Thomas Rich;James Baish;Xiannong Meng;Margot Vigeant;Daniel Cavanagh
探索工程是巴克内尔大学所有即将入学的工程专业学生的第一学期课程。本课程的教学目标包括介绍在巴克内尔教授的学科，培养服务于这些学科的技术问题解决能力，培养团队合作和沟通能力，并发展对工程的历史和社会影响的理解。两年前，该课程进行了重新设计，并成功实现了前三个目标（Vigeant et al 2003，Vigeant et al 2004）。本文记录了我们实现与最终目标相关的具体成果的方法，即处理社会责任。社会责任的课程成果是，学生应该能够定义职业道德和相关术语，并应用工程伦理的基本准则，以产生和捍卫道德困境的适当解决方案。这些成果特别重要，因为它为每个部门的会议ABET计划成果3.f提供了基础，该成果规定毕业生“必须了解专业和道德责任”。从历史上看，无论是在这门课和其他课程，它一直很难说服学生，不仅工程伦理是相关的，但它是可教的。在探索工程中，工程伦理学是由技术的组合，包括从伦理学专家，案例研究，和阅读书籍，最终在最后的论文分析伦理问题的描述性讲座。描述性的讲座是伴随着一本书，总结了工程师的道德责任，专为这一观众。案例研究是学术责任问题与工程灾害或近灾分析的结合。每本书都以历史或虚构的叙述为中心，涉及工程师创造的伦理问题。这些论文的目标是让学生将所有这些信息综合成一个连贯的分析，他们的书中提出的道德困境。这种方法提高了学生对“本课程提高了我对工程师道德和职业责任的理解”的平均反应，从3.3分提高到4.0分。虽然学生调查显示，道德教育继续阻力，我们的方法是实现我们的成果。Pge 10589.1 2005年美国工程教育学会年会暨博览会论文集版权所有© 2005年，美国工程教育学会介绍人们普遍认为，本科工程师将受益于正规的道德教育。事实上，根据标准3f，这种教育是ABET认证所必需的，“工程项目必须证明他们的毕业生对专业和道德责任有理解”[1]。然而，学生们往往在课堂上抵制道德。在本文中，我们研究的努力，以建立在巴克内尔的第一学期工程类，探索工程（ENGR 100）的工程道德的基础。ENGR 100是在第一年的第一学期由210名学生，包括所有即将到来的工程专业的学生，以及在艺术和科学学院感兴趣的学生采取的课程。该课程以Vigeant et al 2003和Vigeant et al 2004 [2，3]中描述的模块化格式运行。课程形式总结见表1。表1：课程时间轴周#模块描述内容摘要讲座
Exploring Engineering is a first semester course taken by all incoming engineering students at Bucknell University. The instructional objectives for this course include introducing the disciplines taught at Bucknell, cultivating technical problem solving skills which serve those disciplines, fostering teamwork and communication skills, and developing an understanding of the history and societal impact of engineering. Two years ago, the course was redesigned and has been successful at achieving the first three objectives (Vigeant et al 2003, Vigeant et al 2004). This paper documents our approach to achieving the specific outcomes associated with the final objective, dealing with societal responsibility. The course outcomes for societal responsibility are that students should be able to define professional ethics and associated terminology and apply the fundamental canons of engineering ethics to generate and defend appropriate solutions to ethical dilemmas. These outcomes are particularly important because it provides the foundation for each department’s meeting ABET Program Outcome 3.f, which states graduates “must have an understanding of professional and ethical responsibility.” Historically, both within this course and others, it has been difficult to convince students not only that engineering ethics is relevant, but that it is teachable. In Exploring Engineering, engineering ethics are presented by a combination of techniques, including descriptive lectures from an ethics expert, case studies, and reading books, culminating in a final paper analyzing an ethical problem. The descriptive lectures are accompanied by a book summarizing the ethical responsibilities of engineers, written specifically for this audience. The case studies are a combination of academic responsibility problems and analysis of engineering disasters or near-disasters. The books each center on historical or fictional accounts involving ethical issues resulting from the creations of engineers. The papers are assigned with the goal that students will synthesize all of this information into a coherent analysis of an ethical dilemma presented by their book. This approach has increased the average student response to the statement “This course has improved my understanding of the ethical and professional responsibilities of engineers” from 3.3 to 4.0 on a five-point scale. While student surveys indicate continued resistance to ethics education, our approach is achieving our outcomes. P ge 10589.1 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education Introduction It is widely recognized that undergraduate engineers would benefit from formal education in ethics. In fact, such education is required for ABET accreditation under criterion 3f, “Engineering programs must demonstrate that their graduates have an understanding of professional and ethical responsibility” [1] . However, students are often resistant to ethics in the classroom. In this paper, we examine the efforts to build a foundation in engineering ethics in Bucknell’s first semester engineering class, Exploring Engineering (ENGR 100). ENGR 100 is a course taken in the first semester of the first year by 210 students, comprising all incoming engineering students as well as interested students in the College of Arts and Sciences. The course is run in a modular format described in Vigeant et al 2003, and Vigeant et al 2004 [2, 3] . The course format is summarized in Table 1. Table 1: Course Timeline Week # Module description Content Summary Lecture