Ethics and the Development of Professional Identities of Engineering Students
Ethics and the Development of Professional Identities of Engineering Students
复制标题
工科学生的道德与职业认同的发展
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
M. Loui
中科院分区：
文献类型：
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作者：
M. Loui
工程专业的本科生如何将自己视为专业人士？工程伦理学课程如何影响大学生职业认同的发展？在这个项目中，学生回答了有关专业工程师的特点和责任的问题。结果表明，学生学习专业主要是从亲戚和同事谁是工程师，很少从技术工程课程。甚至在他们学习工程道德之前，学生们就把诚实和正直与技术能力放在同等地位，作为工程师的基本特征。在课程中，学生受益于实际事件的情况下，并从课堂活动，鼓励对道德问题的不同观点。通过分组分析案例和听取不同的观点，学生在道德推理中建立自信。在课程结束时，一些学生不仅将职业责任理解为对责任的责任，而且在广泛的意义上理解为对社会的管理。
How do undergraduate students in engineering conceive of themselves as professionals? How can a course on engineering ethics affect the development of an undergraduate student's professional identity? In this project, students responded to questions about the characteristics and responsibilities of professional engineers. The results indicate that students learn about professionalism primarily from relatives and co‐workers who are engineers, and rarely from technical engineering courses. Even before they study engineering ethics, students put honesty and integrity on par with technical competence as an essential characteristic of engineers. In the course, students benefit from cases of actual incidents and from classroom activities that encourage diverse perspectives on moral problems. By analyzing cases in groups and by hearing different perspectives, students build self‐confidence in moral reasoning. By the end of the course, some students understand professional responsibility not only as liability for blame but in a capacious sense as stewardship for society.