Developing Numerical Engineering Problems to Accompany Existing and New Cases in Engineering Ethics and Professionalism

现在有大量(尽管仍然不足)的案例可用于工程伦理学教学。然而，几乎所有的案例都没有数字成分。该项目包括一个讲习班，以开发数字问题，以配合现有的案例和新开发的工程伦理案例。数字问题的发展促进了工程专业精神和道德问题在必修的本科工程课程中的引入：*它为总是寻找新问题的工程教师提供了额外的诱因，使他们使用案例。*它对学生很有吸引力，因为它为他们的技术工作提供了一个人和社会的层面。*它减轻了教师的反对意见，即没有足够的时间介绍关于专业精神和道德的章节，因为案件本身有直接相关的数字部分。*它有助于将道德操守部分纳入技术课程，因为道德操守部分与技术工作有更明确的联系。*它可以提供一个比独立的伦理案例更具说服力的模式，将伦理部分引入工程教科书。研讨会开发这样的数字问题；一年后评估它们在课堂上的使用情况。

There is now a substantial (though still inadequate) body of cases that can be used in the teaching of engineering ethics. Virtually none of the cases, however, have a numerical component. This project includes a workshop to develop numerical problems to accompany existing cases and newly developed cases in engineering ethics. The development of numerical problems promotes the introduction of issues in engineering professionalism and ethics into required undergraduate engineering courses in several ways: * It provides an added inducement to engineering instructors, who are always looking for new problems, to use the cases. * It appeals to students, because it provides a human and social dimension to their technical work. * It mitigates the objection of instructors that there is insufficient time to introduce sections on professionalism and ethics, since there is a directly relevant numerical component in the cases themselves. * It helps to integrate ethics components into technical courses, since the ethics components are more clearly linked to the technical work. * It could provide a model that is more compelling than free-standing ethics cases for introducing ethics sections into engineering textbooks. A workshop develops such numerical problems; and their classroom use is evaluated a year later.