Assessing Graduate Student Progress in Engineering Ethics
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Under a grant from the National Science Foundation, the authors (and others) undertook to integrate ethics into graduate engineering classes at three universities—and to assess success in a way allowing comparison across classes (and institutions). This paper describes the attempt to carry out that assessment. Standard methods of assessment turned out to demand too much class time. Under pressure from instructors, the authors developed an alternative method that is both specific in content to individual classes and allows comparison across classes. Results are statistically significant for ethical sensitivity and knowledge. They show measurable improvement in a single semester.
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- Assessing Graduate Student Progress in Engineering Ethics
Science and Engineering Ethics
Volume 18, Issue 2 , pp 351-367
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Ethical judgment
- Ethical sensitivity
- Ethics knowledge
- Engineering ethics
- Engineering graduate education
- Author Affiliations
- 1. Humanities Department, Illinois Institute of Technology, 5300 S. Shore Drive #57, Chicago, IL, 60615, USA
- 2. Department of Electrical and Computer Engineering, University of Illinois at Chicago, 851 South Morgan St. (M/C 154), Chicago, IL, 60607, USA