Accreditation Board for Engineering and Technology (2011). Accessed September 2011. http://www.abet.org
Akcay, H., & Yager, R. E. (2010). The impact of a science/technology/society teaching approach on student learning in five domains. Journal of Science Education and Technology, 19
Association for Evaluation and Accreditation of Engineering Programs (2011). Accessed September 2011. http://www.mudek.org.tr
Bird, S., & Sieber, J. E. (2005). Teaching ethics in science and engineering: Effective online education—Introduction. Science and Engineering Ethics, 11
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. San Francisco: Jossey-Bass (Wiley).
Brugge, D., & Kole, A. (2003). A case study of community-based participatory research ethics: The healthy public housing initiative. Science and Engineering Ethics, 9
Bucciarelli, L. L. (2008). Ethics and engineering education. European Journal of Engineering Education, 33
Carr, N. (2010). The shallows: What the internet is doing to our brains. New York: W. W. Norton.
Colby, A., & Sullivan, W. M. (2008). Ethics teaching in undergraduate engineering education. Journal of Engineering Education, 97, 327–338.
Conlon, E., & Zandvoort, H. (2011). Broadening ethics teaching in engineering: Beyond the individualistic approach. Science and Engineering Ethics, 17
Cruz, J. A., & Frey, W. J. (2003). An effective strategy for integrating ethics across the curriculum in engineering: An ABET 2000 challenge. Science and Engineering Ethics, 9
Davis, M. (2006). Integrating ethics into technical courses: Micro-insertion. Science and Engineering Ethics, 12
Davis, M. (2007). Perils of using Hurricane Katrina to teach engineering ethics. IEEE Technology and Society Magazine, 26
Easton, T. (2008). Taking sides: Clashing views in science, technology, and society (8th ed). New York: McGraw-Hill.
Evan, W. M., & Manion, M. (2002). Minding the machines: Preventing technological disasters. New Jersey: Prentice-Hall.
Eyler, J., & Giles, D. E. Jr. (1999). Where's the learning in service-learning? San Francisco: Jossey-Bass (Wiley).
Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78
, 674–681. Also see 2002 Preface. Accessed March 2011. http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-1988.pdf
Gibbs, G., & Jenkins, A. (Eds.). (1992). Teaching large classes in higher education: How to maintain quality with reduced resources. London: Kogan Page.
Hansen, T. B. (2005). Grassroots science—An ISYP ideal? ISYP Journal on Science and World Affairs, 1, 61–72.
Heppner, F. (2007). Teaching the large college class: A guidebook for instructors with multitudes. San Francisco: Jossey-Bass (Wiley).
Herkert, J. R. (2001). Future directions in engineering ethics research: Microethics, macroethics and the role of professional societies. Science and Engineering Ethics, 7
Herkert, J. R. (2005). Ways of thinking about and teaching ethical problem solving: Microethics and macroethics in engineering. Science and Engineering Ethics, 11
Hjorth, L. S., Eichler, B. A., Khan, A. S., & Morello, J. A. (2003). Technology and society: A bridge to the 21st century, (2nd ed). New Jersey: Prentice-Hall.
Hughes, G. (2000). Marginalization of socioscientific material in science-technology-society science curricula: Some implications for gender inclusivity and curriculum reform. Journal of Research in Science Teaching, 37
Humanitarian Engineering (2011). Colorado School of Mines. Accessed September 2011. http://humanitarian.mines.edu
Kaya, O., Yager, R., & Dogan, A. (2009). Changes in attitudes towards science-technology-society of pre-service science teachers. Research in Science Education, 39
Kline, R. R. (2010). Engineering case studies: Bridging micro and macro ethics. IEEE Technology and Society Magazine, 29
Kolmos, A., & Holgaard, J. E. (2008). Learning styles of science and engineering students in problem and project based education. In Proceedings of SEFI 2008 Annual Conference. Brussels: European Society for Engineering Education.
Kumar D. D., & Chubin D. E. (Eds.). (2000). Science, technology, and society: A sourcebook on research and practice. New York: Kluwer Academic/Plenum Publishers.
La main à la pâte. (2011). Wikipedia
, French edition. Accessed March 2011. http://fr.wikipedia.org/wiki/La_main_àla_pate
Lee, M. -K., & Erdogan, I. (2007). The effect of science-technology-society teaching on students’ attitudes toward science and certain aspects of creativity. International Journal of Science Education, 29
Lee, Y. C. (2010). Science-technology-society or technology-society-science? Insights from an ancient technology. International Journal of Science Education, 32
Living Knowledge (2011). The International Science Shop Network. Accessed March 2011. http://www.scienceshops.org
Loui, M. C. (2005). Educational technologies and the teaching of ethics in science and engineering. Science and Engineering Ethics, 11
Luegenbiehl, H. C. (2007). Disasters as object lessons in ethics: Hurricane Katrina. IEEE Technology and Society Magazine, 26
McGinn, R. E. (1991). Science, technology, and society. New Jersey: Prentice-Hall.
McGinnis, J. R., & Simmons, P. (1999). Teachers’ perspectives of teaching science-technology-society in local cultures: A sociocultural analysis. Science Education, 83
Newberry, B. (2004). The dilemma of ethics in engineering education. Science and Engineering Ethics, 10
Ozaktas, H. M. (1996). Science, technology, and society readings
. Ankara: Bilkent University. Accessed March 2011. http://www.ee.bilkent.edu.tr/~ge301/scitechsoc.read.pdf
Ozaktas, H. (Oct 18–20, 2006). Integrating ethics education across the curriculum. In Second National Applied Ethics Congress, (pp. 125–127). Ankara: METU (in Turkish, invited).
Ozaktas, H. M. (May 2008). Thoughts on science, technology, society and ethics education. Turkish Academy of Sciences Bulletin, ( pp. 3–5). (in Turkish, invited).
Ozaktas, H. M. (2011). Science, technology, and society
. Ankara: Bilkent University. Accessed March 2011. http://www.ee.bilkent.edu.tr/~ge301
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass (Wiley).
Stanley, C. A., & Porter, M. E. (Eds.). (2002). Engaging large classes: Strategies and techniques for college faculty. Boston: Anker Publishing.
Stanton, T. K., Giles, D. E., & Cruz, N. I. (1999). Service-learning: A movements pioneers reflect on its origins, practice, and future. San Francisco: Jossey-Bass (Wiley).
The Loka Institute (2011). Accessed March 2011. http://www.loka.org
The Washington Accord (2011). International Engineering Alliance. Accessed September 2011. http://www.washingtonaccord.org/Washington-Accord
van de Poel, I. R., Zandvoort, H., & Brumsen, M. (2001). Ethics and engineering courses at Delft university of technology: Contents, educational setup and experiences. Science and Engineering Ethics, 7
Winner, L. (1980). Do artifacts have politics? Daedalus, 109, 121–136.
Yager, R. E. (1990). The science/technology/society movement in the United States: Its origins, evolution, and rationale. Social Education, 54, 198–201.
Yalvac, B., Tekkaya, C., Cakiroglu, J., & Kahyaoglu, E. (2007). Turkish pre-service science teachers’ views on science-technology-society issues. International Journal of Science Education, 29
Zandvoort, H., Van de Poel, I., & Brumsen, M. (2000). Ethics in the engineering curricula: Topics, trends and challenges for the future. European Journal of Engineering Education, 25
Zandvoort, H. (2008). Preparing engineers for social responsibility. European Journal of Engineering Education, 33
Zandvoort, H., van Hasselt, G. J., & Bonnet, J. A. B. A. F. (2008). A joint venture model for teaching required courses in ‘ethics and engineering’ to engineering students. European Journal of Engineering Education, 33