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Developing and designing online engineering ethics instruction for international graduate students

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Abstract

The present project embarked on an educational intervention, consisting of a series of online ethics learning modules, to aid international graduate students in overcoming the acculturation barriers to understanding and inculcating normative ethical obligations associated with engineering practice and research in the United States. A fundamental initial step in the process of helping international, as well as domestic, engineering graduate students embrace ethical obligations is to provide clear instruction on fundamental engineering ethical principles and values relevant in the United States. Most institutes of higher education do not have a cohesive approach to basic graduate engineering ethics instruction, much less materials that have been calibrated for international students (National Science Foundation, http://www.nspe.org/Ethics/index.html, 2009). Herein the authors describe our instructional intervention, as well as to document the development, design, and assessment of the learning modules intended to provide students with a framework for learning ethical precepts and applying them in the engineering field. Think-Aloud Protocol and Cognitive Task Analysis results were used to improve the content modules and learning experience. Initial pilot findings indicate that the content modules increased student knowledge acquisition compared to pre-test performance, indicating a step-forward in the formulation of a useful learning tool for graduate engineering ethics instruction.

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Notes

  1. In English, tense is categorized as simple (fixed attributes or occurrences), continuous (a particular point in time), and perfect (links different time periods). Tense is used to describe or link the present, past, and future.

  2. When the subject of the sentence performs the action, then the sentence is in active voice, but when the subject of the sentence is the recipient of the action, then the sentence is in passive voice.

  3. For access information, please contact the primary author, Katherine A. Austin, Texas Tech University, Kathy.austin@ttu.edu.

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Acknowledgments

Research conducted in association with National Science Foundation Grant #0629344. The authors wish to acknowledge the editorial assistance and manuscript insights of Dr. Larry M. Austin, as well as the technical expertise of Brent Guinn and Amy Pietan.

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Authors and Affiliations

  1. Information Technology Division, Department of Psychology, Texas Tech University, P.O. Box 42081, Lubbock, TX, 79409-2081, USA

    Katherine A. Austin

  2. Applied Linguistics and Second Language Studies, Department of Classical and Modern Languages & Literatures, Texas Tech University, Lubbock, TX, USA

    Greta J. Gorsuch

  3. Department of Civil and Environmental Engineering, Texas Tech University, Lubbock, TX, USA

    William D. Lawson

  4. Department of Engineering, Baylor University, Waco, TX, USA

    Byron P. Newberry

Authors
  1. Katherine A. Austin
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  2. Greta J. Gorsuch
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  3. William D. Lawson
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  4. Byron P. Newberry
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Correspondence to Katherine A. Austin.

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Austin, K.A., Gorsuch, G.J., Lawson, W.D. et al. Developing and designing online engineering ethics instruction for international graduate students. Instr Sci 39, 975–997 (2011). https://doi.org/10.1007/s11251-010-9162-1

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  • DOI: https://doi.org/10.1007/s11251-010-9162-1

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