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  1. A Meta-Analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach.E. Michelle Todd, Logan L. Watts, Tyler J. Mulhearn, Brett S. Torrence, Megan R. Turner, Shane Connelly & Michael D. Mumford - 2017 - Science and Engineering Ethics 23 (6):1719-1754.
    Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses. The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online (...)
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  • Engineering Student’s Ethical Awareness and Behavior: A New Motivational Model.Diana Bairaktarova & Anna Woodcock - 2017 - Science and Engineering Ethics 23 (4):1129-1157.
    Professional communities are experiencing scandals involving unethical and illegal practices daily. Yet it should not take a national major structure failure to highlight the importance of ethical awareness and behavior, or the need for the development and practice of ethical behavior in engineering students. Development of ethical behavior skills in future engineers is a key competency for engineering schools as ethical behavior is a part of the professional identity and practice of engineers. While engineering educators have somewhat established instructional methods (...)
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  • Ethical Risk Management Education in Engineering: A Systematic Review.Yoann Guntzburger, Thierry C. Pauchant & Philippe A. Tanguy - 2017 - Science and Engineering Ethics 23 (2):323-350.
    Risk management is certainly one of the most important professional responsibilities of an engineer. As such, this activity needs to be combined with complex ethical reflections, and this requirement should therefore be explicitly integrated in engineering education. In this article, we analyse how this nexus between ethics and risk management is expressed in the engineering education research literature. It was done by reviewing 135 articles published between 1980 and March 1, 2016. These articles have been selected from 21 major journals (...)
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  • A Systematic Literature Review of US Engineering Ethics Interventions.Justin L. Hess & Grant Fore - 2018 - Science and Engineering Ethics 24 (2):551-583.
    Promoting the ethical formation of engineering students through the cultivation of their discipline-specific knowledge, sensitivity, imagination, and reasoning skills has become a goal for many engineering education programs throughout the United States. However, there is neither a consensus throughout the engineering education community regarding which strategies are most effective towards which ends, nor which ends are most important. This study provides an overview of engineering ethics interventions within the U.S. through the systematic analysis of articles that featured ethical interventions in (...)
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  • Review of Instructional Approaches in Ethics Education. [REVIEW]Tyler J. Mulhearn, Logan M. Steele, Logan L. Watts, Kelsey E. Medeiros, Michael D. Mumford & Shane Connelly - 2017 - Science and Engineering Ethics 23 (3):883-912.
    Increased investment in ethics education has prompted a variety of instructional objectives and frameworks. Yet, no systematic procedure to classify these varying instructional approaches has been attempted. In the present study, a quantitative clustering procedure was conducted to derive a typology of instruction in ethics education. In total, 330 ethics training programs were included in the cluster analysis. The training programs were appraised with respect to four instructional categories including instructional content, processes, delivery methods, and activities. Eight instructional approaches were (...)
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  • Strategies for Teaching Professional Ethics to IT Engineering Degree Students and Evaluating the Result.Rafael Miñano, Ángel Uruburu, Ana Moreno-Romero & Diego Pérez-López - 2017 - Science and Engineering Ethics 23 (1):263-286.
    This paper presents an experience in developing professional ethics by an approach that integrates knowledge, teaching methodologies and assessment coherently. It has been implemented for students in both the Software Engineering and Computer Engineering degree programs of the Technical University of Madrid, in which professional ethics is studied as a part of a required course. Our contribution of this paper is a model for formative assessment that clarifies the learning goals, enhances the results, simplifies the scoring and can be replicated (...)
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  • Engaging students in ethical decision-making: a case study from an undergraduate geoscience course.Carl-Georg Bank & Anne Marie Ryan - 2020 - International Journal of Ethics Education 5 (1):51-65.
    The teaching of ethics in science within the disciplines provides an avenue to deepen students’ scientific understanding and to develop their critical thinking skills. This study showcases a module which connects ethics to science within a large introductory geoscience course. The module components, a tutorial plus homework assignment and an exam question, require students to decide on ethical issues using a 5-step approach that mirrors the scientific decision-making process. The assignment is graded using a developed rubric. An analysis of exam (...)
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  • A Multi-level Review of Engineering Ethics Education: Towards a Socio-technical Orientation of Engineering Education for Ethics.Diana Adela Martin, Eddie Conlon & Brian Bowe - 2021 - Science and Engineering Ethics 27 (5):1-38.
    This paper aims to review the empirical and theoretical research on engineering ethics education, by focusing on the challenges reported in the literature. The analysis is conducted at four levels of the engineering education system. First, the individual level is dedicated to findings about teaching practices reported by instructors. Second, the institutional level brings together findings about the implementation and presence of ethics within engineering programmes. Third, the level of policy situates findings about engineering ethics education in the context of (...)
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  • The Need for Social Ethics in Interdisciplinary Environmental Science Graduate Programs: Results From a Nation-Wide Survey in the United States.Troy E. Hall, Jesse Engebretson, Michael O’Rourke, Zach Piso, Kyle Whyte & Sean Valles - 2017 - Science and Engineering Ethics 23 (2):565-588.
    Professionals in environmental fields engage with complex problems that involve stakeholders with different values, different forms of knowledge, and contentious decisions. There is increasing recognition of the need to train graduate students in interdisciplinary environmental science programs in these issues, which we refer to as “social ethics.” A literature review revealed topics and skills that should be included in such training, as well as potential challenges and barriers. From this review, we developed an online survey, which we administered to faculty (...)
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  • Science Outside the Lab: Helping Graduate Students in Science and Engineering Understand the Complexities of Science Policy.Michael J. Bernstein, Kiera Reifschneider, Ira Bennett & Jameson M. Wetmore - 2017 - Science and Engineering Ethics 23 (3):861-882.
    Helping scientists and engineers challenge received assumptions about how science, engineering, and society relate is a critical cornerstone for macroethics education. Scientific and engineering research are frequently framed as first steps of a value-free linear model that inexorably leads to societal benefit. Social studies of science and assessments of scientific and engineering research speak to the need for a more critical approach to the noble intentions underlying these assumptions. “Science Outside the Lab” is a program designed to help early-career scientists (...)
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  • The Need for Social Ethics in Interdisciplinary Environmental Science Graduate Programs: Results From a Nation-Wide Survey in the United States.Sean Valles, Kyle Whyte, Zach Piso, Michael O’Rourke, Jesse Engebretson & Troy Hall - 2017 - Science and Engineering Ethics 23 (2):565-588.
    Professionals in environmental fields engage with complex problems that involve stakeholders with different values, different forms of knowledge, and contentious decisions. There is increasing recognition of the need to train graduate students in interdisciplinary environmental science programs in these issues, which we refer to as “social ethics.” A literature review revealed topics and skills that should be included in such training, as well as potential challenges and barriers. From this review, we developed an online survey, which we administered to faculty (...)
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