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  1. Measures of Ethics and Social Responsibility Among Undergraduate Engineering Students: Findings from a Longitudinal Study.Shiloh James Howland, Brent K. Jesiek, Stephanie Claussen & Carla B. Zoltowski - 2024 - Science and Engineering Ethics 30 (1):1-26.
    Prior research on engineering students’ understandings of ethics and social responsibility has produced mixed and sometimes conflicting results. Seeking greater clarity in this area of investigation, we conducted an exploratory, longitudinal study at four universities in the United States to better understand how engineering undergraduate students perceive ethics and social responsibility and how those perceptions change over time. Undergraduate engineering students at four U.S. universities were surveyed three times: during their 1st (Fall 2015), 5th (Fall 2017), and 8th semesters (Spring (...)
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  • Constructing a role ethics approach to engineering ethics education.Qin Zhu & Rockwell Clancy - 2023 - Ethics and Education 18 (2):216-229.
    Engineering is a social enterprise. A successful engineering career depends on how engineers manage their relationships with diverse stakeholders including managers, clients, contractors, and the p...
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  • Assessing the impact of digital education and the role of the big data analytics course to enhance the skills and employability of engineering students.Lin Xu, Jingxiao Zhang, Yiying Ding, Gangzhu Sun, Wei Zhang, Simon P. Philbin & Brian H. W. Guo - 2022 - Frontiers in Psychology 13.
    This study aims to explore the role of digital education in the development of skills and employability for engineering students through researching the role of big data analytics courses. The empirical study proposes the hypothesis that both soft and hard skills have positive effects on human capital, individual attributes, and the career development dimensions of engineering students. This is achieved through constructing a framework of three dimensions of engineering students’ employability and two competency development dimensions of big data analytics courses. (...)
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  • Standards of Conducts for Biostatisticians and Stem Cell Researchers: A Call for Self-formulated Aspirational Ethics Over Built-in Prohibitive Ethics.Keiko Sato & Mika Suzuki - 2022 - Science and Engineering Ethics 28 (2):1-20.
    We proposed the Standards of Conducts to provide a general framework that will serve as the basis for guiding each biostatistician and stem cell researcher to formulate their personal standards, rather than as rules with which they are required to comply. Given the responsibility and characteristics of their work, they are expected to maintain independence and work autonomously as professionals. Each of the Standards of Conducts comprises a preamble, mission and values to uphold, Standards of Conducts, and background. When one (...)
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  • COVID-19 pandemic reveals challenges in engineering ethics education.Luan M. Nguyen, Cristina Poleacovschi, Kasey M. Faust, Kate Padgett-Walsh, Scott G. Feinstein, Bobby Vaziri, Michaela LaPatin & Cassandra J. Rutherford - 2023 - International Journal of Ethics Education 8 (1):99-127.
    Engineering ethics can be divided into three spheres, namely the technical, the professional, and the social. Ideally, engineering students should engage with all three spheres of ethics, but the literature suggests that this might not be the case. How do engineering students engage with the three spheres of engineering ethics during a global pandemic? The COVID-19 pandemic represents a dramatic and ongoing real-world challenge affecting many students personally. This research explores the extent to which engineering students engage with each sphere (...)
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  • Conceptual Tools to Inform Course Design and Teaching for Ethical Engineering Engagement for Diverse Student Populations.Malebogo N. Ngoepe, Kate le Roux, Corrinne B. Shaw & Brandon Collier-Reed - 2022 - Science and Engineering Ethics 28 (2):1-23.
    Contemporary engineering education recognises the need for engineering ethics content in undergraduate programmes to extend beyond concepts that form the basis of professional codes to consider relationality and context of engineering practice. Yet there is debate on how this might be done, and we argue that the design and pedagogy for engineering ethics has to consider what and to whom ethics is taught in a particular context. Our interest is in the possibilities and challenges of pursuing the dual imperatives of (...)
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  • Fictional Film in Engineering Ethics Education: With Miyazaki’s The Wind Rises as Exemplar.Sarah Jayne Hitt & Thomas Taro Lennerfors - 2022 - Science and Engineering Ethics 28 (5):1-16.
    This paper aims to call attention to the potential of using film in engineering ethics education, which has not been thoroughly discussed as a pedagogical method in this field. A review of current approaches to teaching engineering ethics reveals that there are both learning outcomes that need more attention as well as additional pedagogical methods that could be adopted. Scholarship on teaching with film indicates that film can produce ethical experiences that go beyond those produced by both conventional methods of (...)
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