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Research examines how ethical decision-making emerges within engineering teams, how ethics-focused members can shape it, and how social context affects consideration of social impacts. Over three years, team discussions among student capstone groups and lab conversations were observed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/engineering-ethics-as-an-expert-guided-and-socially-situated-activity/588875/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/engineering-ethics-as-an-expert-guided-and-socially-situated-activity/588875.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What limitations does the research identify in typical engineering ethics education?","Question",{"text":112,"@type":113},"It focuses on individual engineers and disaster case studies, which does not reflect everyday decisions in team settings and leaves little time to discuss social impacts of engineering and technology.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study investigate ethical decision making in engineering teams?",{"text":117,"@type":113},"It observes ethics discussions over three years in undergraduate capstone design teams and in university research laboratory groups with undergraduates, graduates, and postdocs.",{"name":119,"@type":110,"acceptedAnswer":120},"What key findings emerge from the observations?",{"text":121,"@type":113},"Students show a narrow understanding of engineering ethics, explicit and implicit views may conflict, and ethical or social implications are rarely discussed during routine activities; facilitated discussions can help.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588875,1792171499,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSUMMER 2020  \nEngineering Ethics as an Expert-Guided and SociallySituated Activity  \nMAGDALENA G. GROHMAN The University of Texas at Dallas Dallas, Texas  \nNICHOLAS GANS  \nThe University of Texas at Arlington Arlington, Texas  \nEUN AH LEE MARCO TACCA  \nAND  \nMATTHEW J. BROWN The University of Texas at Dallas Dallas, Texas  \nABSTRACT  \nEngineering ethics education typically focuses on decisions by individual engineers and case studies of disasters. This does not reflect the everyday decisions that practicing engineers must make, and neglects the fact that most engineers work on teams rather than alone. The focus on safety and disaster prevention leaves little time for discussing pervasive social impacts of engineering and technology. Our research seeks to fill these gaps by determining how ethical decision making occurs in team settings, how it can be influenced by ethics-focused team members, and to what extent asocial context influence consideration of social impacts.  \nOver three years, we observed ethics discussions among teams of engineering students. First, we observed undergraduates during their Capstone Design project. We contrasted typical teams and teams with an additional team member trained and educated in engineering ethics. Second, we observed university research laboratory groups composed of undergraduate students, graduate students and postdocs in their spontaneous and regular conversations. Data analysis suggests that engineering students have a narrow understanding of engineering ethics, and that their explicit and implicit understanding can be in conflict. We also observed that an engineering expert can improve the breadth and depth of conversations. We also observe that engineering students rarely—if ever—discuss ethical or social implications of their work during routine activities. This also points to the benefits of facilitated discussions.  \nSUMMER 2020 1  \nADVANCES IN ENGINEERING EDUCATION  \nEngineering Ethics as an Expert-Guided and Socially-Situated Activity  \nKey words: Professional ethics; Teams, team dynamics; Ethnography, Observation, Survey  \nINTRODUCTION  \nIn the late 1990’s and early 2000’s, there were a series of notable investigations into the number of universities that required instruction in engineering ethics and into the nature of that instruction [1], [2], [9], [3] . The earliest study showed that almost 68% of the 254 schools surveyed had no ethics requirement for students [1] . Around the same time, the Accreditation Board for Engineering and Technology (ABET) adopted the Engineering Criteria 2000 (EC2000) requirements, which explicitly included professional and ethical responsibility in curriculum necessary for accreditation.  \nThere is a surprising lack of follow up surveys or investigations, so it remains unclear what distribution of schools currently have formal instruction in engineering ethics and responsibility. Nevertheless, it is clear that many engineering schools require a formal course in engineering ethics, and subsequent research has focused on the nature and efficacy of individual courses. A variety of alternative pedagogical models have been explored in research, but so far, none has seen widespread adoption. Shaped by the ABET EC2000 standards, such courses often focus on the content and application of ethics codes and help meet government-imposed professional licensing requirements [2],[4],[5],[6] . Many courses in engineering ethics focus on ethical and legal principles, codes, and skills for recognizing, reflecting on, and resolving ethical issues [7],[8],[9],[10] . Ethics education frequently involves traditional classroom lectures and discussions led by outside ethics experts or “ethics across the curriculum” initiatives. The effectiveness of this approach remains a matter of open debate [2],[11],[12] .  \nWe have observed that technica","cbCailY3tzQfr5Dk","https://ap.wps.com/l/cbCailY3tzQfr5Dk","pdf",988395,16,"English","# Abstract\n# Introduction\n## Engineering ethics education gaps\n## Engineering teams and the research question\n## Tension in traditional ethics approaches","[{\"question\":\"What limitations does the research identify in typical engineering ethics education?\",\"answer\":\"It focuses on individual engineers and disaster case studies, which does not reflect everyday decisions in team settings and leaves little time to discuss social impacts of engineering and technology.\"},{\"question\":\"How does the study investigate ethical decision making in engineering teams?\",\"answer\":\"It observes ethics discussions over three years in undergraduate capstone design teams and in university research laboratory groups with undergraduates, graduates, and postdocs.\"},{\"question\":\"What key findings emerge from the observations?\",\"answer\":\"Students show a narrow understanding of engineering ethics, explicit and implicit views may conflict, and ethical or social implications are rarely discussed during routine activities; facilitated discussions can help.\"}]","Engineering Ethics as an Expert-Guided and Socially-Situated Activity | PDF",1792066106]