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|  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSUMMER 2020  \nOvercoming Challenges to Enhance a First Year Engineering Ethics Curriculum  \nANDREW KATZ Virginia Tech Blacksburg, VA  \nKEN REID  \nUniversity of Indianapolis Indianapolis, IN  \nDONNA RILEY Purdue University West Lafayette, IN  \nNATALIE VAN TYNE Virginia Tech Blacksburg, VA  \nABSTRACT  \nA review of the First Year Engineering course sequence at Virginia Tech characterized the current state of ethics education in the program, and informed a strategy to enhance the ethical development of first-year engineering students. This paper reports the results of our initial review of the curriculum, our improvement plan, assessment of our initial implementation, and reflections on overcoming challenges to improving student learning of engineering ethics. Structural changes to class size and number of sections are improving the consistency of ethics instruction, while a curriculum refresh led to a deeper incorporation of ethics frameworks in case analysis and critical reflection asthe instructional norm. While opportunities were structurally limited by curricular constraints, the project was designed to fit within these and strengthen this small corner of the curriculum.  \nKey words: change management; moral development; curricular reform; first-year engineering  \nINTRODUCTION  \nAs part of a National Academy of Engineering (NAE) project on Overcoming Challenges to Infusing Ethics in the Engineering Curriculum, our team undertook a review of the First Year  \nSUMMER 2020 1  \nADVANCES IN ENGINEERING EDUCATION  \nOvercoming Challenges to Enhance a First Year Engineering Ethics Curriculum  \nEngineering course sequence at Virginia Tech (ENGE 1215 and 1216) in order to determine the current state of ethics education in the program and to chart a path towards improving the ethical development of first-year engineering students. This work-in-progress reports the results of our initial review of the curriculum, our improvement plan, initial findings, and reflections on the challenges we faced.  \nDonna Riley oversaw the project, with graduate students including Andrew Katz carrying out the detailed analysis of the existing courses . A report summarizing the analysis and suggesting specific course revisions was delivered to Ken Reid, who worked with Natalie Van Tyne to further develop, implement, and assess the changes. The initial project also conceived of a more revolutionary elective course on engineering, for, by, and with communities in partnership with Yanna Lambrinidou, but Riley’s and Katz’s departure from Virginia Tech interrupted those plans.  \nENGE 1215 and 1216 are a two-course introductory sequence of two credits each, taken by all incoming engineering students at Virginia Tech (over 2000 students) . In an overcrowded engineering curriculum, all fourteen engineering majors at Virginia Tech rely to some extent on the First Year Engineering course sequence to lay a foundation for a broad set of engineering technical and professional competencies, including ethics. Because this is engineering students’initial exposure to the profession, our goal is a properly sequenced introduction to engineering ethics across both courses. However, achieving and maintaining this foundational introduction to engineering ethics within the constraints of two two-credit courses that already cover a great deal of content that competes for student attention is a major challenge.  \nIndeed, while much progress has been made over the past several decades in developing learning outcomes, content and pedagogy for engineering ethics education, it is the structural barriers that continue to present challenges. Ethics is relegated to the first year and capstone, spaces that are already overcrowded, because they are viewed as add-ons rather than a core competency of the profession. Instruction relies on a small number of passionate","cbCail9QOkmjZNFR","https://ap.wps.com/l/cbCail9QOkmjZNFR","pdf",785012,13,"English","# Abstract\n# Introduction\n# Supporting Literature","[{\"question\":\"What was the purpose of the initial curriculum review?\",\"answer\":\"To characterize the current state of ethics education in Virginia Tech’s first-year engineering sequence and to chart a path for improving students’ ethical development.\"},{\"question\":\"How did the improvement plan change ethics instruction?\",\"answer\":\"Structural changes to class size and the number of sections aimed to improve consistency, and a curriculum refresh increased the incorporation of ethics frameworks in case analysis and critical reflection.\"},{\"question\":\"What challenges affected implementing engineering ethics enhancements?\",\"answer\":\"Curricular constraints limited structural opportunities, and broader institutional complexities (such as faculty governance and academic freedom) shaped what the team could advance.\"}]","Overcoming Challenges to Enhance a First Year Engineering Ethics Curriculum - Summer 2020 | PDF",1792066112,33]