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|  | |  |\n|  |  |  |  |  |  |\n\nFALL 2017  \nTeaching Ethics as Design  \nROBERT KIRKMAN KATHERINE FU AND  \nBUMSOO LEE  \nGeorgia Institute of Technology Atlanta, GA  \nABSTRACT  \nThis paper introduces an approach to teaching ethics as design in a new course entitled Design Ethics, team-taught by a philosopher and an engineer/designer. The course follows a problem-based learning model in which groups of students work through the phases of the design process on a project for a local client, considering the design values and the ethical values in play in each decision along the way. Their acquisition of ethical thinking skills and moral imagination are assessed with a novel approach, which uses Latent Semantic Analysis to computationally analyze their responses to short answer ethical design questions before and after the course. Students also completed an ethical thinking survey and self-efficacy assessment. Results show statistically significant differences for a number of metrics, and promise for further research into teaching ethics as design.  \nKey words: design ethics, engineering ethics, design education  \nINTRODUCTION  \nThe particular challenge for engineering degree programs is to support the formation of engineers who are not only competent technicians but also responsible professionals, aware of both the ethical dimensions of engineering practice and the broader implications of technological innovation. This basic responsibility has been encoded in the current version of the ABET accreditation criteria for engineering degree programs (EC2000) implemented in 2001 (ABET Engineering Accreditation Commission 2015, Besterfield-Sacre et al. 2000) . Criterion 3f requires “an understanding of professional and ethical responsibility” and Criterion 3h requires “the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context”(ABET Engineering Accreditation Commission 2015) .  \nADVANCES IN ENGINEERING EDUCATION  \nTeaching Ethics as Design  \nAt Georgia Institute of Technology, a number of engineering programs responded to the EC2000 by adopting the “inoculation model”: require students to complete one course in the humanities or social sciences designated as providing an adequate dose of ethics instruction.  \nA well designed course in professional ethics may well contribute something to the ethical development of students (Drake et al. 2005), at least in making them aware that technical choices have implications for the basic needs and legitimate expectations of others (Weston 2012) . Since the introduction of the revised ABET criteria in 2001, though, a number of authors have urged a more integrated approach to developing the whole range of technical and professional skills required of engineers (Felder and Brent 2003, Shuman, Besterfield-Sacre, and McGourty 2005) . It may be especially important that programs design courses so that each of the learning outcomes is addressed in more than one or two courses (Felder and Brent 2003) . So, outcomes associated with ethical responsibility might be taken up in a stand-alone course in ethics and in core engineering courses and in the capstone design course, just as other professional skills might be integrated into what is otherwise a stand-alone ethics course.  \nAs a step toward the goal of greater integration of ethics-related outcomes into the curricula of engineering programs, we developed and delivered a free-standing, semester-length course in design ethics, in which students worked in groups on a design project for a client, with frequent, structured opportunities to reflect on the ethical values at stake in their design decisions. We also conducted a pilot test of a novel assessment method using Latent Semantic Analysis (LSA) (Foltz 1998, Landauer 1998) to detect changes in the cognitive schemas students bring to ","cbCaikmNEoN7FcBj","https://ap.wps.com/l/cbCaikmNEoN7FcBj","pdf",1246097,17,"English","# ABSTRACT\n# INTRODUCTION\n# ADVANCES IN ENGINEERING EDUCATION\n## Teaching Ethics as Design\n# BACKGROUND\n## Ethics and Design","[{\"question\":\"What is the main teaching approach described in the paper?\",\"answer\":\"The paper introduces teaching ethics as design through a Design Ethics course where students work through design-process phases and reflect on ethical and design values in each decision.\"},{\"question\":\"How does the paper assess students’ ethical thinking and moral imagination?\",\"answer\":\"It uses Latent Semantic Analysis to computationally analyze students’ short-answer responses before and after the course, alongside an ethical thinking survey and a self-efficacy assessment.\"},{\"question\":\"Why is an ethics-related curriculum important for engineering programs according to the paper?\",\"answer\":\"The paper argues engineering degree programs must form responsible professionals who understand ethical dimensions of practice and the broader impact of technological innovation, reflecting requirements such as professional and ethical responsibility and broad contextual understanding.\"}]","Teaching Ethics as Design - Advances in Engineering Education | PDF",1792065800,43]