Developing and designing online engineering ethics instruction for international graduate students |
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| Authors: | Katherine A Austin Greta J Gorsuch William D Lawson and Byron P Newberry |
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| Institution: | (1) Information Technology Division, Department of Psychology, Texas Tech University, P.O. Box 42081, Lubbock, TX 79409-2081, USA;(2) Applied Linguistics and Second Language Studies, Department of Classical and Modern Languages & Literatures, Texas Tech University, Lubbock, TX, USA;(3) Department of Civil and Environmental Engineering, Texas Tech University, Lubbock, TX, USA;(4) Department of Engineering, Baylor University, Waco, TX, USA |
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| Abstract: | The present project embarked on an educational intervention, consisting of a series of online ethics learning modules, to
aid international graduate students in overcoming the acculturation barriers to understanding and inculcating normative ethical
obligations associated with engineering practice and research in the United States. A fundamental initial step in the process
of helping international, as well as domestic, engineering graduate students embrace ethical obligations is to provide clear
instruction on fundamental engineering ethical principles and values relevant in the United States. Most institutes of higher
education do not have a cohesive approach to basic graduate engineering ethics instruction, much less materials that have
been calibrated for international students (National Science Foundation, , 2009). Herein the authors describe our instructional intervention, as well as to document the development, design, and assessment
of the learning modules intended to provide students with a framework for learning ethical precepts and applying them in the
engineering field. Think-Aloud Protocol and Cognitive Task Analysis results were used to improve the content modules and learning
experience. Initial pilot findings indicate that the content modules increased student knowledge acquisition compared to pre-test
performance, indicating a step-forward in the formulation of a useful learning tool for graduate engineering ethics instruction. |
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