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Baligar, Preethi
- Engineering Ethics:Decision Making Using Fundamental Canons
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Authors
Affiliations
1 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
1 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
Source
Journal of Engineering Education Transformations, Vol 30, No Sp Iss (2017), Pagination:Abstract
An engineering professional's work demands that the technological solutions designed to solve practical problems of society are addressing the safety, health and welfare of the public. An engineer thus works in an environment where equally competing considerations for different stakeholders need to be accounted for before providing uncompromised solutions. In such a professionally obligatory setting, ethical dilemmas come into foreplay which will decide the course of action which the problem solver will seek to take. However, the ethical problems are ill-structured and lack a set of prescriptive and enumerable solutions. Thus, the professionals need to be trained in exploring the solution space of problems related to engineering ethics during their formative four years. An aim to achieve this will require engineering educators to include of the principles of Engineering Ethics is the curriculum.
The objective of this paper is to explore the existing solution space for the curriculum design, content and assessment of ethics instruction. It also presents the approach followed in designing a module on Engineering Ethics in an introductory freshman course in our university. We have designed an assessment in which the students are required to provide a resolution to the ethical dilemma by basing their decision on fundamental canons of National Society of Professional Engineers (NSPE). From the results we conclude that students are able to identify and resolve ethical dilemmas which lie in the domain of public welfare, health and safety more than the others.
Keywords
Ethics, Morals, Case Study, Ethical Dilemma, Freshman.
References
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- Formulating An Engineering Design Problem:A Structured Approach
Abstract Views :155 |
PDF Views:5
Authors
Affiliations
1 School of Electronics and Communication Engineering, KLE Technological University, Hubballi, IN
2 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
1 School of Electronics and Communication Engineering, KLE Technological University, Hubballi, IN
2 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
Source
Journal of Engineering Education Transformations, Vol 0, No SP 1 (2018), Pagination:Abstract
During recent times, several initiatives have been taken to redesign engineering curriculum to introduce students to the engineering design process starting from the freshman year itself. This involves taking these students from a world of exercise problem solving having single unique solution to the world of real wide engineering problem solving having multiple solutions. And it is observed to be a challenging task as the students are not familiar with ill-defined nature of engineering problems and are having a tendency to get stuck with the first solution that they get. Problem formulation is the first step in engineering design process in which students are expected to carve out problem definition for a given need statement. Students face difficulties in this step, in framing the problem statement and representing it in terms of functions, objectives and constraints depicting an engineering system.In this work, authors share their experience of mentoring freshman students in problem formulation phase of their course project which is done as part of a course, titled, "Engineering Exploration". The work is presented in terms of its evolution of the pedagogies and practices over three cycles of the delivery of the course. An inclusive pedagogy consisting of in-class, case-based reasoning and template based structured mentoring has resulted in improved quality of formulated problems. The paper discusses the details of processes and pedagogy.Keywords
Design Thinking, Need Statement, Problem Statement, Design Problem, Pair Wise Comparison Chart (PCC).- Study of Secondary and Higher Secondary School Syllabi in India to Develop Engineering Thinking
Abstract Views :23 |
PDF Views:1
Authors
Affiliations
1 Centre for Engineering Education Research, KLE Technological University, Vidyanagar, Hubli 580031, IN
2 The University of Oklahoma, Norman 73069, US
3 Milwaukee School of Engineering, WI 53202, US
1 Centre for Engineering Education Research, KLE Technological University, Vidyanagar, Hubli 580031, IN
2 The University of Oklahoma, Norman 73069, US
3 Milwaukee School of Engineering, WI 53202, US
Source
Journal of Engineering Education Transformations, Vol 37, No 2 (2023), Pagination: 17-27Abstract
In this article, the authors explore and understand what constitutes engineering thinking and whether secondary and higher secondary school curricula in India empower students to make an informed decision regarding engineering as a career choice. To analyse the elements of engineering thinking, the principles of K12 level engineering by t he Na t io nal Aca demy of E nginee ri ng a nd Engineering Habits of Mind (EHoM) by the Royal Academy of Engineering are referred to. The syllabi of the Central Board of Secondary Education (CBSE) and four Indian states (Tamil Nadu, Maharashtra, Andhra Pradesh and Karnataka) are studied, which reveal that CBSE includes only one element of EHoM (creative problem-solving) in higher secondary grade curriculum. The syllabi of four Indian states revealed that the principles identified by the National Academy of Engineering (NAE) are missing in both grades. As an exception, the syllabus of Maharashtra has a creative problem-solving element in class-12 of higher secondary grades. The authors believe that introducing engineering thinking in schools will empower students to choose engineering as a career.Keywords
Engineering habits of mind, Engineering thinking, Indian school curriculum, STEM, secondary and higher secondary school.References
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