creator Davis, Michael creator Feinerman, Alan Under a grant from the National Science Foundation, the authors (and others) undertook to integrate ethics into graduate engineering classes at three universities—and to assess success in a way allowing comparison across classes (and institutions). This paper describes the attempt to carry out that assessment. Standard methods of assessment turned out to demand too much class time. Under pressure from instructors, the authors developed an alternative method that is both specific in content to individual classes and allows comparison across classes. Results are statistically significant for ethical sensitivity and knowledge. They show measurable improvement in a single semester. Submitted by Kelly Laas (laas@iit.edu) on 2011-10-05T15:24:11Z No. of bitstreams: 1 E-0076.pdf: 185998 bytes, checksum: 300fd1cf0228ae8c9443dc8a8bc1be99 (MD5) Made available in DSpace on 2011-10-05T15:24:11Z (GMT). No. of bitstreams: 1 E-0076.pdf: 185998 bytes, checksum: 300fd1cf0228ae8c9443dc8a8bc1be99 (MD5) Previous issue date: 2011 2010-11-10 2011 2011

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en Springer https://doi.org/10.1007/s11948-010-9250-2 engineering ethics ethical judgement ethical sensitivity ethical knowledge assessment engineering graduate education Article born digital application/pdf In Copyright http://rightsstatements.org/page/InC/1.0/ Open Access CSEP / Center for the Study of Ethics in the Professions Illinois Institute of Technology Affiliated department http://hdl.handle.net/10560/islandora:10174