Assessing Engineering Students’ Abilities to Resolve Ethical Dilemmas

1 Mark Sindelar, University of Pittsburgh, Department of Industrial Engineering, 1048 Benedum Hall, Pittsburgh, PA 15261, [email protected] 2 Larry Shuman, University of Pittsburgh, School of Engineering, 323 Benedum Hall, Pittsburgh, PA, 15261, [email protected] 3 Mary Besterfield-Sacre, University of Pittsburgh, Dept. of Industrial Engineering, 1049 Benedum Hall, Pittsburgh, PA 15261, [email protected] 4 Ronald Miller, Colorado School of Mines, Department of Chemical Engineering, 441 Alderson Hall, Golden, CO 80401, [email protected] 5 Carl Mitcham, Colorado School of Mines, Liberal Arts and International Studies, 301 Stratton Hall, Golden, CO 80401, [email protected] 6 Barbara Olds, Colorado School of Mines, Liberal Arts and International Studies, 330 Guggenheim Hall, Golden, CO 80401, [email protected] 7 Rosa Pinkus, University of Pittsburgh, School of Medicine, 300 Medical Arts Building, Pittsburgh, PA 15260, [email protected] 8 Harvey Wolfe, University of Pittsburgh, Department of Industrial Engineering, 1042 Benedum Hall, Pittsburgh PA 15261, [email protected] Abstract ABET’s accreditation criteria provides additional impetus for preparing engineering graduates to act in an ethically responsible manner. However, methods to assess the effectiveness of educational efforts to do this remain primitive at best. We describe the first phase of a joint study at the University of Pittsburgh and the Colorado School of Mines to develop a measurement tool for assessing students’ abilities to recognize and resolve ethical dilemmas. Preand post-tests at the beginning and end of a semester-long course focusing on engineering ethics are used to assess students’ comprehension, analysis, and resolution of ethical dilemmas. Each test consists of two ethical dilemmas addressed through a response essay that is then holistically scored using a rubric that classifies students’ level of achievement. Results are analyzed using statistical methods to determine if any “shifts” have occurred to indicate a significant positive change in the cohort’s collective ability. A second phase will involve the development of a web-based assessment instrument similar to CSM’s Cogito that can be easily used by engineering faculty.