Using scaffolded, integrated, and reflexive analysis (SIRA) of cases in a cyber-enabled learning infrastructure to develop moral reasoning in engineering students

摘要

Each year thousands of new engineers join the workforce and face novel issues raised by radical technological advances. Concurrently, changing societal responses to new technologies introduce novel conflicts in research and development that challenge the scope of established professional codes of ethics. These issues create a critical demand for new approaches for developing moral reasoning for ethical decision-making. Our multidisciplinary team of engineering, communication, and ethics educators has developed and tested a novel pedagogical framework of Scaffolded, Integrated, and Reflexive Analysis (SIRA) of ethics cases to enhance development of moral reasoning that extends beyond case-based analyses. Implemented as a series of two-week cyber-enabled learning modules, with cases from several engineering disciplines, this theory-based, data-driven, cyber-enabled framework for ethics education has applicability across a broad spectrum of disciplines and provides engineering educators with limited ethics training a tested framework and set of resources and modules to adapt and use in their own disciplines. In this paper, we discuss our work in progress on the SIRA framework, its implementation, and our assessment of changes in moral reasoning and student satisfaction when utilizing this model.