Course Evaluation Customization Form

Viewing: ENGR 131, section 01


Term: 1192 - 1192
Instructor: McGinn, Hsiong, Domingo

Learning Goals

1. To help students become aware of ethical issues that arise in engineering work.
How well did you achieve this learning goal in this course?


2. To expose students to a wide range of ethical issues in engineering work by exploring a variety of real-life case studies.
How well did you achieve this learning goal in this course?


3. To help students enhance their ability to thoughtfully explore and discuss ethical issues in engineering work.
How well did you achieve this learning goal in this course?


4. To expose students to intellectual resources, e.g., the four Fundamental Ethical Responsibilities of Engineers (FEREs), that are useful for analyzing ethical issues in engineering work.
How well did you achieve this learning goal in this course?


5. To help students gain experience applying the FEREs to concrete engineering situations in order to identify engineers' specific ethical responsibilities.
How well did you achieve this learning goal in this course?


6. To help students become aware of the wide range of specific ethical responsibilities (ERs) that engineers can have in various kinds of engineering situations/contexts, for example, (1) the ER of an engineering firm's engineer-owner to establish and maintain a culture in her/his firm that prohibits safety-related changes from being made in any of the firm's product or system designs without the proposed changes first being run by the engineer(s) best qualified to assess their soundness; (2) the engineer's ER to design products or systems intended for use in a less developed country so that they are compatible with the local culture; (3) an engineer's ER to engage in public whistleblowing only if certain specific situational conditions are satisfied; and (4) the engineer's ER, when assessing the risk of a new technology/technological system, to take into account both technical factors having to do with its design, and contingent social factors having to do with the specific conditions under which it was/will be produced, operated, regulated, and maintained.)
How well did you achieve this learning goal in this course?


7. To cultivate the belief that engineering professionals should always be alert to possible ethical issues in their work and, when they detect any, give them serious consideration and act accordingly.
How well did you achieve this learning goal in this course?


8. To promote original thinking about ethical issues in engineering work by having students discuss case studies from different perspectives and challenge each other's views.
How well did you achieve this learning goal in this course?


9. To impart the idea that an engineer working on a radically innovative, paradigm-departing product design has an ethical responsibility to be extra vigilant about safety, e.g., by double checking that the approaches and methods used in analyzing a product with a normal/conventional design also apply to a product of the same sort whose proposed design is radical/outside-the-box.
How well did you achieve this learning goal in this course?


10. To help students become aware of a wide range of personal, social, and technical features of engineering situations -- e.g., extreme time pressure, design hubris, an engineer's firm being in economic distress, conflict of interest, work overload, presence of a gung-ho culture, the transfer of technology from a more to a less developed nation, paradigm-departing design, pressure on design choice from marketing considerations -- that can induce or press engineers to engage or acquiesce in professional misconduct.
How well did you achieve this learning goal in this course?


Course Elements

How useful to you were the in-class discussions?


How useful to you were the online writing exercises?


How useful to you were the readings?


How useful to you was the textbook The Ethical Engineer: Contemporary Concepts and Cases?


Additional Questions

1. How much did you learn about course content from the course readings? (a Great Deal, a Lot, a Moderate Amount, a Little, Nothing)


2. How much did you learn about course content from the in-class discussions? (a Great Deal, a Lot, a Moderate Amount, a Little, Nothing)


3. How was the quality of your overall learning experience in E131? (Excellent, Good, Fair, Poor, Very Poor)


1. In your opinion, should the study of ethical issues in engineering, as done in E131, become a standard component of engineering education in the future?


2. Was composing posts for the E131 Ethics Blog a worthwhile course activity?


3. Do you have any suggestions for improving E131 the next time it is taught?



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