The Latin American and Caribbean Consortium of Engineering Institutions (LACCEI) invites paper or extended abstract submissions by March 1, 2012 for review for acceptance to the 10th Latin American and Caribbean Conference for Engineering and Technology to be held in Panama City, Panama on July 23-27, 2012. The theme of the conference is "Megaprojects: Building Infrastructure by Fostering Engineering Collaboration, Efficient and Effective Integration and Innovative Planning." The refereed papers are subjected to double-blind review, the accepted papers will be published archived online, and the best pedagogical papers will be invited to submit extended versions to the LACCEI Journal on Engineering Education, indexed by LATINDEX. The Call for Papers and tracks can be found at click here. More information on the meeting can be found at click here.
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Current Issue: October 2011
Fostering Argumentation While Solving Engineering
Ethics Problems
BACKGROUND
Ethical issues pervade engineering practice. Ethical problems are ill-structured with alternative solutions, perspectives, and rationales for justifying solutions to ethical problems. We describe studies examining argumentation as a pedagogical strategy for engaging engineering students in ethical problem solving.
PURPOSE (HYPOTHESIS)
Previous studies by the authors showed that arguing for solutions to ethical problems is an effective strategy for helping students to learn how to address multiple perspectives in support of ethical problems. However, from an argumentative perspective, a significant weakness in student solutions to ethical problems is conceiving and rebutting counterarguments.
DESIGN/METHOD
In two experiments, engineering students constructed argumentative solutions to everyday engineering ethics problems in a complex hypertext representing multiple perspectives. Experiment 1 compared the effects of arguing against one’s own solution versus solutions recommended by others. Experiment 2 evaluated the effects of providing examples of counterarguments on justifications for students’ solutions.
RESULTS
In two experiments, engineering students constructed argumentative solutions to everyday engineering ethics problems in a complex hypertext representing multiple perspectives. Experiment 1 compared the effects of arguing against one’s own solution versus solutions recommended by others. Experiment 2 evaluated the effects of providing examples of counterarguments on justifications for students’ solutions.
CONCLUSIONS
Engineering students can learn to meaningfully address ethical issues; however, more sustained treatments are necessary to help students to transfer those skills more broadly.
KEYWORDS
argumentation, engineering ethics
News
09 FEBRUARY 2012
Call for Papers - Latin American and Caribbean Consortium of Engineering Institutions
Call for Papers - Latin American and Caribbean Consortium of Engineering Institutions
20 DECEMBER 2011
CALL FOR PAPERS - Special Issue of Journal of Engineering Education
CALL FOR PAPERS - Special Issue of Journal of Engineering Education
CALL FOR PAPERS
A special issue of JEE entitled “The Complexities of Transforming Engineering Higher Education” is planned for 2014. In this special issue, papers are invited that focus on strategies, models, or processes that have the potential to promote transformative, systemic improvement in engineering education. The initial deadline is March 31, 2012, for a 2000-word proposal for a full paper. For more information click here.
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26 OCTOBER 2011
Search for New Editor of JEE
Search for New Editor of JEE
The American Society for Engineering Education (ASEE) seeks applications and nominations for the position of Editor for the Journal of Engineering Education (JEE). The new editor will succeed Jack Lohmann, who has been the editor of JEE since 2001 and has announced his intention to step down by late spring 2012.
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28 SEPTEMBER 2011
Active Learning Workshop
Active Learning Workshop
Announcing a new workshop: Making the Transition to Active Learning: Selecting and Implementing Appropriate Active Learning Techniques in Engineering Courses. This workshop will provide an overview of the instructional strategies for actively engaging students in the learning process. Michael Prince, Professor of Chemical Engineering, Bucknell University will lead the workshop. The workshop will be held Sunday, April 1, 2012 through Wednesday April 3, 2012 and Mississippi State University. The registration deadline is Friday, March 16, 2012.
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27 APRIL 2011
Second Seminar of Nordic Network in Engineering Education Research (NNEER)
Second Seminar of Nordic Network in Engineering Education Research (NNEER)
Call for Participation, Second Seminar of Nordic Network in Engineering Education Research (NNEER), Mustion Linna, Finland, 25-27 May, 2011
The goals of the seminar include identifying joint research questions, which could be tackled in international collaboration and/or with different methodological approaches, so that the strengths of different research groups or individual researchers could support each other. We also aim to discuss how we could jointly support research training and Ph.D. work instruction in the area.
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12 JANUARY 2011
2011 Research in Engineering Education Symposium (REES)
2011 Research in Engineering Education Symposium (REES)
The 2011 Research in Engineering Education Symposium to be held
October 4 - 7, 2011 in Madrid, Spain. The call for papers is available and an extension of the deadline is anticipated. This is the continuation of the series previously held as ICREE in Honolulu (USA) and REES in Davos (Switzerland) and Palm Cove (Australia). In contrast with many other engineering education conferences, this meeting promotes extended discussion of a smaller number of research works in progress.
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13 DECEMBER 2010
The Center for the Advancement of Engineering Education (CAEE)
The Center for the Advancement of Engineering Education (CAEE)
The Center for the Advancement of Engineering Education (CAEE), located at the University of Washington, and the largest engineering education research center funded by NSF to date ($12 million over 6 years), released its final report.
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The Journal of Engineering Education (JEE) is a peer-reviewed international journal published quarterly by the American Society for Engineering Education (ASEE) in partnership with a global community of engineering education societies and associations.
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2012
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