{'fraction_non_alphanumeric': 0.020846905537459284, 'fraction_numerical': 0.0013029315960912053, 'mean_word_length': 5.678260869565217, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Investigating the Integrative Ethical Education Model in the First-Year Engineering Classroom

This Research Work-in-Progress study seeks to add empirical research to the body of literature around engineering ethics education in the United States and is motivated by the call for ethically trained engineering professionals. Organizations such as the Institute of Electrical and Electronics Engineers (IEEE) and the Accreditation Board for Engineering and Technology, Inc. (ABET) posit that ethical behavior is a fundamental professional duty for engineers. My research objective is to employ the Integrative Ethical Education (IEE) model [1], [2] to foster instructor-student relationships and student-student classroom environments that promote and inspire first-year undergraduate engineering students’ ethical development. Building from the current literature on how ethics curriculum is introduced to undergraduate engineering students, I theorize that teaching ethical skills across the engineering curriculum and extra-curriculum using the IEE model could promote ethical sensitivity and foster ethical action. This paper discusses the five tenets of the IEE model in relation to current engineering education literature and highlights how the current literature supports each tenet. The main audience for this paper is engineering faculty interested in exploring how ethics could be infused into their practice. As a Work-in-Progress, I will detail potential next steps that would inform the project before moving into a study.