Assessing engineering students' abilities to resolve ethical dilemmas

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. Pre- and 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/sup /spl copy// that can be easily used by engineering faculty.