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contributor authorAndrea Hicks
contributor authorWissam Kontar
date accessioned2024-12-24T10:19:59Z
date available2024-12-24T10:19:59Z
date copyright10/1/2024 12:00:00 AM
date issued2024
identifier otherJCEECD.EIENG-2021.pdf
identifier urihttp://yetl.yabesh.ir/yetl1/handle/yetl/4298725
description abstractEngineering programs must produce graduates who are able to consider multicriteria decisions including ethical implications during engineering practice. Teaching students in a meaningful manner to consider these multifaceted decisions was investigated through the usage of disasters and primary coverage of infrastructure disasters. Students provided reflections as part of the course, which were then analyzed using a topics discovery latent Dirichlet allocation (LDA) model. Our analysis of the students’ reflections on engineering disasters reveals six major themes touched on by students: engineering, ethics, community, monetary, case scenarios on engineering failures, and change. The analysis shows the multifaceted ethical reasoning students developed as a result of discussions on engineering failures and their implications. Ultimately, this teaching framework can guide engineering class design that embraces real-life failures as avenues of education.
publisherAmerican Society of Civil Engineers
titleThe Role of Disasters and Infrastructure Failures in Engineering Education with Analysis through Machine Learning
typeJournal Article
journal volume150
journal issue4
journal titleJournal of Civil Engineering Education
identifier doi10.1061/JCEECD.EIENG-2021
journal fristpage04024003-1
journal lastpage04024003-8
page8
treeJournal of Civil Engineering Education:;2024:;Volume ( 150 ):;issue: 004
contenttypeFulltext


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