Integrating Ethics into the Engineered Construction CurriculumSource: Journal of Professional Issues in Engineering Education and Practice:;2007:;Volume ( 133 ):;issue: 004DOI: 10.1061/(ASCE)1052-3928(2007)133:4(291)Publisher: American Society of Civil Engineers
Abstract: Equality, life, liberty, the pursuit of happiness, security, civic duty, justice, honor, and the rule of law are some of the widely held values in society. These are the values engineers must adopt to comply with regulations. Unfortunately, there is a lack of awareness in construction education regarding how to integrate social awareness and ethical behavior into professional practice. Several challenges facing construction engineering educators are how to develop strategies that will raise the awareness of students regarding ethical issues related to construction and how to provide a framework to make ethical decisions. Social values should serve as the basis for university-level ethics instruction. The objectives of this paper are to discuss the various disciplines that are available for use in developing course material and classroom presentations, and to describe a framework for making ethical decisions. Problem solving in ethics is a skill that is very much needed by students, but is quite difficult to teach. The approach described herein uses real world construction ethics cases and invited guest lectures from the construction industry plus multiple required and elective courses explore ethical theories, concepts of critical thinking, and major ethical issues related to the construction industry.
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contributor author | Sunil K. Sinha | |
contributor author | H. Randolph Thomas | |
contributor author | John R. Kulka | |
date accessioned | 2017-05-08T21:20:50Z | |
date available | 2017-05-08T21:20:50Z | |
date copyright | October 2007 | |
date issued | 2007 | |
identifier other | %28asce%291052-3928%282007%29133%3A4%28291%29.pdf | |
identifier uri | http://yetl.yabesh.ir/yetl/handle/yetl/47876 | |
description abstract | Equality, life, liberty, the pursuit of happiness, security, civic duty, justice, honor, and the rule of law are some of the widely held values in society. These are the values engineers must adopt to comply with regulations. Unfortunately, there is a lack of awareness in construction education regarding how to integrate social awareness and ethical behavior into professional practice. Several challenges facing construction engineering educators are how to develop strategies that will raise the awareness of students regarding ethical issues related to construction and how to provide a framework to make ethical decisions. Social values should serve as the basis for university-level ethics instruction. The objectives of this paper are to discuss the various disciplines that are available for use in developing course material and classroom presentations, and to describe a framework for making ethical decisions. Problem solving in ethics is a skill that is very much needed by students, but is quite difficult to teach. The approach described herein uses real world construction ethics cases and invited guest lectures from the construction industry plus multiple required and elective courses explore ethical theories, concepts of critical thinking, and major ethical issues related to the construction industry. | |
publisher | American Society of Civil Engineers | |
title | Integrating Ethics into the Engineered Construction Curriculum | |
type | Journal Paper | |
journal volume | 133 | |
journal issue | 4 | |
journal title | Journal of Professional Issues in Engineering Education and Practice | |
identifier doi | 10.1061/(ASCE)1052-3928(2007)133:4(291) | |
tree | Journal of Professional Issues in Engineering Education and Practice:;2007:;Volume ( 133 ):;issue: 004 | |
contenttype | Fulltext |