http://hdl.handle.net/2027.42/55256 2013-06-20T10:51:12Z http://hdl.handle.net/2027.42/86117 Outcomes of engaging engineering undergraduates in co-curricular experiences Burt, Brian; Carpenter, Donald; Finelli, Cynthia; Harding, Trevor; Sutkus, Janel; Holsapple, Matthew; Bielby, Robert; Ra, Eunjong The effects of involvement in co-curricular experiences (i.e. internships, co-ops, service projects, and clubs and organizations) on student persistence in college is well documented in the education literature. What remains unclear are the specific ways that involvement influences the development of engineering undergraduate students. We found that when engineering students are involved in co-curricular experiences they exhibit greater leadership skills, are more thoughtful about their ethical decisions, and can articulate how involvement influences their ethical development. In this paper, we explore outcomes of participating in co-curricular experiences for engineering students at four undergraduate focused institutions. 2011-06-01T00:00:00Z http://hdl.handle.net/2027.42/86116 Impact of Different Curricular Approaches to Ethics Education on Ethical Reasoning Ability Bielby, Robert; Harding, Trevor; Carpenter, Donald; Finelli, Cynthia; Sutkus, Janel; Burt, Brian; Ra, Eunjong; Holsapple, Matthew 2011-06-01T00:00:00Z http://hdl.handle.net/2027.42/86096 We can’t get no satisfaction!: The relationship between students’ ethical reasoning and their satisfaction with engineering ethics education Holsapple, Matthew; Sutus, Janel; Carpenter, Donald; Finelli, Cynthia; Burt, Brian; Ra, Eunjong; Harding, Trevor; Bielby, Robert Student satisfaction is a common metric for evaluating classes and other educational programs, and sometimes that satisfaction is seen as a proxy for effectiveness of those programs. For this paper, we examine student satisfaction within the context of engineering ethics education, examining the relationship between student satisfaction and ethical reasoning ability. As part of a national study of ethics education, we draw on survey data from 3,914 undergraduate engineering students, and results suggest that higher levels of ethical reasoning actually predict lower levels of satisfaction with ethics education. Further, the amount of ethics education and the methods through which it is taught also affect students’ levels of satisfaction. 2011-06-01T00:00:00Z http://hdl.handle.net/2027.42/86094 Using Research to Identify Academic Dishonesty Deterrents Among Engineering Undergraduates Carpenter, Donald; Harding, Trevor; Finelli, Cynthia The E3 Research Team, lead by the authors, has conducted several major investigations and has surveyed and/or interviewed over 1500 engineering and non-engineering undergraduates at 23 institutions [http://www.engin.umich.edu/research/e3/]. The team is motivated by decades of work showing engineering students are among the most frequent cheaters as well as by studies indicating a correlation between cheating and unethical professional behavior. The team’s research suggests that the explanation for higher rates of cheating among engineering students may lie in curricular or engineering program cultural differences rather than in differences in opportunities to cheat or in the nature of students entering these disciplines. The team has also identified a willingness of students to engage in dishonest behaviors that have significant punitive consequences, a clear relationship between students’ attitude toward a behavior and their propensity to engage in that behavior, and a strong correspondence between cheating in high school and college and engaging in unethical behaviors in the workplace. As such, to promote integrity it is important to identify key pedagogical interventions. This paper will summarize some of the team’s important research findings and will discuss psychological and physical deterrents to cheating and their apparent effectiveness. The paper translates these findings into practical suggestions for educators and professionals interested in promoting integrity in the curriculum and the classroom. 2010-01-01T00:00:00Z