<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><rec-number>211</rec-number><ref-type>Conference Paper</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Clancy, E. A.</style></author><author><style face="normal" font="default" size="100%">Quinn, P. M.</style></author><author><style face="normal" font="default" size="100%">Miller, J. E.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Using case studies to increase awareness of, and improve resolution strategies for, ethical issues in engineering</style></title><secondary-title><style face="normal" font="default" size="100%">Frontiers in Education Conference, 2001. 31st Annual</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">and</style></keyword><keyword><style  face="normal" font="default" size="100%">aspects</style></keyword><keyword><style  face="normal" font="default" size="100%">Case</style></keyword><keyword><style  face="normal" font="default" size="100%">computer</style></keyword><keyword><style  face="normal" font="default" size="100%">Course</style></keyword><keyword><style  face="normal" font="default" size="100%">education</style></keyword><keyword><style  face="normal" font="default" size="100%">electrical</style></keyword><keyword><style  face="normal" font="default" size="100%">ENGINEERING</style></keyword><keyword><style  face="normal" font="default" size="100%">ethical</style></keyword><keyword><style  face="normal" font="default" size="100%">ethics</style></keyword><keyword><style  face="normal" font="default" size="100%">goal</style></keyword><keyword><style  face="normal" font="default" size="100%">Institute</style></keyword><keyword><style  face="normal" font="default" size="100%">issues</style></keyword><keyword><style  face="normal" font="default" size="100%">LABORATORY</style></keyword><keyword><style  face="normal" font="default" size="100%">LEARNING</style></keyword><keyword><style  face="normal" font="default" size="100%">Polytechnic</style></keyword><keyword><style  face="normal" font="default" size="100%">professional</style></keyword><keyword><style  face="normal" font="default" size="100%">progressive</style></keyword><keyword><style  face="normal" font="default" size="100%">Study</style></keyword><keyword><style  face="normal" font="default" size="100%">Worcester</style></keyword></keywords><taxonomies><taxonomy><style  face="normal" font="default" size="100%">Electrical Engineering </style></taxonomy><taxonomy><style  face="normal" font="default" size="100%">Instructional Methods</style></taxonomy><taxonomy><style  face="normal" font="default" size="100%">Computer Science</style></taxonomy><taxonomy><style  face="normal" font="default" size="100%">Case Study Method</style></taxonomy><taxonomy><style  face="normal" font="default" size="100%">engineering education professional aspects Worcester Polytechnic Institute case study laboratory electrical and computer engineering course engineering engineering ethics ethical issues learning goal progressive learning</style></taxonomy></taxonomies><pubtype><style  face="normal" font="default" size="100%">Conference Paper</style></pubtype><audience-level><style  face="normal" font="default" size="100%">ug</style></audience-level><dates><year><style  face="normal" font="default" size="100%">2001</style></year></dates><volume><style face="normal" font="default" size="100%">3</style></volume><pages><style face="normal" font="default" size="100%">S1E-20-5 vol.3</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The author describes the use of case studies into a  course in Electrical and Computer Engineering at Worcester Polytechnic Institute. During a three-hour &quot;laboratory&quot; period, students read and discussed four short case studies in engineering ethics. The discussion was guided to help student focus on understanding the conflicting understanding and viewpoints of individuals in the case, and to look for multiple ways for resolving the dilemma in the case.  Assessment showed no changes in the number of different courses of action that students could enumerate to resolve ethical issues, but this activity may motivate students to take a full-semester course in computer ethics, and possible convince them of the important role ethics play in electrical engineering practice. </style></abstract><doi><style face="normal" font="default" size="100%">10.1109/FIE.2001.963999</style></doi></record></records></xml>