Assessing Graduate Student Progress in Engineering Ethics

Under a grant from the National Science Foundation, the authors undertook to integrate ethics into graduate engineering classes at three universities, and to assess the success of these methods in a way that allowed comparisons across classes. As standard methods of assessment turned out to demand too much class time, the authors developed an alternative method that is both specific in content to individual classes and allows comparison across classes. Results are statistically significant for ethical sensitivity and knowledge. They show measurable improvement in a single semester.