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This work seeks to train engineers who are not just technically proficient, but are also more ethical and globally aware individuals.As part of this project, new educational strategies in undergraduate classrooms and research environments across multiple engineering disciplines will be piloted.Engineers today hold key roles in shaping our world and driving innovation.By developing engineers who are aware of and engaged with the ethical dimensions of their work, educators contribute to the creation of a workforce that values and serves societal interests.Our goal of presenting our project as a work in progress to this conference is to garner discussion and feedback on our design prior to project implementation furthering iterative research design and strengthening our approach to student learning.This project brings coupled ethical-epistemic analysis from the field of philosophy and reflective practice from the field of cognitive design theory to the field of engineering education.This earlystage, exploratory project will study the effectiveness of leveraging adapted existing pedagogies (reflective practice) alongside new methodologies (coupled ethical-epistemic analysis) in multiple environments.This project seeks to fill gaps in existing engineering ethics education by testing new approaches and identifying potential mechanisms for cultivating engineers with broad moral agency and understanding of society-relevant issues.A variety of previous scholars have articulated the need for more research to build new knowledge as to why undergraduate engineering students are detached from the broader societal and cultural role of engineering and what types of interventions might reverse this trend.Across three tasks, this project will answer the questions: Does undergraduate research using coupled ethical-epistemic analysis influence the development of moral agency in undergraduate engineering students?Can coupled ethicalepistemic pedagogy in the classroom influence the development of moral agency in undergraduate engineering students?To what degree does variation in instructor and topic influence the efficacy of coupled ethical-epistemic analysis in undergraduate engineering courses?
Caitlin Grady (Mon,) studied this question.