1. The PRiME Project: A College of Engineering initiative to integrate ethics into core courses Hillary Hart (CAEE) Christy Moore (ME) Professional Responsibility Modules in Engineering University of Texas at Austin

2. The Chair of Free Enterprise (UT Austin) The Chair of Free Enterprise (UT Austin) Vision: To create and nurture a culture of technology innovation, creativity, leadership and enterprise at The University of Texas at Austin and the global community that we serve.

3. The Chair of Free Enterprise and Professional Responsibility The Chair seeks to: –Promote critical thinking in the area of engineering professional responsibility –Support the ability to identify, develop, and analyze issues in professional responsibility.

4. –Safety and Welfare of the Public (and of Clients) –Technical Competence –Legal Liabilities of Engineers –Environmental Responsibilities –Quality –Standards –Communication/Publication –Intellectual Property –Professional Ethics Ethics are involved in all of these Professional Responsibility topics.

5. Adding professional responsibility to the curriculum is easier said than done. Difficult to add a free- standing course (Davis, 2004). Faculty don’t have the time to research, invent, and develop new material on topics they aren’t familiar with (Herkert, 1999). Students don’t see the relevance. Unless we make ethics “seem a routine part of engineering,” students will resist our best efforts (Davis, 2004 ). Davis, Michael, “Teaching Ethics Across the Engineering Curriculum,” The Online Ethics Center for Engineering and Science Case Western Reserve University: 2004.

6. The PRiME Model for Ethics Instruction in Engineering PRiME Model PRiME Model Objective: to enable any engineering instructor to teach ethics and professional responsibility in any course, no matter how much classroom time is available. Secondary benefit –ABET a-k PRiME achieves this objective by producing web-based materials in an easy-to-use format that can be used in any engineering class.

7. Six PRiME lessons have been completed and piloted in the classroom. Professional Ethics 1. Introduction to Professional Ethics Leadership 2. Ethical Leadership Credibility of Sources 3. Evaluating Web Sites 4. What to Report? Ownership of Information 5. Copyright 6. Plagiarism PRiME: PRiME: Professional Responsibility Modules in Engineering

8. The lessons were created by Engineering Communication faculty. Mark CarpenterEEEthical Leadership D’Arcy RandallChemEEvaluating Web Sites Copyright Hillary HartCAEEWhat to Report? Christy MooreMEIntro to Professional Ethics Plagiarism

9. The Challenge a case study or scenario Generate Ideas records students’ prior knowledge Gather Multiple Perspectives resources that shed light on the challenge Research and Revise readings or exercises that foster analysis Test Your Mettle a test or exercise to demonstrate learning Go Public connects the lesson to the course, the institution, or the profession The Cycle guides students through the steps of reflecting, investigating, analyzing, and making judgments.

10. The Challenge a case study or scenario Generate Ideas records students’ prior knowledge Gather Multiple Perspectives resources that shed light on the challenge Research and Revise readings or exercises that foster analysis Test Your Mettle a test or exercise to demonstrate learning Go Public connects the lesson to the course, the institution, or the profession

11. The Cycle guides students through the steps of reflecting, investigating, analyzing, and making judgments. The Challenge a case study or scenario Generate Ideas records students’ prior knowledge Gather Multiple Perspectives resources that shed light on the challenge Research and Revise readings or exercises that foster analysis Test Your Mettle a test or exercise to demonstrate learning Go Public connects the lesson to the course, the institution, or the profession

12. The Cycle guides students through the steps of reflecting, investigating, analyzing, and making judgments. The Challenge a case study or scenario Generate Ideas records students’ prior knowledge Gather Multiple Perspectives resources that shed light on the challenge Research and Revise readings or exercises that foster analysis Test Your Mettle a test or exercise to demonstrate learning Go Public connects the lesson to the course, the institution, or the profession

13. The Cycle guides students through the steps of reflecting, investigating, analyzing, and making judgments. The Challenge a case study or scenario Generate Ideas records students’ prior knowledge Gather Multiple Perspectives resources that shed light on the challenge Research and Revise readings or exercises that foster analysis Test Your Mettle a test or exercise to demonstrate learning Go Public connects the lesson to the course, the institution, or the profession

14. The Cycle guides students through the steps of reflecting, investigating, analyzing, and making judgments. The Challenge a case study or scenario Generate Ideas records students’ prior knowledge Gather Multiple Perspectives resources that shed light on the challenge Research and Revise readings or exercises that foster analysis Test Your Mettle a test or exercise to demonstrate learning Go Public connects the lesson to the course, the institution, or the profession

15. The Cycle guides students through the steps of reflecting, investigating, analyzing, and making judgments. The Challenge a case study or scenario Generate Ideas records students’ prior knowledge Gather Multiple Perspectives resources that shed light on the challenge Research and Revise readings or exercises that foster analysis Test Your Mettle a test or exercise to demonstrate learning Go Public connects the lesson to the course, the institution, or the profession

16. Our goal is to integrate professional responsibility into the core curriculum. To encourage students to see professional responsibility as a relevant and routine part of engineering. To engage students by demonstrating the societal context in which engineers operate. To give faculty not trained to teach professional responsibility the tools, guidance, and materials to do so easily. Moore, C., Hart, H., Randall, D., and Nichols, S. (2006) “PRiME: Integrating Professional Responsibility into the Engineering Curriculum,” Science and Engineering Ethics. Volume 12, no. 2.

17. Each lesson starts with a purpose statement and a list of objectives. What to Report? The purpose of this lesson is to provide you with experience in considering what data should be reported and what data are not relevant or appropriate to report. Objectives Make decisions regarding what are credible and non- credible sources of information Decide what information can be ethically disregarded ･ Realize your responsibilities as an engineer when communicating information in a professional capacity link

18. The lessons use topics that students find relevant. Case studies –Introduction to Professional Ethics -- Buffalo CreekIntroduction to Professional Ethics -- Buffalo Creek –Copyright -- NapsterCopyright -- Napster Scenarios –What to report?What to report? –PlagiarismPlagiarism –Defining Ethical LeadershipLeadership Original resources created to demonstrate relevance and make the lessons more engaging –By Mark Carpenter –By Theresa JonesBy Theresa Jones

19. The use of the web allows us to use and create engaging sources. Print, visual, and audio sources available on the webPrint, visual, and audio sources available on the web Video footage from existing sourcesVideo footage from existing sources Video of lectures or interviews created for PRiMEVideo of lectures or interviews created for PRiME

20. The modules give engineering faculty tools, guidance, and material. Lesson plans Readings Tests Assignments Exercises Instructor Guides

21. The hyperlinked Instructor’s Guide makes the materials easy to use. One part of the Guide is a stand-alone web-based document describing the PRiME modules – theory behind them, system of modularity, and the Quickstart options.

22. Guide also consists of notes integrated into student-view pages Only instructors can see these notes, after they log in. notes Once instructor logs out, student view is all that remains.

23. Notes give summaries of content, alternate instructional options, and further materials. Video segments for What to Report? –Students can read the basic question addressed in each segment. –Each question corresponds to “information” given in the Challenge scenario. –Only instructors can see summaries of each video segment – helps them guide student discussion of the segments.summaries Some lessons include PowerPoint slides for instructors to use as they wish.

24. The PRiME modules promote critical thinking. 1.Help students identify, develop, and analyze issues in professional responsibility. 2.Give instructors tools to teach ethics and make it seem relevant. Development is ongoing.

25. The PRiME modules strive to enrich engineering education. To fill a gap in undergraduate teaching materials To nurture analysis, creativity, and ethical leadership To challenge the current generation of students to excel

26. References Davis, Michael. (2004)“Teaching Ethics Across the Engineering Curriculum,” The Online Ethics Center for Engineering and Science Case Western Reserve University:” Herkert, J. (1999). "ABET's Engineering Criteria 2000 and Engineering Ethics: Where DoWe Go From Here?" OEC International Conference on Ethics in Engineering and Computer Science, March 1999. http://onlineethics.org/essays/education/index.html http://onlineethics.org/essays/education/index.html