Grady, C. (2024, April), Developing Moral Agency in Undergraduate Engineering Students: An Ongoing Exploration of Ethical-Epistemic Analysis Pedagogy  Paper presented at ASEE Mid-Atlantic Section Spring Conference, George Washington University, District of Columbia. 10.18260/1-2--45745

\bibitem{asee_peer_45745}
  Grady, C. (2024, April), \emph{Developing Moral Agency in Undergraduate Engineering Students: An Ongoing Exploration of Ethical-Epistemic Analysis Pedagogy}
  Paper presented at ASEE Mid-Atlantic Section Spring Conference, George Washington University, District of Columbia.
  10.18260/1-2--45745

Caitlin Grady.  "Developing Moral Agency in Undergraduate Engineering Students: An Ongoing Exploration of Ethical-Epistemic Analysis Pedagogy".  ASEE Mid-Atlantic Section Spring Conference, George Washington University, District of Columbia, 2024, April.  ASEE Conferences, 2024.  https://peer.asee.org/45745 Internet.  23 Jun, 2024

\bibitem{asee_peer_45745}
  Caitlin Grady.
  "Developing Moral Agency in Undergraduate Engineering Students: An Ongoing Exploration of Ethical-Epistemic Analysis Pedagogy".
  \emph{ASEE Mid-Atlantic Section Spring Conference, George Washington University, District of Columbia, 2024, April}.
  ASEE Conferences, 2024.
  https://peer.asee.org/45745 Internet.  23 Jun, 2024

@INPROCEEDINGS{asee_peer_45745
author = "Caitlin Grady"
title = "Developing Moral Agency in Undergraduate Engineering Students: An Ongoing Exploration of Ethical-Epistemic Analysis Pedagogy"
booktitle = "ASEE Mid-Atlantic Section Spring Conference"
year = "2024"
month = "April"
address = "George Washington University, District of Columbia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45745}
number = {10.18260/1-2--45745}
}

TY  - CPAPER
AB  - This research project aims to investigate the impact of ethical-epistemic analysis pedagogy on the development of moral agency in undergraduate engineering students. This pedagogical approach, not commonly applied in engineering education, aligns with broader educational goals. In this presentation, we will discuss our approach to answer the research question: Does undergraduate research using ethical-epistemic analysis influence moral agency development in engineering students? This initial phase involves testing this pedagogy with a group of 10 undergraduate students from different engineering domains. They will apply ethical-epistemic analysis while coding climate adaptation plans for 15 megacities, focusing on the emerging ethical issues surrounding climate change adaptation. Thematic analysis of the climate adaptation plans will follow established best practices. Additionally, qualitative data will be collected using rubrics to evaluate reflective principlism, assessing aspects like ethical principle identification, recognition of ethical dilemmas, stakeholder viewpoints, coherence of ethical principles, and reflective analysis of proposed solutions. Throughout this ongoing project, we aim to share insights, challenges, and preliminary findings while inviting valuable input from the educational community to improve and refine our approach in fostering moral agency in undergraduate engineering students through ethical-epistemic analysis pedagogy.
AU  - Caitlin Grady
CY  - George Washington University, District of Columbia
DA  - 2024/04/19
PB  - ASEE Conferences
TI  - Developing Moral Agency in Undergraduate Engineering Students: An Ongoing Exploration of Ethical-Epistemic Analysis Pedagogy
UR  - https://peer.asee.org/45745
DO  - 10.18260/1-2--45745
ER  -