This project tackled the issue of engineer-ization, the technical and structured style of analysis favored by engineering students, by using metacognitive (thinking about how one thinks) learning tools to promote reflection and a deeper awareness into ethical issues by slowing down and expanding the thought process of students uninitiated with the difficult subject of discussing and reflecting on ethical issues. The qualitative and quantitative results of the three-phase metacognition module developed in this project showed that many students were able to more clearly identify their biases and the stakeholders involved in ethical case studies by using the metacognitive tools in conjunction with an in-class presentation.
Worcester Polytechnic Institute
Interactive Qualifying Project
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