“More than learning”: Teaching and learning ethics within an electrical engineering undergraduate capstone course

Abstract

How learning is conceptualized and negotiated within the engineering undergraduate curriculum is affected by the theory of learning implicit in the design of the curriculum. The shift to online learning due to restrictions brought about by the COVID-19 pandemic provides the opportunity to make visible aspects of the curriculum that were previously hidden. The paper presents evidence of student learning relating to ethics found in student assignments submitted in partial fulfillment of a capstone course that forms part of the undergraduate program for Electrical Engineering at the University of Cape Town. Evidence of student learning will be linked to three distinct theories of learning that are presented and contrasted as metaphors: a theory of learning that assumes transference and is acquisition-based; a theory of learning that assumes transference by means of participation within a community and a theory of learning that is activity-centered and aims to be transformative. Each of these theories will be linked to particular teaching approaches and assessment strategies. The learning theories provide a frame to examine evidence of student learning relating to ethics in a particular context. This process justifies an expanded conception of learning relating to ethics in engineering.