Active Learning in Ethics: A Mock Disciplinary Trial that Connects Theory to Practice

Abstract

Engineering ethics is widely recognized as essential to professional engineering practice, yet it remains challenging to teach effectively in engineering curricula. Traditional instructional approaches, based on lectures and case studies, tend to oversimplify ethical dilemmas and may not fully cultivate the reflective judgment, empathy and accountability required for complexity of contemporary engineering practice. This paper presents a structured mock disciplinary trial implemented in an upper-year engineering ethics course as an active learning approach that reframes ethical learning as an experiential, practice-oriented activity. The activity is designed to simulate a professional disciplinary hearing based on the Quebec Bridge collapse, during which students assume stakeholder roles, interpret relevant legislation and ethical codes and deliberate on professional responsibility. Drawing on research in experiential and role-based learning theories, this exploratory study asks: How can a structured mock disciplinary trial enhance student engagement and deepen students’ application of ethical principles? Qualitative insights drawn from classroom observations and informal student feedback indicate increased student engagement, more complex ethical reasoning and stronger appreciation of professional accountability. Early evidence suggests that structured role-playing simulations, such as mock trials, offer a promising and adaptable pedagogy for engineering ethics education.