arise in usfeelings of disgust or distain.This approach to understanding the foundational value orientations that individuals bring to ethical issueshas had little reception within engineering. One exception was Harold Walker’s essay for the 2016 ASEEMid-Atlantic Section conference, in which he argues that some of Haidt’s “elements of morality” but notothers are privileged in “a number of engineering texts” [31]. Thus, this distinction between frameworksand foundations remains grossly understudied in the context of engineering ethics.Of course, the importing of moral foundations theory into engineering ethics brings with it somecompelling critical questions. Thinking back to what we identified above as the lines of inquiry a focus onfoundations
Academic Integrity into Engineering CoursesAbstractThis study examined how a professional development workshop affected faculty members’perspectives about incorporating academic integrity into their engineering courses. Embedded inthe context of a new initiative at a large Mid-Atlantic University that aims to enhanceengineering students’ understanding of academic integrity and professional ethics, the workshopfeatured three aspects: 1) enhancing faculty members’ self-efficacy in teaching academicintegrity and professional ethics; 2) facilitating their development of instructional strategies forteaching integrity and ethics; and 3) supporting their classroom implementation of instructionalplans. Seven faculty participants were interviewed after
AC 2011-2592: CORRELATION BETWEEN HOMEWORK SOLUTIONWEBSITE USE AND COURSE PERFORMANCESophia T Santillan, Sidwell Friends School Page 22.386.1 c American Society for Engineering Education, 2011 Correlation Between Homework Solution Website Use and Course PerformanceIntroductionEarly in a Dynamics course at a Mid-Atlantic college in the Spring semester of 2010,students were submitting correct and thorough solutions to very challenging text-book homework problems. The solutions were unlike any that appeared in the solu-tion manual that is published with the textbook and also unlike solutions posted byinstructors at the
Paper ID #11150Ethics and Text RecyclingDr. Marilyn A. Dyrud, Oregon Institute of Technology Marilyn Dyrud is a full professor in the Communication Department at Oregon Institute of Technology and regularly teaches classes in business and technical writing, public speaking, rhetoric, and ethics; she is part of the faculty team for the Civil Engineering Department’s integrated senior project. She is active in ASEE as a regular presenter, moderator, and paper reviewer; she has also served as her campus’ representative for 17 years, as chair of the Pacific Northwest Section, and as section newsletter editor. She was
: Washington Aqueduct,D.C. Water and Sewer Authority, Environmental Protection Agency Mid-Atlantic RegionalOffice, and D.C. Department of Health. The semester-long activities, team exercise centeredaround a book and individual project on a real-world ethical situation with the integration oflistening exercises and ethical theory were among other influential components.The course in fact provided and continues to provide various opportunities for emotionalengagement and imaginative understanding of ethical reasoning even though developingimagination is not one of the major objectives of the course. As one of the students noted in thesurvey, we administered in 2020, “I think moral imagination is the unspoken ultimate objectiveof the class.”Reimagining
Quantitative Strand 1. Review Literature on Ethics 1. Develop Survey on How Ethics is Education Taught in Construction (HETC) 2. Review Curriculum Guides of 2. Select Sample and Administer Construction Programs Survey 3. Report Findings (throughout section) 3. Analyze and Report Survey Data Discussion (Interpretation of Results) Supplementary Review Discuss Review of Accreditation