Conference Session

Critical Reflections on Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claire Lynne McCullough P.E., High Point University; Svetlana Chesser, Auburn University; Brian J. O'Leary, University of Tennessee at Chattanooga; Bart L. Weathington, WECO Solutions

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Diversity

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Engineering Ethics

, revealed statistically significant differences incyberbullying by major and gender, with non-STEM majors showing a higher incidence ofcyberbullying than STEM majors, and women in all majors being cyberbullied at a higher ratethan men. Although race was not a significant contributor to cyberbullying for the entire sample,the results indicated that minorities in STEM majors were cyberbullied at a higher rate than non-minorities. We discuss the implications of our results and directions for future research. Weconclude that engineering codes of ethics, like that of the National Society of ProfessionalEngineers, suggest that cyberbullying warrants consideration and action by engineeringprofessionals. 1

Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Irini Spyridakis, University of Washington

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Engineering Ethics

sustainableworld. When one looks at the ethics of responsibility [1] - [2], one must consider both theintentions of an act as well as its consequences. One common practice in which some companiesare failing to be ethically responsible for the impact they are having concerns unsustainablepackaging [3] - [7].According to the EPA, packaging creates “77.9 tons of municipal solid waste per year,” almost30% of the total amount of waste [8]. Packaging makes up 65% of all household trash [9],contributing to landfills. Landfills are reaching capacity and releasing toxic gases into theenvironment. Landfills, hazardous waste sites, other industrial facilities are most often located incommunities of color. In the U.S., people of color are close to twice as likely as

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, Delft University of Technology

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Diversity

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Engineering Ethics

samples would betrue of different populations. To address these issues, a study was conducted examining 1. therelation between ethical reasoning and moral intuitions among engineering students in China,and 2. the effects of ethics education on ethical reasoning and moral intuitions. To do so,engineering students at a US-Chinese educational institute in Shanghai, China completed theESIT (Engineering and Science Issues Test) and MFQ (Moral Foundations Questionnaire) beforeand after a course on global engineering ethics. The ESIT uses two measures of ethicalreasoning: The P score assesses the prevalence of postconventional reasoning, while the N2score measures the amount of postconventional relative to preconventional reasoning. The MFQassesses

Conference Session

Critical Reflections on Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, Delft University of Technology; Andrea Gammon, Delft University of Technology

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Diversity

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Engineering Ethics

critical to engineering, reflected in an emphasis onethics in educational accreditation guidelines, as well as funding for research than addressesethics in engineering [1]–[3]. Curricula have tended to take an applied and case-based approach,where professional engineering codes and/or philosophical ethical theories are introduced, whichare then used to resolve questions that arise in cases concerning engineering and technology [4],[5]. In recent years, however, there has been a proliferation of novel approaches, as well asdisagreement concerning the form engineering ethics education should take, and criteria fordetermining what would count as success [1], [5]–[7]. In part, this confusion stems fromdisagreements about the goals of ethics

Conference Session

Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, Delft University of Technology; Qin Zhu, Colorado School of Mines

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Engineering Ethics

Conference Session

Critical Reflections on Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jake Walker Lewis; Angela R. Bielefeldt, University of Colorado Boulder

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Engineering Ethics

[1,2]. In 2018, 57% ofAmerican students in eighth grade indicated that they had taken or were taking one or moreclasses related to engineering or technology, an increase from 52% in 2014 [3]. Engineering maybe taught as a stand-alone topic or integrated with other STEM (science, technology,engineering, and mathematics) fields [1]. As a result, many students entering engineering majorsin college are likely to have some knowledge and/or preconceptions about engineering. It isimportant that from the beginning, students understand the important role of ethics inengineering.Engineering ethics includes both microethics and macroethics. Microethics encompassesindividual responsibilities (such as avoiding bribery and issues such as cheating in an

Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica R. Edelson, Duke University; Micalyn Struble, Duke University; Reya Magan, Duke University; Ann Saterbak, Duke University

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Engineering Ethics

four steps of the engineering design process:1. Systems Mapping. Students learn to identify the people, societal issues, and materials that are integral to the assigned team project’s problem space. Through drawing a systems map, students analyze how their project and its intended goal connect to the world around them.2. Pairwise Comparison Chart Activity. Students assume the role of various stakeholders (those invested in the project in some way) to complete a pairwise comparison chart, thus simulating how different stakeholders make trade-offs when determining important design criteria.3. Testing Game Show. As students test their own products, the entire class is brought together to compete in an interactive, game-show style

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luan M. Nguyen, Iowa State University of Science and Technology; Cristina Poleacovschi, Iowa State University of Science and Technology; Kasey M. Faust, University of Texas at Austin; Kate Padgett Walsh, Iowa State University of Science and Technology; Michaela Leigh LaPatin P.E., University of Texas at Austin; Scott Grant Feinstein; Cassandra Rutherford

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Engineering Ethics

politics.Dr. Cassandra Rutherford Dr. Cassandra Rutherford is an assistant professor in the Department of Civil, Constructions and Envi- ronmental Engineering. Her research focuses on geotechnical engineering and engineering education. American c Society for Engineering Education, 2021WORK-IN-PROGRESS: INVESTIGATING ON-CAMPUS ENGINEERING STUDENTORGANIZATIONS AS MEANS OF PROMOTING ETHICAL DEVELOPMENT 1. ABSTRACT Ethics is and should be intrinsic to engineering. However, many engineering students donot recognize that every engineering decision contains ethical dimensions and that underlyingvalues and current sociopolitical and cultural contexts can influence those

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael F. Young, University of Connecticut; Landon Bassett, University of Connecticut; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University; Joshua Bourne Reed

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Engineering Ethics

implications of their future work is an extremely important topic. There are many pitfallswith the traditional large lecture format in which ethics is taught to engineering freshmen. It istaught as an abstract philosophical topic, rather than an act of personal decision making situatedin the nuances of complex real-world contexts [1]. Often, engineering ethics instruction is taughtby a philosophy professor rather than an engineer. It is usually included late in the undergraduatecurriculum, such as during a senior capstone project, and is a relatively short subtopic (module)within a larger array of engineering content. As a result, students often do not see ethics as equallyimportant as other topics. They do not see it consistently integrated

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Claussen, San Francisco State University; Shiloh James Howland, Brigham Young University; Swetha Nittala, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

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Engineering Ethics

, ingeneral, and the ethical and social aspects of such practice, more specifically. Furthermore,various stakeholders have increasingly identified the role of engineering degree programs ascritical in preparing graduates for these realities. For example, the National Academy ofEngineering (NAE) in their Educating the Engineer of 2020 report called on engineeringprograms to “educate technically proficient engineers who are broadly educated, see themselvesas global citizens, can be leaders in business and public service, and who are ethically grounded”[1, p. 51]. Other reports have likewise called on engineering programs to intensify their focus onethics, professional responsibility, engaged citizenship, and allied themes (e.g., see [2-3]). Inaddition

Conference Session

Engineering Ethics Division Poster Session: Neuroethics and Secondary STEM Classrooms

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Clapper Bergsman, University of Washington ; Sara Goering, University of Washington; Eric H. Chudler, University of Washington

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Diversity

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Engineering Ethics

neural engineering research [1]. The commission arguedthat the purpose of such deep collaboration “is to engage in ethical analysis and reflection andbring ethical decisions and assumptions inherent to the practice of science to the forefront toassess their merits, develop new standards or modify old ones, and reform practices whereneeded” [1]. Neuroethics, as defined by Wolpe [2], “involves the analysis of, and remedialrecommendations for, the ethical challenges posed by chemical, organic, and electromechanicalinterventions in the brain.” The need for this interdisciplinary area of study has become moreevident with our increasing ability to understand, monitor, and intervene with the human brain[3].Müller and Rotter [4] define neurotechnology

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Fiegel, University of Iowa; Beth Rundlett, University of Iowa; A. Allen Bradley Jr., The University of Iowa; Katelyn Rose Murhammer, University of Iowa

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Engineering Ethics

customers. Our aims for this project are two-fold: 1) to helpundergraduate students see that engineering decisions made during the design, production, oreven after launch of a product can have larger consequences than originally anticipated; 2) todetermine if hands-on ethical problem-solving activities in the classroom increases studentcapability in ethical decision making.We have introduced this choose-your-own adventure activity in two courses: the college-widefirst-year Introduction to Engineering Problem Solving course and the second-year chemicalengineering Process Calculations course. This work-in-progress will present initial feedbackfrom students who have participated in the activity and an assessment of student ethical decision-making

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Angela R. Bielefeldt, University of Colorado Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder

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Engineering Ethics

an engineer throughout their undergraduate experience. Thisprocess happens formally through the curriculum and informally through the behaviors andattitudes brought on through interactions with faculty members, peers, and various educationalsettings, e.g., courses and extracurricular activities. It also relates to both the technical andprofessional competencies that engineering students are expected to develop [1]. Driven byaccreditation [2], The Engineer of 2020 report [3], and industry expectation [4], engineeringprograms in the United States over the past 20 years have increasingly recognized the importanceof ethical and societal responsibility [5]. The need to enculturate ethical awareness andresponsibility in engineering education

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashish Hingle, George Mason University; Aditya Johri, George Mason University; Huzefa Rangwala; Alexander Monea, George Mason University

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Engineering Ethics

-playing scenarios (RPSs) promote an active learning environment beyond what is possiblein a traditional classroom and encourage students to contextualize the case or scenario they areworking on (Shaw 2004; Loui 2000) and engage in sensemaking (Johri, 2009). RPSs provide acollaborative learning pedagogical approach that is effective because 1) collaboration triggerscognitive processes associated with learning, including perspectival thinking (Hmelo-Silver,Chinn, Chan & O'Donnell, 2013); 2) collaborative activity allows learners to strengthenunderstanding of material they have already learned and repair mental models that maybefragmented or incomplete (Webb, 2013); and, 3) a cognitive-elaboration approach withincollaborative learning requires

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michaela Leigh LaPatin P.E., University of Texas at Austin; Cristina Poleacovschi, Iowa State University; Kate Padgett Walsh, Iowa State University of Science and Technology; Scott Grant Feinstein; Cassandra Rutherford, Iowa State University; Luan Minh Nguyen, Iowa State University ; Kasey M. Faust, University of Texas at Austin; Liam Verses, University of Texas at Austin

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Diversity

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Engineering Ethics

exploring in the future if increasing diversity and representation of women inengineering may impact the engineering industry’s focus on macroethics based on these findings.IntroductionCOVID-19 Global PandemicThe COVID-19 pandemic has broadly impacted communities and industries. Civil engineers, whodesign, build, and maintain public infrastructure systems, play a key role in protecting publichealth. By maintaining water distribution systems, they can ensure communities have access toclean water for hand washing, an essential aspect of keeping oneself safe from infection [1]. Publictransportation systems saw a drastic decrease in usage, while simultaneously needing to providereliable, safe access for essential workers [2]. Building systems have also

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles J. Robinson, Clarkson University; Loretta Driskel, Clarkson University; Erin Blauvelt, Clarkson University; Laura Perry, Clarkson University

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Diversity

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Engineering Ethics

present paper addresses how the classethical exercises and their assessments changed among those three cases.A paper3 elsewhere in this conference reflects on 1) changes made to the in-person Spring 2020class at its start because of a Fall 2019 two-day Quality Matters (QM) class taken by the instruc-tor; 2) the rapid, fairly painless and sometimes clueless transition to on-line instruction becauseof the QM rubrics that were already in place for the class; and 3) the painful but necessary trans-ition to a “proper” method of hybrid teaching (split in-class and on-line) that was greatly aidedby the University’s offering of a 6-week volunteer (i.e., no pay) summer program3 for facultythat it entitled “RISE: Reframing Instruction for Success

Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brooke Odle, Hope College; Greg Bassett, Hope College

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Engineering Ethics

collaborative instruction among faculty in ComputerScience and Philosophy [1], [2]. Due to challenges with implementing ethics as a stand alonecourse, recent efforts have focused on integrating ethical reasoning in existing courses asstudents are learning technical concepts, to instill that ethical reasoning is needed while writingcode and developing technology, instead of being an isolated activity [1], [3].In developing a model for embedding ethics in the computer science curriculum at HarvardUniversity, Grosz et al. [1] addressed ethics via software design and verification in introductoryundergraduate programming courses. However, introductory engineering computing coursesmay not have these emphases and focus on using basic concepts to solve

Conference Session

Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jani C. Ingram, Northern Arizona University; Angelina E. Castagno, Northern Arizona University; Ricky Camplain; Davona D Blackhorse, Northern Arizona University

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Diversity

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Engineering Ethics

, lack of role models, andminimal financial support to pursue a college education. One potential reason that has yet to beexplored relates to the cultural and spiritual barriers that could deter AI/AN people from feelinga sense of belonging in engineering fields. These barriers may create obstacles to progressingthrough engineering career pathways. Our research investigates the range and variation ofcultural/spiritual/ethical issues that may be affecting AI/AN people’s success in engineering andother science, technology, and mathematics fields. The work reported here focuses on findingsfrom students and professionals in engineering fields specifically. The study seeks to answer tworesearch questions: (1) What ethical issues do AI/AN students and

Conference Session

Industrial, Professional, and Practical Contexts of Engineering Ethics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yilmaz Hatipkarasulu, University of Texas at San Antonio

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Engineering Ethics

. Basedon this experience, possible reactions and tips on how to direct the discussion are included in thepaper. The purpose is to present a detailed resource to educators for presentation and activediscussion, which provides for possible actions to be undertaken within the presenter's companyand towards the other participants in the meeting.INTRODUCTIONEthics, social responsibility, and trust are critical issues for all professions in the builtenvironment. The importance of this subject is reflected in numerous professional codes of ethicsand professional conduct statements such as the American Institute of Architect's Code of Ethicsand Professional Conduct [1], the National Society of Professional Engineers' Code of Ethics forEngineers [2], and

Conference Session

Industrial, Professional, and Practical Contexts of Engineering Ethics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Shiloh James Howland, Brigham Young University; Brent K. Jesiek, Purdue University, West Lafayette

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Diversity

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Engineering Ethics

engineering students [1], ethical situations also surface inmany other settings. In our own research on engineering student perceptions of ethics and socialresponsibility, we found that many engineering interns and co-ops reported encountering ethicalissues or dilemmas in the workplace [2]. This finding counters a common perception – oftenperpetuated by the prevalence of “big disaster” case studies in engineering ethics education – thatethical issues surface relatively rarely for most technical professionals. As Kline has argued,there is a continuing need to “move beyond this concern with what might be called ‘disasterethics’ to study the ethical and social aspects of everyday engineering practice” [3, p. 14].Aligned with Kline’s recommendation, the

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jake Walker Lewis, University of Colorado Boulder; Madeline Polmear, University of Florida; Daniel Knight, University of Colorado Boulder; Chris Swan, Tufts University

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Diversity

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Engineering Ethics

experiences during college impactyour ethical knowledge, reasoning, or behavior?” Alumni rated 9 activities based on a scale of:did not participate, involved but no impact (0), small impact (1), moderate impact (2), largeimpact (3). Among the engineering alumni, most activities were rated as having a moderateimpact on ethical development among those who had participated, on average: volunteer activity(n 105, avg 1.9), fraternity/sorority (n 33, avg. 1.9), internship or co-op (n 100, avg. 1.8), designgroups (n 90, avg 1.8), undergraduate research (n 75, avg 1.8), engineering service group (n 37,avg 1.7). Activities that averaged a smaller impact included: sports (n 74, avg 1.4), professionalsociety (n 90, avg 1.3), and honor society (n 40, avg 0.8

Conference Session

Critical Reflections on Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carl Mitcham, Colorado School of Mines

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Engineering Ethics

. Quantitative and Qualitative Risk InflationSince the 1970s the literature on risk and its challenges has ballooned. Literature (and risk work)is commonly parsed into categories dealing with the practices and problematics of (1) riskidentification, (2) risk assessment, (3) risk management, and (4) risk communication. In all cases,however, risk issues are mostly assumed to be bounded: that is, to apply only to particularprojects, locations, processes, or people. Concerns about the Cold War risks of thermonuclearwarfare broke the boundaries to consider more comprehensive or catastrophic, global risks: inthe famous phrase of engineer physicist and military strategist Herman Kahn [1], it forced“thinking about the unthinkable.” Although nuclear related

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Samuel Aaron Snyder, Virginia Polytechnic Institute and State University; Diana Bairaktarova, Virginia Polytechnic Institute and State University

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Engineering Ethics

-structuredinterviews with around 20 faculty across the university. The interviews included discussions of thepedagogy’s faculty used within their newly designed courses, who faculty interacted with and howthey gained the ethical and intercultural competencies, and the challenges faculty faced inredesigning the courses. Preliminary results have found that some of the more common challengesthat faculty are facing is the lack of institutional guidance and resources, the lack of support fromother faculty, and a lack of time to implement the required changes. Moving forward, we plan toexpand this study to reinterview faculty as the program progresses and faculty learn more abouthow to teach in online settings. 1. Introduction Ethical and global

Conference Session

Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yousef Jalali, Virginia Polytechnic Institute and State University; Christian Matheis, Guilford College; Marc Edwards, Virginia Polytechnic Institute and State University

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Diversity

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Engineering Ethics

enhance the curriculum of a graduate-level engineering ethics course, Engineering Ethics and the Public, at Virginia Tech, a large land-grant, Research 1 university. The course is a three-credit elective course offered annually to engineering students. The overall course itself was originally co-conceived and co-developed by an engineer, one of the authors of this paper, and a medical ethnographer, with the support of the National Science Foundation (NSF) [1]. The learning objectives, topics, and assignments are presented in Table 1. The course aims to address relationships between engineering, science, and society by incorporating listening exercises, personal reflections, individual

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Landon Bassett, University of Connecticut; Jennifer Pascal, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Kevin D. Dahm, Rowan University; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University

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Engineering Ethics

Engineering Education (ASEE) and the Institute of Industrial and Systems Engineers (IISE). American c Society for Engineering Education, 2021 Work In Progress: Let's Talk about Ethics! A Qualitative Analysis of First Year Engineering Student Group Discussions Around Ethical ScenariosIntroduction Over the past two decades, there has been a renewed interest in the scope and practice ofethics education in engineering curricula, especially in the first year [1, 2, 3]. However, the formengineering ethics education has varied considerably with each program. Active and gamifiedlearning strategies have become increasingly common for developing ethical awareness anddecision making in

Conference Session

Industrial, Professional, and Practical Contexts of Engineering Ethics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Michael C. Loui, University of Illinois at Urbana Champaign; Chuck Huff

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Engineering Ethics

education programs may not prepare studentswell enough for ethical engineering practice [1]. A potential reason could be the limitations ofcurrent pedagogical approaches to engineering ethics, which have mainly focused on developingethical awareness and reasoning skills [2]. Those skills may be insufficient for helping students toembody the values and virtues associated with engineering professionals. The process by whichan individual internalizes moral values is called moral formation. For engineering professionals,the moral formation process occurs throughout professional socialization, which starts duringengineering education [3]. Therefore, we are investigating how engineering education programscan effectively facilitate engineering students

Conference Session

Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luan M. Nguyen, Iowa State University of Science and Technology; Nell Gabiam; Cristina Poleacovschi

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Diversity

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Engineering Ethics

codes often concern technical matters such as onlyundertaking assignments in their areas of competence and professional matters such as acting asfaithful agents or trustees for their clients [1], with little regard to sociopolitical matters such asaddressing discriminations and inequalities in the field of engineering and beyond. Thisdisregard of sociopolitical matters might contribute to the large amount of discrimination in theforms of microaggressions facing engineering students of minoritized backgrounds. For example,a study found that different groups of racially minoritized students experience university campusdifferently in some ways [2]. The term “minoritized” is used to refer to the process of studentminoritization that suggests an