Displaying all 25 results
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- Critical Reflections on Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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- Engineering Ethics
- Conference Session
- Critical Reflections on Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Rockwell Franklin Clancy III, Delft University of Technology; Andrea Gammon, Delft University of Technology
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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
- Critical Reflections on Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jake Walker Lewis; Angela R. Bielefeldt, University of Colorado Boulder
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- Engineering Ethics
the results should not be overly generalized due to thesmall number of teachers interviewed, the results indicate that many entering college studentsmay already be somewhat familiar with the importance of EESI in engineering. In addition, thefindings dovetail with recent attention on the preparation of K-12 teachers to educate students onengineering [21], indicating that teachers should be aware of the important role of ethics inengineering.AcknowledgmentsThis study was funded by the National Science Foundation under Grant No. 1540348. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] National
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- Critical Reflections on Engineering Ethics Education
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- Carl Mitcham, Colorado School of Mines
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- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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recommendations 10expressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. 9. REFERENCES[1] L. M. Nguyen, C. Poleacovschi, K. M. Faust, K. Padgett-Walsh, S. G. Feinstein and C. Rutherford, "Conceptualizing a Theory of Ethical Behavior in Engineering," in American Society For Engineering Education , Virtual, 2020.[2] L. M. Nguyen, C. Poleacovschi, K. Faust, K. Padgett-Walsh, S. Feinstein, C. Rutherford and M. LaPatin, "The Culture of Disengagement in Engineering Education Revealed through the COVID-19 Pandemic," in Engineering Project Organization Conference, Virtual
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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(Year 3), and repeat surveys and interviews during their eighth semester(Year 4) [26]. The survey included eight measures which reflect a wide variety ofcomplementary constructs and measurement domains, including both general and engineering-specific measures [26]. The semi-structured interviews are the focus of this paper and thus theinterview protocol will be discussed in more depth in the following section. Results from thisstudy have been previously published and include quantitative analysis of the initial and mid-point surveys, thematic qualitative analysis of the initial interviews, and qualitative analysis of asingle construct, such as moral disengagement [27-32]. An extensive analysis of our longitudinalquantitative data over the three
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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students’understanding of the role of ethics and societal impacts (ESI) in engineering. Socializationdescribes the process of learning the skills and values required for membership in a group. Thisresearch paper draws on data from three focus groups that were conducted with a total of 26undergraduate engineering students at three U.S. universities. The students were enrolled inengineering courses with ESI content, and the focus groups included discussion of the specificcourse that was being studied by the research team as a potential exemplar of ESI instruction andof students’ broader exposure to ESI inside and outside the classroom. In all three courses, thestudents were seniors and thus could reflect on their undergraduate experience. The focus groupswere
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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previous funded research has explored the effects of implicit bias on ethical decision making in the engineering classroom.Dr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning.Dr. Daniel D. Burkey, University of Connecticut Daniel Burkey is the Associate
- Conference Session
- Ethics Integration in Engineering Design
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- 2021 ASEE Virtual Annual Conference Content Access
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- Irini Spyridakis, University of Washington
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- Engineering Ethics
withunsustainable packaging, conduct and report on research that examines sustainability and ethicalproblems related to the selected packaging, and redesign the packaging, solving the identifiedproblems. They also participate in groups to peer review other students’ reports. This module isimplemented in a junior level communication, design, and engineering core course in theDepartment of Human Centered Design & Engineering in the College of Engineering at theUniversity of Washington. Outcomes were qualitatively assessed by examining samples ofstudents’ reports versus requirements and students’ reflections on the module and reportassignment. Outcomes have been positive and reveal that students gain an understanding ofsustainable and ethical design
- Conference Session
- Moral Development and Ethics Assessment in Engineering
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- 2021 ASEE Virtual Annual Conference Content Access
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- Charles J. Robinson, Clarkson University; Loretta Driskel, Clarkson University; Erin Blauvelt, Clarkson University; Laura Perry, Clarkson University
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abruptly transitioned from face-to-face instruction to completely remote in Spring2020 (S20), and as it reappeared as a hybrid course in Fall 2020 (F20) and Spring 2021 (S21).The focus of this present paper is not on the instructional changes required by COVID (anddiscussed in our companion paper), but rather on how those in turn changed the approach to thehandling of ethical questions and to the assessments of students’ responses to those scenarios.One hypothesis is whether the content or style of the pre-post scenario answers and of thereflections changed between an answer handwritten under time-pressure and one electronicallycaptured with little time constraint. Did the answers or reflections measurably change if moretime were to be allowed for
- Conference Session
- Industrial, Professional, and Practical Contexts of Engineering Ethics
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- 2021 ASEE Virtual Annual Conference Content Access
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- Dayoung Kim, Purdue University, West Lafayette; Shiloh James Howland, Brigham Young University; Brent K. Jesiek, Purdue University, West Lafayette
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- Engineering Ethics
you can build a house so many different ways. So, knowing the right way to do it is often difficult because everyone has their own preference. Each client has their own preference. They all like it a different way, so it’s hard to know where we can allow the client’s preferences take over, or where we put our foot down and say, “No, this is the way it has to be done.” It’s really difficult knowing what to do sometimes.As the preceding account suggests, Beatrice’s remarks reflect an interesting dichotomy. On theone hand, she speaks to her company’s high standards and notes a lack of ethical dilemmas. Onthe other hand, she gives multiple examples where difficult structural design decisions dependheavily on
- Conference Session
- Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Yousef Jalali, Virginia Polytechnic Institute and State University; Christian Matheis, Guilford College; Marc Edwards, Virginia Polytechnic Institute and State University
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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
- Innovative, Engaging Pedagogies for Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
Education department. He has graduated with a bachelors degree in mechanical engineering from Rowan University. Josh is very passionate about education as well as the social issues in both the engineering and education systems. He hopes to further his understanding in both of these fields. American c Society for Engineering Education, 2021 Let’s Play! Gamifying Engineering Ethics Education Through the Development of Competitive and Collaborative Activities Through both success and failure, many engineering projects have a profound impact onindividuals and society. Thus, ensuring future engineers consider these impacts and reflect on theethical
- Conference Session
- Engineering Ethics Division Poster Session: Neuroethics and Secondary STEM Classrooms
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kristen Clapper Bergsman, University of Washington ; Sara Goering, University of Washington; Eric H. Chudler, University of Washington
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- Engineering Ethics
variety of pedagogical approaches. As a model for other engineering centersto explore, this paper also describes the cases of two high school science teachers who wereembedded in a neuroethics research group for their summer research experience. Finally,program evaluation findings show that RET participants reported increases in knowledge relatedto ethical and responsible conduct in research and knowledge of core concepts in neuroethics.Some teachers in particular reflected that learning about neuroethics was impactful to their ownprofessional learning and their students’ learning. Integrating the study of ethics into scientificresearch, as well as into science and engineering education across all levels, is imperative fordeveloping a citizenry
- Conference Session
- Ethics Integration in Engineering Design
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jessica R. Edelson, Duke University; Micalyn Struble, Duke University; Reya Magan, Duke University; Ann Saterbak, Duke University
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- Engineering Ethics
argue, “theanalogy between ethical problems and design problems is also very much connected with virtueethics and the proper reflection on the nature of engineering as a human activity” [19]. This isfurther compounded by Roeser’s observation that design is not value-free; thus, design forcesengineering students to confront their values [20].Also discussed in the literature is the timing and frequency with which students should bechallenged with ethical situations within their engineering course of study. In some programs,the discussion of ethics has been relegated to a capstone design course with a “one and done”approach. While we agree that capstone design courses offer a powerful opportunity tostrengthen engineering ethics education, we
- Conference Session
- Ethics Integration in Engineering Design
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- 2021 ASEE Virtual Annual Conference Content Access
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- Brooke Odle, Hope College; Greg Bassett, Hope College
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- Engineering Ethics
semester.This lesson plan, executed with a collaborative teaching approach, was piloted in Fall 2020,when only one section of the course was taught (17 students enrolled in the course). Aftercompleting the MATLAB portion of the course, one week (two 80 minute class sessions) wasdedicated to discussing ethics in computing and introducing the culminating project. Studentsused the remainder of the semester to work on the project outside of class, with one additionalclass session during the last week of classes scheduled as free time to work on the project.Dedicating a week to ethics in between teaching the two languages was intentional, providingstudents with an opportunity to reflect on the basic computing concepts they learned in the firsthalf and apply
- Conference Session
- Innovative, Engaging Pedagogies for Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Ashish Hingle, George Mason University; Aditya Johri, George Mason University; Huzefa Rangwala; Alexander Monea, George Mason University
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- Engineering Ethics
societyrequires us to think seriously about preparing workers for a novel and uncertain future guided bysoftware and algorithms (Stevens, Johri & O’Connor, 2014). Specifically, how do we prepare thefuture workforce to be consistently reflective so that their actions enable a better future withminimal or/and no harm? In other words, how do we help students develop an ethical mindset?We believe that it is within their academic training that future technologists can be best preparedto develop an ethical mindset and can be equipped to respond to the challenging decisions theywill have to make when they enter the workforce. The university is a critical site for this trainingbecause future workers will have little time to gain ethical training on the job
- Conference Session
- Innovative, Engaging Pedagogies for Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
understanding. N2-score = P-score – [3 × (average rating on preconventional issues – average rating (2) on postconventional issues) / standard deviation of pre- and postconventional issues]The N2-score equation uses the responses to the first ranking task (i.e., rate importance of all 12questions), with the most important given 4 points down to no importance given 0 points. Thefactor of 3 is used to weight the second component because the component has about one-thirdthe standard deviation of the P-scores [16]. The N2-score has a maximum score of 110 with thehigher score reflecting the participants prefer to base their reasoning on the post-conventionalschema over the pre-conventional schema [17].In accordance with Institutional Review
- Conference Session
- Industrial, Professional, and Practical Contexts of Engineering Ethics
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
- Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jani C. Ingram, Northern Arizona University; Angelina E. Castagno, Northern Arizona University; Ricky Camplain; Davona D Blackhorse, Northern Arizona University
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- Engineering Ethics
professionals and 33 AI/ANstudents who identified as being in the engineering field participated in the survey. The studentstudy participants who identified themselves as being in the engineering field represent 17different AI/AN tribes; the professional participants represent 20 different AI/AN tribes. Thestudent participants were mainly in the age group from 18 to 29 years old (94%). As expected,most participants in the professional group were 30 years or older (69%). There were also moremale participants than female participants, which is reflective of the engineering field in general.A recent U.S. Bureau of Statistics report shows that 13% of engineers are female [25]. In oursurvey sample, 64% of the students identified as male, and 69% of the
- Conference Session
- Moral Development and Ethics Assessment in Engineering
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
important that engineers are prepared to face ethical dilemmas in their work before theygraduate from college. However, ethics instruction is a challenging task given the myriadsituations that may be encountered and variability in the extent that students are motivated tolearn about engineering ethics. One challenge in student motivation is the perception that ethicaldilemmas are uncommon and unlikely in most engineering work. Thus, student perceptions ofthe quality of the ethics instruction that they received may be skewed by their lack of foresightinto the future importance of these topics. A retrospective reflection of working engineers ontheir college ethics education can overcome this limitation and may provide perspectives that aredifferent
- Conference Session
- Moral Development and Ethics Assessment in Engineering
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- 2021 ASEE Virtual Annual Conference Content Access
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- Rockwell Franklin Clancy III, Delft University of Technology
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- Diversity
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- Engineering Ethics
findings, the following discussion is divided into two parts. The first considersthe relation between ethical reasoning and moral intuitions across cultures, and the seconddiscusses how these are affected by education.Ethical reasoning and moral intuitions across culturesNo evidence was found for the effects of gender, age, political orientation, or religious affiliationon ESIT or MFQ variables, indicating these instruments would be biased. This provides supportfor their use outside the Western cultural contexts in which they were developed, sincedifferences in ESIT and MFQ scores appear to genuinely reflect differences in ethical reasoningand moral foundations. The failure to identify differences in reasoning between participants withdifferent
- Conference Session
- Innovative, Engaging Pedagogies for Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Samuel Aaron Snyder, Virginia Polytechnic Institute and State University; Diana Bairaktarova, Virginia Polytechnic Institute and State University
- Tagged Divisions
- Engineering Ethics
their career in industry. The second sectionfocused on grasping a general understanding of either ethical reasoning or global awareness,depending courses that the faculty member taught the prior academic year. Section three askedquestions associated with the barriers and challenges associated with teaching a Pathways Course.Section four asked was designed for non-Pathways faculty and sked about their knowledge of thePathways program. The fifth section asked about the faculty member to reflect on the Pathwayscourse they had taught or briefly talk about any future plans for the course. The last question askedhow ethical/global awareness factored into their teaching more generally. 5. Results and Discussion 5.1.Incentives When
- Conference Session
- Moral Development and Ethics Assessment in Engineering
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- 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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- Engineering Ethics
reflect the views of the National ScienceFoundation.References[1] World Health Organization, “Water, sanitation, hygiene and water management for the COVID-19 virus,” 2020.[2] C. Hendrickson and L. R. Rilett, “The COVID-19 Pandemic and Transportation Engineering,” Journal of Transportation Engineering, vol. 146, no. 7, pp. 1–2, 2020, doi: 10.1061/jtepbs.0000418.[3] R. K. Bhagat, M. S. Davies Wykes, S. B. Dalziel, and P. F. Linden, “Effects of ventilation on the indoor spread of COVID-19,” Journal of Fluid Mechanics, vol. 903, 2020, doi: 10.1017/jfm.2020.720.[4] T. R. Witcher, “Collaboration among Professionals: The Role of Civil Engineers in Public Health,” Civil Engineering, vol. 90, no. 6, pp
- Conference Session
- Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
#1926330. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.7. REFERENCES[1] “Code of Ethics | National Society of Professional Engineers.” https://www.nspe.org/resources/ethics/code-ethics (accessed Apr. 19, 2021).[2] D.-L. Stewart, “Racially Minoritized Students at U.S. Four-Year Institutions,” J. Negro Educ., vol. 82, pp. 184–197, Jul. 2013, doi: 10.7709/jnegroeducation.82.2.0184.[3] M. T. Williams, “Microaggressions: Clarification, Evidence, and Impact,” Perspect. Psychol. Sci., vol. 15, no. 1, pp. 3–26, Jan. 2020, doi: 10.1177/1745691619827499.[4] E. A. Cech, “Culture of Disengagement in Engineering