Conference Session

Teaching Ethics II

Collection

2007 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Engineering Ethics

enhance students’ critical thinking capabilities. Page 12.284.1© American Society for Engineering Education, 2007 Assessment of Ethics Modules in an Engineering CurriculumAbstractDecisions made by engineers have a profound effect on the quality of life for citizens of theentire world. As such, their actions and decisions need to be governed by honesty, integrity,impartiality and fairness. Public health and safety considerations should dictate theirprofessional behavior. (Unger, 1994). Engineers are expected to demonstrate that they adhere tothe highest principles of ethical conduct. About 5% of questions on the F.E. exam correlate

Conference Session

Engineering Ethics and Global Issues

Collection

2007 Annual Conference & Exposition

Authors

Roobik Gharabagi, St. Louis University

Tagged Divisions

Engineering Ethics

AC 2007-694: COVERAGE OF LEGAL AND ETHICAL ASPECTS INELECTRICAL AND COMPUTER ENGINEERING CURRICULUMRoobik Gharabagi, St. Louis University Page 12.413.1© American Society for Engineering Education, 2007 Coverage of Legal and Ethical Aspects in Electrical and Computer Engineering Curriculum (ABET Outcomes c and f)Abstract – Legal and Ethical aspects of engineering have been an integral part of theElectrical and Computer Engineering (ECE) curriculum at the Saint Louis University.The coverage of both legal and ethical issues begins at the freshman engineering courseand continues throughout the four years. Various available resources in print and

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Trevor Harding, California Polytechnic State University; Donald Carpenter, Lawrence Technological University; Matthew Mayhew, New York University

Tagged Divisions

Engineering Ethics

AC 2007-2446: ACADEMIC INTEGRITY AMONG ENGINEERINGUNDERGRADUATES: SEVEN YEARS OF RESEARCH BY THE E^3 TEAMCynthia Finelli, University of Michigan Dr. Cynthia J. Finelli is Managing Director of the Center for Research on Learning and Teaching North and Associate Research Scientist of Engineering Education at the University of Michigan (U-M). She joined U-M in April 2003 after serving as Founding Director of the Center for Excellence in Teaching and Learning, Richard L. Terrell Professor of Excellence in Teaching, and Associate Professor of Electrical Engineering at Kettering University. Dr. Finelli earned a B.S.E.E. degree (1988), an M.S.E. degree (1989), and a Ph.D. degree (1993) in Electrical

Conference Session

Engineering and Sustainability

Collection

2007 Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Carl Mitcham, Colorado School of Mines; Jon Leydens, Colorado School of Mines; Junko Munakata-Marr, Colorado School of Mines; Jay Straker, Colorado School of Mines; Marcelo Simoes, Colorado School of Mines

Tagged Divisions

Engineering Ethics

andcurriculum development: the role of engineers in humanitarian activities. Additionally, reforminitiatives in science and engineering (S&E) graduate education have yet to realize their potentialfor integrating ethics into curricula. Addressing such challenges, this paper will describeactivities to date of an interdisciplinary faculty team at the Colorado School of Mines (CSM)working on the development of graduate-level curriculum in humanitarian engineering ethics(HEE). The HEE faculty team has 1) reviewed and critically assessed relations betweenhumanitarianism and engineering in order to develop an applicable concept of humanitarianethics (HE) in engineering education and practice; 2) researched barriers and opportunities in thedevelopment and

Conference Session

Engineering and Sustainability

Collection

2007 Annual Conference & Exposition

Authors

Brock Barry, Purdue University; Aman Yadav, Purdue University

Tagged Divisions

Engineering Ethics

, this provides us with a good starting point to thinkabout how cases can be effectively integrated in engineering ethics as an instructional method.ConclusionWhile case-based instruction is clearly the most commonly employed method of ethicsinstruction in the engineering curriculum, it is by no means the only method. Other methods ofintegrating ethics into the engineering curriculum include the use of external course work (e.g.,philosophy classes), service-learning projects, team-based senior design course work, and theacross the curriculum approach (integration of ethics in multiple courses throughout theacademic career). However, we know little about whether or not the use of case studies is betterthan the other methods of ethics

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

Waleed Abulfaraj, King Abdulaziz University; Mohamed Hassan, Alexandria University, Egypt

Tagged Divisions

Engineering Ethics

appropriatecontent? What teaching methods and curriculum models are preferable? Which works best:required course, ethics across-the-curriculum, integration of ethics and science, technology andsociety, or integration of the liberal arts into the engineering curriculum? Which outcomeassessment methods are most suitable?According to a “Survey of Ethics-Related Instruction in U.S. Engineering Programs”4, it wasfound that only 27 percent of ABET-accredited institutions listed an ethics related courserequirement, even though an increasing number of philosophers, engineers, and ethicists focustheir research and teaching on engineering ethics. What complicates the problem is that differentfaculty have provided varying definitions for what “understanding ethical

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

June Marshall, St. Joseph's College; John Marshall, University of Southern Maine

Tagged Divisions

Engineering Ethics

, “blind devotion to ethical codes will not address the ethical concerns of theengineering profession. The study of engineering ethics must therefore begin with thestudy of personal values. The final burden is upon the individual’s conscience andvalues.” 4 Engineering ethics curriculums should emphasize that all decisions-bothprofessional and personal-are based on one’s values. No one makes decisions of any kindin a moral vacuum; no decision is value-free. Beginning professionals need to be madeaware of this reality, as it is germane to developing professional integrity. Whenindividuals have had the opportunity to explore and develop their own moral autonomy,this moral framework then serves as an explicit roadmap for any decision they