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Redesign of an Engineering Failure Course to Incorporate Learning Objectives in Diversity, Ethics and Inclusivity

Conference Session
Engineering Ethics Division (ETHICS) Technical Session _ Monday June 26, 1:30 - 3:00
Collection
2023 ASEE Annual Conference & Exposition
Authors
Gary P. Halada, Stony Brook University
Tagged Topics
Diversity
Tagged Divisions
Engineering Ethics Division (ETHICS)
diversity and inclusivity as not an“added-on” soft skill requirement with limited relevance to their career goals, but as an essentialconsideration in real-world problems engineers must solve. In light of these considerations, wehave approached this challenge by restructuring an existing course which already had beensuccessfully structured to address engineering ethics concepts central to the nature and causes ofengineering failure, by expanding the course via the logical integration of case studies and otheractivities focused on the impact of diversity and inclusivity (or rather the lack thereof) on failuresin development, deployment and use of technology.Effective design or redesign of a course is not a simple matter – in fact, redesign of an
Relevance Score: 0.019092228

Reengineering ethics education for deeper student engagement through the creation of roleplaying and decision-making games [WIP Paper, Student Experiences]

Conference Session
Engineering Ethics Division (ETHICS) Technical Session_Monday June 26, 3:15 - 4:45
Collection
2023 ASEE Annual Conference & Exposition
Authors
Shreya Kumar, University of Notre Dame; Megan Levis, University of Notre Dame
Tagged Divisions
Engineering Ethics Division (ETHICS)
through validated lenses(ethical frameworks and identified cognitive biases). This notion was comforting to manyengineering students, most of whom were rising sophomores or rising juniors, who may havebeen apprehensive about the potentially subjective and soft skills nature of the course. This wasan important step towards getting buy-in and active and enthusiastic participation.Swan, Kulich and Wallace describe their examination of ethics gaps in the engineeringcurriculum 21 and its relation with student behavior in ethics code violations. They report thatmost engineering ethics curricula favor utilitarianism and deontology more than otherTable 1: List of ethical frameworks that we chose to use in the classroom for their different em-phasis areas
Relevance Score: 0.012728153