Conference Session

Equity and Ethics in Engineering-I

Collection

2022 ASEE Zone IV Conference

Authors

Qin Zhu, Colorado School of Mines; Andrea Gammon, Delft University of Technology; Rockwell Franklin Clancy III, Virginia Polytechnic Institute and State University; Anna Angeli, Colorado School of Mines; Scott Streiner, University of Pittsburgh; Ryan Thorpe

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Conference Submission

Paper ID #35933Exploring the Ethical Perceptions of First Year Engineering Students:Public Welfare Beliefs, Ethical Behavior, and Professional ValuesDr. Qin Zhu, Colorado School of Mines Dr. Zhu is Assistant Professor of Engineering Education and Ethics in the Department of Humanities, Arts & Social Sciences and an affiliate faculty member in the Department of Engineering, Design & Society and the Robotics Graduate Program at the Colorado School of Mines. Dr. Zhu is Editor for International Perspectives at the Online Ethics Center for Engineering and Science, Associate Editor for Engineering Studies, Chair of

Conference Session

Equity and Ethics in Engineering-I

Collection

2022 ASEE Zone IV Conference

Authors

Helen Choi, University of Southern California

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Conference Submission

Paper ID #35862Engineering Students as Knowledge Producers and Ethical Practitioners:Learning Outcomes of Wikipedia Writing in the Engineering ClassroomHelen Choi, University of Southern California Helen Choi is a Senior Lecturer at Engineering in Society Program at the USC Viterbi School of Engi- neering. American c Society for Engineering Education, 2022 Engineering Students as Knowledge Producers and Ethical Practitioners: Learning Outcomes of Wikipedia Writing in the Engineering ClassroomIn this presentation, an instructor in the Engineering in

Conference Session

Equity and Ethics in Engineering-I

Collection

2022 ASEE Zone IV Conference

Authors

Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver; Jennifer Pelletier, University of British Columbia

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Conference Submission, Diversity

skills,interpersonal skills, discussions of ethics, and other key competencies. Classroom topics can beimmediately applied, and course learning outcomes (including a research poster presentation)encourage students to disseminate their work. In addition to the regular faculty supervisor,CREATE-U students were also assigned a graduate student mentor in their lab.In this paper, we intend to present our evaluation of the aspects of the program outside of the twocourses. Our research questions were: 1. How effective were course-based interventions to increase undergraduate engineering student understanding of and interest in research? 2. How effective were attempts to create equitable and broad-based admissions into an

Conference Session

Equity and Ethics in Engineering-I

Collection

2022 ASEE Zone IV Conference

Authors

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Conference Submission

Conference Session

Equity and Ethics in Engineering-II

Collection

2022 ASEE Zone IV Conference

Authors

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Conference Submission

Conference Session

Equity and Ethics in Engineering-II

Collection

2022 ASEE Zone IV Conference

Authors

Claire Yu Yan P.Eng., University of British Columbia, Okanagan

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Conference Submission

engineering; Heart valves engineering Electrical Intro to electrical UBCO faculty, assisted In-class engineering; Sensors and 7.5 by graduate students and labs radars Engineering ethics 5 UBCO faculty Engineering admission, scholarship, UBCO staff and student 1.5 and student clubs

Conference Session

Equity and Ethics in Engineering-II

Collection

2022 ASEE Zone IV Conference

Authors

James Gordon Walker, Seattle Pacific University, College of Arts and Sciences, Engineering Department; Gina Howe P.E., Seattle Pacific University; Melani Plett, Seattle Pacific University

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- cluding long-term international assignments in Tokyo and Paris. These roles have provided a keen appre- ciation for the cross-disciplinary aspects of an engineering career in today’s global environment, includ- ing such things as business acumen, cultural sensitivity, communications, ethics, logistics, manufacturing and technology infrastructure. James’ doctoral research involved understanding the unique challenges of First-Generation Students and designing systems and pedagogy to remove unintentional barriers. James resides in Seattle with his wife and their daughters. James is a Certified Flight Instructor, and in his free time trains pilots through the Boeing Employee Flying Association at Renton Municipal

Conference Session

Equity and Ethics in Engineering-II

Collection

2022 ASEE Zone IV Conference

Authors

Jonathan Verrett P.Eng., University of British Columbia, Vancouver; Tasnia Naim Anika, University of British Columbia, Vancouver

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Conference Submission, Diversity

BehavioralResearch Ethics Board at the University of British Columbia (UBC). Participants were recruitedthrough professional networks. Recruitment was aimed at participants of diverse genders andethnicities. Participants were selected in their 3rd or 4th year of study as they would likely havehad more opportunities to participate in co-curricular student groups. Participants were offered a$30 gift card as compensation for the time taken to complete the study. Eight participants wereinterviewed in total. Following interviews, transcripts were produced and analyzed usingthematic coding.Results and DiscussionAmong the eight student leaders interviewed, three identified as male, four as female, and one astransgender. Of the three domestic students, one student

Conference Session

Case Studies

Collection

2022 ASEE Zone IV Conference

Authors

Yuri R. Rodrigues, Seattle Pacific University

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Conference Submission, Diversity

aspects. These new analyses present a holistic view of engineering problems including impact andinfluence from humanistic, social and philosophical aspects, culminating in thorough, robust, andintelligent solutions that can adequately identify and address the morality and ethics oftechnological design and engineering role [10]. Technical criteria Beliefs Economics Engineering solutions Stakeholders Policies SocialFig. 1: Multidimensional

Conference Session

Innovation In Teaching - II

Collection

2022 ASEE Zone IV Conference

Authors

Elizabeth Fife, University of Southern California

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Conference Submission, Diversity

wider social issues including US immigrationpolicy, climate change, personal privacy, and military contracts. Companies including Microsoft,IBM, Tableau, Salesforce, Facebook, Google and Amazon have exhibited a variety of responsesto manage this growth in social justice related petitions, walk-outs, and protests from theiremployees. Responses have ranged from firing individuals to meeting demands at least in part.Study of these activities in the engineering writing classroom has multiple benefits in terms ofdeveloping student’s sense of deliberate purpose, persuasive communication skills andunderstanding of ethical limits within the field of engineering. This paper reports on the potentialvalue of using a case study depicting Amazon’s “cubicle

Conference Session

Poster Session

Collection

2022 ASEE Zone IV Conference

Authors

Mirna Mattjik, Colorado School of Mines; Megan Sanders, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Wieke Gur, ICQ Global Asia; Muhammad Husni Mubarak Lubis, Pertamina University

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Conference Submission

engineers and applied scientists, targeting transformative learning. Interests include but not limited to: student-centered teaching and learning, pedagogy in design, honors pedagogy and scholarship, diversity and inclusion in higher education, ethics in engineering education and reflective practices. In the classroom, Mirna strives to encourage students’ intrinsic motivation to learn through modeling authenticity in teaching and learning. Recent scholarships: Nickoloff Scholar in Entrepreneurship and Innovation, Daniels Fund Scholar in Engineering Ethics Recent accolade: University Innovation Fellows (UIF) Mines Faculty ChampionDr. Megan Sanders, Colorado School of Mines Megan Sanders is the Senior Assessment

Conference Session

Case Studies

Collection

2022 ASEE Zone IV Conference

Authors

Jonathan Verrett P.Eng., University of British Columbia, Vancouver; Siba Saleh, University of British Columbia, Vancouver

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Conference Submission

projects and what strategies would be used to pursue theseanticipated projects.The study received behavioural research ethics board approval prior to contacting researchparticipants. Participants were contacted in August through messages delivered by email orsocial media to the executive teams at the twelve target groups. Messages were formatted in sucha way that they could be passed on to other group members. Participation was incentivized witha draw for $20 gift cards with one of these gift cards drawn for every 5 participants.Results and DiscussionOverall 12 complete responses were received. 17 partial responses were also received with manyof these partial responses ending at question 5 corresponding to whether they had been involvedin CEL

Conference Session

Engineering and Society

Collection

2022 ASEE Zone IV Conference

Authors

Rebekah Oulton P.E., California Polytechnic State University, San Luis Obispo; Amro El Badawy, California Polytechnic State University, San Luis Obispo

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) papersincluded the term “social justice,” compared to 49 in 2015 [8]. Although mentioned, socialjustice was not the primary focus of the majority of these articles. Bielefeldt interviewed 1,268faculty who embed ethics and societal impact issues in their classes and found that 27% of thesurveyed faculty integrate social justice/poverty topics into their teaching [8]. The facultyinterviewed believed that teaching social justice topics was insufficient in their programs,although no broad consensus exists on what level would be sufficient.In general, the literature demonstrate that two primary approaches have been used to integratesocial justice into the engineering curricula: one approach dedicates a single course that focuseson teaching engineering ethics

Conference Session

Student Success and Interactions

Collection

2022 ASEE Zone IV Conference

Authors

Michael Sekatchev, University of British Columbia; John Graeme Dockrill, University of British Columbia, Vancouver; Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver

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Conference Submission, Diversity

strategy and does their perspective change after creating one or more problems? ● Are there differences in the responses related to understanding and effectiveness between students who completed a one-problem bonus assignment in a course versus students who created many problems as part of a work-term?MethodsWe obtained institutional ethics approval (ethics approval number H21-03521) to complete thesurveys in this study. Evaluation of the student-developed problems was part of programevaluation and did not require ethics approval.In this cohort study, we performed surveys to assess self-reported confidence and understandingof mechanics topics related to problem-creation activities within two populations, “coursestudents” (123

Conference Session

Student Success and Interactions

Collection

2022 ASEE Zone IV Conference

Authors

M. Javed Khan, Tuskegee University; Chadia A. Aji, Tuskegee University

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Conference Submission

towards the higher intellectual levels. The participants of this study are beingtracked longitudinally to better understand the correlation between academic standing and theirmental models. Data will be collected every year.AcknowledgementsThe research is supported by NSF Grant # 1832041.References[1] W. O. Perry. “Intellectual and ethical development in the college years: A Scheme,” NewYork: Holt, Rinehart and Wiston, 1970.[2] M. F. Belenky, B. M. Clinchy, N. R. Goldberger, and J. M. Tarule. “Women's ways ofknowing: The development of self-voice and mind,” New York: Basic Books, 1986.[3] B. K. Hofer, and P. R. Pintrich. “The Development of Epistemological Theories: BeliefsAbout Knowledge and Knowing and Their Relation to Learning,” Review of

Conference Session

Virtual Engineering

Collection

2022 ASEE Zone IV Conference

Authors

Indumathi Jeyachandran, San Jose State University; Laura E Sullivan-Green, San Jose State University

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Conference Submission, Diversity

, engineering problems in the following Civil Engineering Areas: CE 140, CE 160, Construction, Environmental, Geotechnical, Structural, CE 121, CE 150 Transportation, and Water Resources. c. Demonstrate an ability to design engineering systems, CE 181, CE 162, components, or processes through the use of engineering judgment CE 170, CE 150 that consider public health, safety, and welfare, as well as global, cultural, social, environmental, economic, and sustainability factors through the use of professional behavior, professional tools and ethics. d. Demonstrate an ability to communicate ideas, calculations, and CE 140, CE 162 engineering judgment through visual, written, and oral communications for a