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2024 South East Section Meeting

Authors

Brian Aufderheide, Hampton University; LaNika M. Barnes, Albemarle County Public Schools (Charlottesville, Virginia); Otsebele E Nare, Hampton University; Garrick E. Louis, University of Virginia; Daniel Webster Fairley II, 100 Black Men of Central Virginia

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Engineering Education, 2024 Ethics Case Study Project: Broadening STEM Participation by Normalizing Immersion of Diverse Groups in Peer to Near Peer CollaborationsAbstractTo successfully broaden the participation of underrepresented racially minoritized students inscience, technology, engineering, and math (STEM), students from all demographic groups mustroutinely work together in STEM as a cohesive community. A Mutual Benefit Approach (MBA)is a way to create longstanding partnerships between members of the community, academia, non-governmental organizations (NGO) to develop equitable opportunities for students from alldemographic groups to engage together in STEM. One of the primary objectives for MBA is toprovide a continuous series of

Collection

2024 South East Section Meeting

Authors

Eva Theresa Singleton, The Citadel Military College

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Baker publishedby Cengage Learning. The PMBOK ® Guide – Seventh Edition is a supplemental text for thiscourse.From a non-technical perspective, the course highlights the importance of ethical behaviorsthroughout the course and in the Week 14 lecture entitled Project Ethics. The ProjectManagement Institute requires that project practitioners follow the Project Management Institute(PMI) Code of Ethics and Professional Conduct. The code of ethics provides guidance for moralbehaviors distinguishing right from wrong, and good from bad, not strategy, stewardship, andmanaging change in dynamic environments [1]. The code of ethics promotes the values ofresponsibility, respect, fairness, and honesty which complement the principles [1], but goodmorals

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2024 South East Section Meeting

Authors

Stephen Strain, University of Memphis; Andrew Blass Watson, The University of Memphis; Matthew Hale, The University of Memphis

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guidelines and training on ethical GenAI use in academia.These advantages and risks underscore the need for measured integration of GenAI in ways thatmaximize benefits while proactively addressing challenges.Future directionsIn developing ethical guidelines for GenAI use, institutions could require transparent indicationof AI-generated content in academic work through explicit citations or notations. Studentsutilizing GenAI for assignments may be asked to submit prompt engineering logs documentingtheir process of formulating, iterating, and refining prompts. This would create accountabilitywhile allowing innovative GenAI applications. With appropriate oversight, GenAI can assiststudents in the development of foundational skills.As a starting point

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2024 South East Section Meeting

Authors

John W. Brocato, University of Georgia

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the United States. John has published on engineering-communication ped- agogy for many years, including papers on engineering ethics and communication; active-learning ped- agogies; and the intersection of engineering and theatre. He has also held multiple leadership roles at the section and national levels, including President of the Southeastern Section and the national Zone II Chair, and he presently serves as the ASEE Campus Representative for the University of Georgia. ©American Society for Engineering Education, 2024 The Bioengineering Professional Persona: A New Communication-Intensive Course for a New Program in a New- ish College of

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2024 South East Section Meeting

Authors

Sarah K. Bauer, Mercer University; Adaline M. Buerck, Mercer University; Hannah Nabi; Bremen Vance, Mercer University

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a. Yes c. Agree b. No d. Strongly agree 49. I choose certain products for ethical or42. I frequently check that we are environmental reasons, even if they are a understanding each other correctly. bit more expensive. a. Strongly disagree a. Yes b. Disagree b. No c. Agree 50. I sign environmental or social petitions d. Strongly agree online.43. I listen carefully to what they say. a. Yes a. Strongly disagree

Collection

2024 South East Section Meeting

Authors

Jennifer S. Brown, Clemson University; Marshal Fasika Rice, Clemson University; Karen A High, Clemson University

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.[13] G. E. Walker, C. M. Golde, L. Jones, A. Conklin Bueschel, and P. Hutchings, Eds., The formation of scholars: rethinking doctoral education for the twenty-first century, 1st ed. in Carnegie Foundation for the Advancement of Teaching. San Francisco, CA: Jossey-Bass, 2008.[14] T. J. Yosso, “Whose culture has capital? A critical race theory discussion of community cultural wealth,” Race Ethn. Educ., vol. 8, no. 1, pp. 69–91, Mar. 2005, doi: 10.1080/1361332052000341006.[15] M. Brabeck and K. Brabeck, “Feminist perspectives on research ethics,” in The Handbook of Social Research Ethics, 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2009, pp. 39–47. doi

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2024 South East Section Meeting

Authors

Tim Ransom, Clemson University; Randi Sims, Clemson University; Jessica Allison Manning, Clemson University

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services,” Journal of College Student Development, vol. 47, no. 3, pp. 247–266, 2006, ISSN: 1543-3382. DOI : 10.1353/csd.2006.0030. [3] L. Gelles, “Perceptions of ethical behavior in ethical mentoring relationships between women graduate students and faculty in science and engineering.,” en, Proceedings of the American Society of Engineering Education Annual Con- ference and Exposition, Engineering Ethics Division, vol. Paper ID # 21889, Jun. 2018. [Online]. Available: https : //par.nsf.gov/biblio/10073890-perceptions-ethical-behavior-ethical-mentoring-relationships-between-women-graduate- students-faculty-science-engineering. [4] J.-E. ( Yusuf, M. Saitgalina, and D. W. Chapman, “Work-life balance and well-being

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2024 South East Section Meeting

Authors

Evelyn Abagayle Boyd, Clemson University and Colorado School of Mines ; David E Vaughn, Clemson University; Jeffery M Plumblee II, JMP2 LLC; Bridget Trogden, American University

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credit hoursbased on their desired workload. Many students enroll in the course for multiple semesters tocontinue their project work, and in doing so, can fulfill a general education “global challenges4”requirement and/or a major-specific technical elective. The learning outcomes for the coursesequence include, but are not limited to: project planning, application of knowledge frommultiple disciplines, problem recognition and design processes, sustainability, leadership,teamwork, communication, application of humanitarian ethics, cultural awareness, and globalperspectives. The learning outcomes are intentionally inclusive of the seven ABET CriterionThree standard student outcomes5. As part of the program, students are regularly presenting

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2024 South East Section Meeting

Authors

Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology

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2024 ASEE Southeastern Section Conferenceinspired home décor (Pucha, R., Dunbar, T., and Yow, R. 2022). For culture-inspired creativedesigns, students are encouraged to choose from a variety of cultural traits including Language,Nationality, Aesthetics (Music, Literature, art, crafts, dance), Architecture, Religion,Celebrations, Rituals, Myths, Customs, Clothing and Fashion and Ethics (hierarchies, behavioras good and bad). The cultural influence on the product should be incorporated into theconceptual stage of design, and should carefully consider what aspects of the culture are going tobe included in the product.Self-determination theory and intrinsic motivationThe three basic psychological needs autonomy, competence, and relatedness (E. L

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2024 South East Section Meeting

Authors

Mazen I. Hussein, Tennessee Technological University

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networks, and improving self-management and study skills. The ENGR1210 course, Introduction to Engineering, provides an overview of engineering and engineeringtechnology, covering fundamental engineering problem-solving approaches, engineering designprinciples, and ethics in engineering practice. This course extensively explores variousengineering disciplines to assist students in discovering their engineering interests. It is designedfor students admitted to the College of Engineering in the General & Basic EngineeringDepartment who have met the prerequisites but have not yet declared a specific engineeringmajor or determined their engineering focus. The two courses are 1 credit hour with 2 hourscontact every week. The two courses are offered

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2024 South East Section Meeting

Authors

Amy Borello Gruss, Kennesaw State University ; Nicholas Anthony Clegorne

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Diversity

individual goals and perceptions of theVTS activity, the overall class consensus indicated a positive reception of the experience. Asseen in the Collective Orientation scores, the VTS experience notably impacted the students'perspectives on collaboration. The lower pre-VTS Collective Orientation scores are consistentwith what students shared in the interviews, as most are apprehensive of working in teams,highlighting concerns that were formed from past experiences, unknown work ethics of others,and varied abilities within a team. One student noted: “I usually resent [groupwork] and I’m immediately like, ‘Oh my God, no!’ I don't really want to do group work as much. I didn't really have a bad group work experience except for like