-peak.Eileen Milligan, Massachusetts Institute of TechnologyAlexander Rokosz, Massachusetts Institute of TechnologyElizabeth Schanne, Massachusetts Institute of TechnologyDr. Reza S. Rahaman, Massachusetts Institute of Technology Dr. Rahaman returned to MIT in 2018 after a 29 year career in the Consumer Packaged Goods, Pharmaceuticals, and Agricultural Chemical Industries to lead the four School of Engineering Technical Leadership and Communication (TLC) Programs – the Gordon-MIT Program in Engineering Leadership (GEL), the Undergraduate Practice Opportunities Program (UPOP), the Graduate Engineering Leadership Program (GradEL), and the School of Engineering Communication Lab. Immediately prior to MIT, Reza was the Vice
(Instructor 1: M = 4.79, SD = 1.64; Instructor2: M = 6.12, SD = 1.30). On average for both sections, students’ lowest ratings were for thebenefits that videos would have had during their sophomore year (M = 5.22, SD = 1.77).Figure 1 shows the distribution of student ratings for each question in the survey. Distributionsfor Questions 1, 2, and 4 were negatively skewed as students rated these aspects highly. For bothsections, distributions were similar for Question 1, “Helped in being knowledgeable aboutcurrent ethical issues in computing” and Question 4, “Picking your own ethics topics.” Instructor2’s section gave higher ratings to the importance of analyzing ethical implications of capstoneprojects. The two sections were somewhat opposite in rating
Grant Nos.2024301 and 2130924. Any opinions, findings, and conclusions or recommendations expressedin these materials are those of the author(s) and do not necessarily reflect the views of theNational Science Foundation.References[1] D. MacMillan and M. Laris, “After midair failure, critics ask: Did Boeing learn from Max crashes?,” Washington Post, Jan. 12, 2024. Accessed: Feb. 07, 2024. [Online]. Available: https://www.washingtonpost.com/business/2024/01/12/boeing-max-safety-crashes/[2] N. Kallioinen et al., “Moral Judgements on the Actions of Self-Driving Cars and Human Drivers in Dilemma Situations From Different Perspectives,” Front. Psychol., vol. 10, p. 2415, Nov. 2019, doi: 10.3389/fpsyg.2019.02415.[3] W. T. Lynch and R
: 10.1007/s11948- 017-9910-6.[10] J. Haidt, The Righteous Mind. New York: Vintage Press, 2012.[11] J. D. Greene, Moral Tribes: Emotion, Reason, and the Gap between Us and Them. New York: Penguin Books, 2014.[12] M. H. Bazerman and A. Tenbrunsel, Blind Spots: Why We Fail to Do What’s Right and What to Do about It. Princeton: Princeton University Press, 2012.[13] R. F. Clancy, “The Ethical Education and Perspectives of Chinese Engineering Students: A Preliminary Investigation and Recommendations,” Sci. Eng. Ethics, vol. 26, no. 4, pp. 1935–1965, Aug. 2020, doi: 10.1007/s11948-019-00108-0.[14] B. Keysar, S. L. Hayakawa, and S. G. An, “The Foreign-Language Effect,” Psychol. Sci., 2012, doi: 10.1177
andsocial identity development is Turner et al.’s [14] Self-Categorization Theory. This theoryexplicitly notes that, depending on a situation’s relative value to a person, one or both identitytypes will influence the person’s behavior. This is also the reigning difference between Tajfel’s[14] Social Identity Theory and Turner’s [18] Self-Categorization Theory; where the former“suggests a continuum of interpersonal versus intergroup behavior,” the latter “pronounces thatboth—social and personal identity processes—may be at work simultaneously” [15]. Self-Categorization notes that personal identity is the self-descriptions pertaining to one’s personalattributes and social identity is the self-descriptions pertaining to one’s membership of a
discussed. textbook is thinking. ideas are discussed discussed. discussed. discussed. introduce and their d and impact is their explored. relevance is discussed in depthUnder- Extensive Extensive Some Good Some Minimum No evidencestanding analysis analysis analysis is understandi ability to understandi of backed demonstrate provided, ng of the apply ng of the understandiof subject up by s demonstrati subject is understandi subject is ng
Ethics, vol. 28, no. 1, pp. 83–96, 2022.[6] M. Davis, “Integrating ethics across the engineering curriculum.,” Journal of Engineering Education, vol. 109, no. 4, pp. 556–565, 2020.[7] O. Pierrakos, M. Prentice, C. Silverglate, M. Lamb, A. Demaske, and R. Smout, “Reimagining Engineering Ethics: From Ethics Education to Character Education,” IEEE, pp. 1–9, 2019.[8] C. Fleddermann, Engineering ethics, 4th ed. Upper Saddle River, N.J.: New York: Prentice Hall, 2011.[9] C. E. Harris Jr., M. S. Pritchard, M. J. Rabins, R. James, and E. Englehardt, Engineering Ethics: Concepts and Cases, 6th ed. Cengage Learning, 2018.[10] J. Lee, “Incorporating service learning into engineering ethics education,” Technology
widely used approach in qualitative research, was used in this study toidentify, analyze, and report patterns within data [26]. As described by Braun and Clarke [26],“[a] theme captures something important about the data in relation to the research question andrepresents some level of patterned response or meaning within the data set” (p. 82).Data coding: ATLAS.ti was the platform used for this study to generate, and organize the codes.After verbatim transcription, the data was systematically coded. In particular, we identified partsof the texts where participants referred to particular events and stories related to ethics andequity. Then, we developed codes for each identified story to capture the main issue(s) that wereraised. This was done by
of Gerontology and Geriatrics, 91, 104186. https://doi.org/10.1016/j.archger.2020.104186[3] Padhan S, Mohapatra A, Ramasamy SK, Agrawal S. Artificial Intelligence (AI) and Robotics in Elderly Healthcare: Enabling Independence and Quality of Life. Cureus. 2023 Aug 3;15(8):e42905. doi: 10.7759/cureus.42905. PMID: 37664381; PMCID: PMC10474924.[4] Hasan, D. S., Pant, B., Kumar, Y., Rao, A., Singh, Y., & Srivastava, A. (2023b). Microrobot for elderly care using advance AI technology. 2023 IEEE World Conference on Applied Intelligence and Computing (AIC). https://doi.org/10.1109/aic57670.2023.10263815[5] https://www.coursera.org/articles/types-of-ai[6] Hintze, A. (2016)Understanding the
: 10.59198/8259gnir7.[4] L. Kohlberg, The psychology of moral development: The nature and validity of moral stages. San Francisco, CA: Harper & Row, 1984.[5] Accreditation Board for Engineering and Technology. “Criteria for accrediting engineering programs, 2022-2023”. ABET. https://www.abet.org/accreditation/accreditation-criteria/accreditation-policy-and-proced ure-manual-appm-2023-2024/ (accessed Feb. 7, 2024).[6] Rest, James; Narvaez, D.; Bebeau, M.; Thoma, S. (1999). “DIT-2: Devising and testing a new instrument of moral judgment,” Journal of Educational Psychology. vol. 91, no. 4, pp. 644-659. 1999.[7] L. G. Kisselburgh, J. L. Hess, C. B. Zoltowski, J. Beever, and A. O. Brightman, “Assessing a
skewing interview data.Participants Twenty-five participants were selected who are currently-practicing or recently-practicing professional engineers in the United States. Twenty of the participants were men(80%), whereas five participants were women (20%), which is consistent with gender diversityin the engineering profession (Pew Research Center, 2021). The study included eighteen Whiteparticipants (72%), three Asian participants (12%), two Hispanic participants (8%), and twoBlack participants (8%), which is consistent with racial diversity in the engineering profession(Pew Research Center, 2021). The sample included age groups from participants in their 20’sthrough participants in their 80’s. However, the average age of participants was
survey. However, existing researchsuggests that demographics items should be placed at the end of surveys due to their potential tocause stereotype threat for marginalized students [28]. For this reason, the demographics itemswere moved to be placed at the end of the survey.Survey AdministrationIn Spring 2023, the survey was administered to aerospace engineering undergraduate students atthe University of Colorado Boulder and the University of Michigan. Students were surveyed intwo classes where we were implementing macroethics lessons–a sophomore aerospace vehicledesign course at the University of Colorado Boulder and a senior space system design course atthe University of Michigan. Prior to the planned macroethics lesson(s), students enrolled
should improve student outcomesrelative to the expected student default behavior with the original assignment of taking the firstlink(s) from a generic internet search of an ethical theory. This priming may also benefit studentsin subsequent FRCI courses or Core 350 if they have not yet reached those courses.ResultsAn assessment rubric for evaluating the student learning outcomes was previously developed bythe department as part of the launching of the engineering degree for ABET accreditation. Twoperformance indicators re assessed for this assignment, and the corresponding rating descriptionsare shown in Table 2. Performance Aggregate Rating Indicators Weak Developing
emphasis on community well-being, support ethical and comprehensiveapproaches to the development of AI. AI ethics initiatives can guarantee that technological 110advancements benefit all members of society by incorporating indigenous standpoint theory,which prioritizes the protection and inclusion of indigenous communities. Acknowledgingindigenous viewpoints enhances the conversation about AI ethics and promotes a more just andaccountable method of technological advancement.References[1] D. O. Eke, K. Wakunuma, and S. Akintoye, "Responsible AI in Africa: challenges and opportunities," 2023.[2] O. R. Olaopa and O. A. Ayodele, "Building on the strengths of African indigenous knowledge
stakeholders, (b) rigorous inclusion of moral philosophy to avoid anti-regulationtactics such as “ethics washing,” (c) standardized reporting to maintain quality control andaccountability, (d) standardized curricula for accreditation and quality assurance, and (e) theinternalization of institutional self-governance. Mitcham and Engelhardt (2019) mention severalof these factors, and additionally suggest evaluating the relation between RCR and engineeringethics education and EAC programs.While the holistic ethics intervention framework centers on engineering ethics education at thecourse level, Martin et al.'s (2021) multi-level framework delves into how faculty, serving asdecision-makers in engineering education, perceive and establish connections
,” Alexandria, VA, 2024. Accessed: Jan. 19, 2024. [Online]. Available: https://www.nspe.org/resources/ethics/code-ethics[7] W. Sinnott-Armstrong, “Consequentialism,” Stanford Encyclopedia of Philosophy. Stanford Center for the Study of Language and Information, Stanford, CA, p. 12, Oct. 04, 2023. Accessed: Jan. 19, 2024. [Online]. Available: https://plato.stanford.edu/entries/consequentialism[8] M. Mallinger, “Decisive decision making: an exercise using ethical frameworks,” Journal of Management Education, vol. 21, no. 3, pp. 411–417, 1997.[9] J. C. Flanagan, “The critical incident technique,” Psychological Bulletin, vol. 51, no. 4, pp. 327–358, 1954.[10] K. FitzGerald, N. S. Seale, C. A. Kerins, and R. McElvaney, “The critical
administered by states,regulating products beyond state borders may pose a regulatory dilemma. Third, traditionalengineering expertise has matured over many years, ensuring basic safety standards. However,the adoption of cutting-edge technology in the mobility engineering industry is on the rise,presenting a distinct characteristic where ethics in regulating rapidly evolving technologybecomes crucial.Reflect on the initiation of the mechanism of engineering licensure, triggered by publicizedconstruction failures with fatalities in the late 1900’s and early 1900’s [2]. Similarly, casualtiesin traffic accidents involving autonomous vehicles call for urgent regulatory solutions in themobility engineering industry. According to the National Highway
. 347-380, 2020.https://doi.org/10.1177/016224391985088516 G. Ottinger, Refining Expertise: How Responsible Engineers Subvert Environmental JusticeChallenges. New York: New York University Press, 2013.17 S. Suryanarayanan, D.L. Kleinman, C. Gratton, A. Toth, C. Guédot, R. Groves, J. Piechowskiet al., "Collaboration Matters: Honey Bee Health as a Transdisciplinary Model forUnderstanding Real-World Complexity," BioScience, vol. 68, no. 12, pp. 990-995, 2018.[Online]. Available: https://www.jstor.org/stable/90026611.18 D.L. Kleinman, M. Powell, J. Grice, J. Adrian, and C. Lobes, "A Toolkit for DemocratizingScience and Technology Policy: The Practical Mechanics of Organizing a ConsensusConference," Bulletin of Science, Technology & Society
Ethics in the IT Industry," Journal of Business Ethics, vol. 22, no. 1, pp. 51-61, 1999.[6] M. S. Tooley and E. E. Umphress, "Work in progress - the ethics of diversity: Addressing diversity issues in undergraduate engineering ethics education," in 2009 39th IEEE Frontiers in Education Conference, Oct 18-21, 2009, pp. 1-3.[7] A. R. Bielefeldt, M. Polmear, D. Knight, C. Swan, and N. Canney, "Intersections between Engineering Ethics and Diversity Issues in Engineering Education," Journal of Professional Issues in Engineering Education and Practice, vol. 144, no. 2, 2018.[8] J. L. Hess, A. Whitehead, B. K. Jesiek, A. Katz, and D. Riley, "WIP: Intersections Between Diversity, Equity, and Inclusion (DEI
Professional Engineer in Nevada with experience working on a variety of water, stormwater, and wastewater system projects. He is also the Faculty Director of the Student Innovation Idea Labs at Cal Poly Pomona, which oversees the campus startup programming and maker spaces.Mr. Seth Claberon Sullivan, Texas A&M University Seth Sullivan is the Director of the Zachry Leadership Program in the College of Engineering at Texas A&M University. Prior to joining the university, he worked in consulting in the private sector and as an analyst in the U.S. Government. Heˆa C™s earned ©American Society for Engineering Education, 2024 Benchmarking a foundation for improving psychological safety in
mechanical engineering professor andchair of a “Joint Committee on Ethics of American Engineering Societies” put forth a proposalfor a common code of professional ethics that included (in the sexist language of the era) thefollowing precept: He will interest himself in the public welfare, in behalf of which he will be ready to apply his special knowledge, skill, and training for the use and benefit of mankind [2].Another participant in the Joint Committee stated in an accompanying paper that “[a]s theprogress of the world, the comforts of man, and his ability to produce are so very largely due tothe work of the engineer, his work is of the very greatest importance; he therefore naturallyinterests himself also in the public welfare [3
impact the users’ dignity, empowerment and sense of security,” Des. Sci., vol.5, p. e21, 2019, doi: 10.1017/dsj.2019.18.[2] S. Sprecher and B. Fehr, “Compassionate love for close others and humanity,” J. Soc.Pers. Relatsh., vol. 22, no. 5, pp. 629–651, Oct. 2005, doi: 10.1177/0265407505056439.[3] P. Gilbert et al., “The development of compassionate engagement and action scales forself and others,” J. Compassionate Health Care, vol. 4, no. 1, p. 4, Dec. 2017, doi:10.1186/s40639-017-0033-3.[4] A. Jonsson and G. Svingby, “The use of scoring rubrics: Reliability, validity andeducational consequences,” Educ. Res. Rev., vol. 2, no. 2, pp. 130–144, Jan. 2007, doi:10.1016/j.edurev.2007.05.002.[5] R. C. Campbell, “How can engineering
improve things can be invaluable training todemonstrate to students that: 1. The solution(s) presented are not the only possible solutions. 2. Ethically better solutions are possible, and, can be outlined by professionals-in-training such as themselves. 3. In some cases, the ethically poorer solutions are also technically less challenging and it is kind of fun to develop the more challenging solution. The above are starkly apparent in the case of the case study involving voice assistant devices suchas Alexa and the choice to stream data back to a central location. In fact, students reach the conclusionthat not only is constantly streaming data back to a central location unnecessary to meet theapplication needs but also may be a
process forestablishing the transformation and value induced in a target group(s) by specific actionsundertaken, and feeds into a continuous improvement process that can guide future actions.As a works-in-progress paper, we report here on the completion of phases 1 through 3(purpose setting, scoping, data collection and analysis), and our initial work on phase 4(impact value). The process has so far included in-depth interviews with Toolkit users toelicit information about their use of the resources and their value, and a metadata analysisusing external metrics such as geographical reach and frequency of toolkit access as a proxyfor user engagement. Through this study the authors will also reflect on the co-creation ofnew resources as the toolbox
Entrepreneurial Engineering Network) award titled “Educating the WholeEngineer” granted to Wake Forest Engineering under the leadership of co-author Pierrakos andthe remarkable work of wonderful colleagues and affiliates of Wake Forest Engineering. Theperspectives in this paper do not represent the views of the Kern Family Foundation or KEEN.REFERENCESalZahir S., and Kombo
engineering programs, 2022-2023”. ABET. https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineeri ng-programs-2022-2023/ [accessed Jan. 3, 2023].[2] T. Wagner, L. Bassett, M. F. Young, D. D. Burkey, S. Streiner, and J. Pascal. “The Power of Playful Learning – Ethical Decision Making in a Narrative-Driven, Fictional, Choose-Your-Own Adventure”, 2023 ASEE Annual Conference and Exposition, Baltimore, MD, June 2023, work-in-progress paper.[3] J.S. Brown, A. Collins, and P. Duguid, “Situated cognition and the culture of learning.” Educational Researcher, 1989, vol. 18, no. 1, pp. 32-42.[4] J. Lave and E. Wenger, Situated learning: Legitimate peripheral participation
/services/consulting/business-transformation/workforce-transformation.html. [Accessed January 2024].[5] N. Guenole, J. Ferrar and S. Feinzig, The power of people: Learn how successful organizations use workforce analytics to improve business performance, Pearson FT Press, 2017.[6] Amazon Web Services, "What is generative AI?," 2023. [Online]. Available: https://aws.amazon.com/what- is/generative-ai/]. [Accessed January 2024].[7] C. Anderson, Creating a data-driven organization: Practical advice from the trenches, Sebastopol, CA: O'Reilly Media, 2015.[8] Deloitte University Press, "Global human capital trends 2017: Rewriting the rules for the digital age," 2017. [Online]. Available: http://www2.deloitte.com. [Accessed January