Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Colorado School of Mines; Maria Brunhart-Lupo, Colorado School of Mines

Tagged Divisions

Engineering Ethics

-prospective-students-essay. (accessed October 1, 2013)13. Kaplan-Leiserson, E. 2008. Mind the Gap. National Society of Professional Engineers,http://www.nspe.org/PEmagazine/pe_0108_mind-the-gap.html (accessed September 30, 2013)14. Knowledge@Emory. 2010. Managing Millennials in the Workplace.http://knowledge.emory.edu/article.cfm?articleid=1351. (accessed October 1, 2013)15. Winograd, M, and M. Hais, 2011.Millennial Momentum: how a new generation is remaking America. NewBrunswick, NJ: Rutgers University Press.16. Burstein, D. 2013.Fast Future: How the Millennial Generation is Shaping Our World. Boston, MA: BeaconPress.17. Alsop, R. 2008.The Trophy Kids Grow Up. San Francisco, CA: Jossey-Bass.18. Abaffy, L. 2011. Millennials Bring New Attitudes

Conference Session

Teaching Approaches for Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bradley J. Brummel, The University of Tulsa; Jeremy S. Daily P.E., The University of Tulsa

Tagged Divisions

Engineering Ethics

Paper ID #8857Developing Engineering Ethics through Expert Witness Role PlaysDr. Bradley J. Brummel, The University of Tulsa Bradley Brummel is an Assistant Professor of Psychology at The University of Tulsa. His research inter- ests include using role plays and other simulations to teach responsible conduct of research. He conducts interdisciplinary research with Mechanical Engineering, Neuroscience, and Computer Science. His work has appeared in journals such as Science and Engineering Ethics, Personnel Psychology, Human Rela- tions, and Journal of ManagementDr. Jeremy S. Daily P.E., The University of Tulsa

Conference Session

Graduate Ethics Education & Professional Codes

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nael Barakat, Grand Valley State University; Nadia Sunny, Grand Valley State University; Md Mehedi Hasan, Grand Valley State University

Tagged Divisions

Engineering Ethics

guidelines in classrooms is it allows freshideas, without commercial interest, to flow in and interact with the ideas of the experienced ones.Classrooms also work as a good place to test new ideas or proposed modifications onhypothetical cases. It provides a forum to demand the changes required in the Code for it to bemore fulfilling in addressing the design engineers’ ethical dilemmas. In the process, the essenceof both the principals (the Code and the regulation) becomes implanted in the emergingbiomedical engineers’ mind. It may ultimately prevent them from straying away from the spiritof the rules and enable them to come up with creative solutions to the gridlocks.Improving the Code in Relation to Legal Standards As hypothesized in the

Conference Session

Graduate Ethics Education & Professional Codes

Collection

2014 ASEE Annual Conference & Exposition

Authors

James Craig Hanks, Texas State University, San Marcos; Dominick Esperanza Fazarro, The University of Texas at Tyler; Jitendra S. Tate, Texas State University, San Marcos; Walt Trybula, Texas State University & Trybula Foundation, Inc.; Robert J.C. McLean, Texas State University

Tagged Divisions

Engineering Ethics

-institutional.Our project starts with the notion that ethical and social responsibility (and here we includesafety, health, and environmental considerations, among others) is an integral part of the practiceof engineers and technologists. Shaping engineering education with this idea in mind is attentiveto the role of identity in what people do,30 and can serve to provide intellectual, conceptual, andnarrative resources to assist professionals as they navigate their work world. Engineering,similar to other professions, has a language,18 and that language frames how practitioners thinkof themselves and their work.27 As Korte notes in a 2013 study, “the developing professionalidentities of new engineers are reflected in the narratives they construct regarding

Conference Session

Graduate Ethics Education & Professional Codes

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yanna Lambrinidou, Virginia Tech; William Joseph Rhoads, Virginia Tech; Siddhartha Roy, Virginia Tech; Erin Heaney, Clean Air: Organizing for Health and Justice; Glenn Andrew Ratajczak, Clean Air Coalition of Western New York; Jennifer Holly Ratajczak, Clean Air Coalition of Western New York

Tagged Divisions

Engineering Ethics

help us define the problem’s “givens” and arrive at alocally appropriate solution. Yet in practice, our training almost conditions us toignore non-technical information and discount technical information that does notcome from an “accredited” source.Our in-depth study of the Tonawanda, NY case reinforced the value of non-expertinformation. It revealed that people in positions of power must resist strongpersonal and institutional pressures in order to stay open-minded and be able to a)gather all relevant facts and b) make morally sound and effective decisions. One ofthe most common ways in which engineers and scientists dismiss publicstakeholders is by assuming they are misinformed, unreasonable, and in demand ofimpractical solutions. From my

Conference Session

Teaching Approaches for Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregory A. Rulifson, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Whitney Thomas, University of Colorado, Boulder

Tagged Divisions

Engineering Ethics

highschool, or high school extracurricular, all of them have a more well-defined sense of socialresponsibility. In some cases, like Travis, the students even connect their sense of SR toengineering in high school although they may not have stated that explicitly. This is important tonote for the engineering education community because these students need to be encouraged tocontinue to volunteer and stay involved in college. Incorporating volunteering, service-learning,and engineering ethics in the classroom could help keep these students interested in pursuingtheir SR and connecting it to engineering. Additionally, service-learning can help students likeTodd to realize that others in their major are like-minded. A sense of belonging and connectionto