Conference Session

Ethical Behavior in Academia and Beyond

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

authors cited their affiliation as the Center for Research inApplied Phrenology; the acronym CRAP, a dead giveaway, was apparently overlooked by themanuscript editor. To their delight, a few weeks later they received a notice of acceptance, basedon a rigorous peer review process, and a bill for $800, with directions to send payment to a postoffice box in the United Arab Emirates.2The incident created a whirlwind of commentary in the blogosphere and is but one of severalrecent, deliberate hoaxes aimed at online journals, particularly open access (also dubbed“predatory”) journals. But it also raises important questions in regards to the integrity ofpublished research in STEM-related fields and the ethics of editors and publishers who resort tolying

Conference Session

Ethical Behavior in Academia and Beyond

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Southern Polytechnic State University (ENG); Beth Stutzmann, RLC- Research Learning Community, Southern Polytechnic State University; Margaret Loraine Lowder, Southern Polytechnic State University; Mir M. Atiqullah, Kennesaw State University; Rajnish Singh, Southern Polytechnic State University; Craig A. Chin, Southern Polytechnic State University

Tagged Divisions

Engineering Ethics

and other assessments. They also indicate some of the techniques their peers use insupervised (e.g. tests, quizzes, exams etc.) and un-supervised (e.g. homework, projects, labreports, online environment etc.) assessments. The survey also reveals whether students are morelikely to cheat in the major required courses or non-major elective courses etc. Some of thetechniques that deter students from cheating are also discussed.Literature Review:Academic misconduct has long been a problem on college campuses in the United States.Studies across the nation have consistently shown that a majority of undergraduate studentsacross various disciplines engage in some form of academic misconduct during their collegecareer [1, 2, 3, and 4].Various

Conference Session

Evaluation of Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jill L. May, Illinois Institute of Technology; Alan Mead, Illinois Institute of Technology; James Kemp Ellington, Illinois Institute of Technology

Tagged Divisions

Engineering Ethics

, structural equations modeling, meta-analysis, research methods, and statistical analysis. He sits on the editorial board for Journal of Business and Psychology and the Journal of Computerized Adaptive Testing. Since 1989, he has published over 80 peer-reviewed articles, book chapters and conference presentations. Prior to joining the faculty at IIT, he spent several years as a consultant, research scientist, and psychometrician. Dr. Mead received his Ph.D. in psychology from University of Illinois-Urbana in 2000 with a concentration on I/O psychology and a minor concentration on quantitative psychology.Dr. James Kemp Ellington, Illinois Institute of Technology Dr. Kemp Ellington is an assistant professor in the

Conference Session

Evaluation of Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Purdue University; Carla B. Zoltowski, Purdue University; Megan Kenny Feister, Purdue University; Patrice Marie Buzzanell, Purdue University; William C. Oakes, Purdue University; Alan D. Mead, Illinois Institute of Technology

Tagged Divisions

Engineering Ethics

Paper ID #10060Dr. Alan D. Mead, Illinois Institute of Technology Alan D. Mead, Ph.D., is an Assistant Professor of Psychology at the Illinois Institute of Technology where he teaches individual differences, psychometrics, structural equations modeling, meta-analysis, research methods, and statistical analysis. He sits on the editorial board for Journal of Business and Psychology and the Journal of Computerized Adaptive Testing. Since 1989, he has published over 80 peer-reviewed articles, book chapters and conference presentations. Prior to joining the faculty at IIT, he spent several years as a consultant, research scientist, and psychometrician. Dr. Mead received his Ph.D. in psychology from University of Illinois

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

vision of 21st century civilengineering, it states: “Means of communication include listening, observing, reading,speaking, writing, and graphics. The civil engineer must communicate effectively withtechnical and nontechnical individuals and audiences in a variety of settings. Use ofthese means of communication by civil engineers requires an understanding ofcommunication within professional practice. Fundamentals of communication should beacquired during formal education.”17In practice, however, training in listening is rarely included in the engineeringclassroom.13 In fact, counter to the engineering profession’s ideal of engagement, it hasbeen suggested that engineering education fosters a “culture of disengagement.”According to sociologist

Conference Session

Evaluation of Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Edwin R. Schmeckpeper P.E., Ph.D, Norwich University; Ashley Ater-Kranov, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology; Patrick D. Pedrow P.E., Washington State University

Tagged Divisions

Engineering Ethics

markets for energy.The students were divided into teams, with one part of the team conducting the discussion andthe other part of the team using the EPSA Rubric to assess the discussions. Instead of usingelectronic voice recorders as is typically done by the researchers on the NSF sponsored project,when using the EPSA Method in a class-room setting all data was collected as the discussionstook place, with the assessors writing tally marks and notes directly on the relevant portion of theEPSA Rubric. The teams for both the practice scenario and the record scenario were organized asshown in Table 3.Table 3. Organization of the Discussant and Observer TeamsDiscussion Sub-Team Observer Sub-Team3-4 individuals (ideally