Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Ethics education methodologies and interventions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rebekah L Martin, Virginia Military Institute; Tanjina Afrin, Virginia Military Institute; Kacie Caple D'Alessandro, Virginia Military Institute

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Engineering Ethics Division (ETHICS)

Paper ID #49047Assessment of FE ethics performance and experiences integrating ethics intothe curriculum in a Civil Engineering department at a military institution[Research Paper]Dr. Rebekah L Martin, Virginia Military Institute Dr. Martin completed her bachelor’s in Civil and Environmental Engineering at Bucknell University and her PhD in Civil Engineering at Virginia Tech. She is currently an assistant professor at VMI teaching fluids, environmental engineering and water resources courses. Her research focuses on drinking water quality and public health. She also co-advises the newly formed Society of Women Engineers at

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Case Studies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cameron Michael Kim, Duke University

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Engineering Ethics Division (ETHICS)

SciencesWriting Curriculum Committee as a writing-intensive course, which is emphasized in the coursedeliverables. Students are asked to write eight 500-word reflections, two 5,000-wordargumentative and perspectives essays, accompanied annotated bibliography and outlineassignments, and a final presentation on a biomedical technology not discussed in class in depth.Writing feedback is provided at numerous points to improve both technical and argumentationknowledge, in line with current research that improved writing skills lead to improved engineeringliteracy and communication [29].Modern case studies in biomedical technologies integrated with technical competency With an emphasis on emergent and emerging technologies, the course was developed

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Case Studies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rockwell Franklin Clancy III, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University; Lisa M Lee, Virginia Polytechnic Institute and State University; Iris Louella Jenkins, Virginia Polytechnic Institute and State University

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Engineering Ethics Division (ETHICS)

four times per semester, approximately once per month, using the skills-based, learner-centered BOPS method. Finally, this paper describes the contents of the workshop, including thecompetencies the workshop aims to cultivate and exercises used to do so. This paper is not meantto be an exhaustive description of either the IREI project or workshop but, rather, a sketch of themotivations for and nature of workshop so far.Background and objectivesNational legislation in the US, such as the America COMPETES Act and, more recently, theCHIPS and Science Act, highlights the importance of research integrity in innovation andcompetitiveness of the US economy [1], [2]. Given federal funding mandates, researchinstitutions have developed interventions and

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Expanding horizons

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tammy Mackenzie, The Aula Fellowship; Varsha Kesavan, University of Alberta; Thomas Mekhaël, Ecole de Technologie Superieure; Animesh Paul, University of Georgia; Branislav RADELJIC, Aula Fellowship for AI Science, Tech, and Policy; Sara Kodeiri; Sreyoshi Bhaduri, Private Corporation

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Diversity

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Engineering Ethics Division (ETHICS)

actions and decisions. It goes beyond merecompliance with rules to consider what is morally right or good. In the field of engineer-ing, for example, an ethical decision might involve prioritizing public safety even if it meansexceeding minimal compliance requirements. In summary, compliance focuses on adherenceto external rules, while ethics encompasses the internal principles of right and wrong thatinfluence choices and actions beyond legal obligations (21). In the field of engineering education, compliance is present throughout the curriculum, asit ensures that future engineers learn to adhere to the standards and regulations that governtheir practice. By integrating compliance into training, it ensures that engineers will knowand respect

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - GenAI in ethics education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bernd Steffensen, University of Applied Sciences Darmstadt/European University of Technology; Bettina von Römer, University of Applied Sciences Darmstadt

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Engineering Ethics Division (ETHICS)

description of the course in the official course catalog of the university. The course is or-ganized in such a way that the one-day seminar is held on a Saturday in the sixth or seventhweek of the semester. The case study is organized as an integral part of this Saturday, with atime slot scheduled from 9:00 a.m. to 4:00 p.m. This extended time span allows for a differentdidactic approach and the detailed treatment of a comprehensive topic.3.1. Part one: The Morning Session – Warm up and the PPPTo start the seminar and get some movement and attention of the group the day starts after ashort welcome with a group activation of a “living statistic”. This activation includes 10 ques-tions that can be answered with simple answer categories. It is about

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Student understanding

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Miriam E. Sweeney, The University of Alabama; Claire Major, The University of Alabama

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Engineering Ethics Division (ETHICS)

lack of sufficient information to show thatactive, problem-based learning is more effective for teaching ethical reasoning and decisionmaking in college-level engineering courses than traditional lecture styles or other activelearning styles. Problem-based learning is an “instructional (and curricular) learner-centeredapproach that empowers learners to conduct research, integrate theory and practice, and applyknowledge and skills to develop solutions to a defined problem” [8]. The PBL approach helpsstudents determine their own learning needs and the strategies they need for learning [9]. Thiscontrasts with traditional approaches to teaching that only introduce problems after students haveacquired the relevant content knowledge and skills

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Case Studies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mary M Bevilacqua, University of Colorado Denver

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Engineering Ethics Division (ETHICS)

includes multiple international clinics, engineers, pedagogy experts, the COSPH, CoN, and SOM as part of an interdisciplinary project to improve medical device design education and methods. ©American Society for Engineering Education, 2025 Engaging Undergraduate Studentsin Ethical Thinking Through Fun and MoviesAbstractThis paper describes a classroom approach and activities that have been successful in increasingundergraduate student understanding and engagement with ethics in a first-year design course.Gamification, the incorporation of game-like elements into non-game contexts, has been shownto increase student motivation and engagement in learning activities [1], [2], [3]. By creating afun and engaging

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Virtue & Ethics in the Profession

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jiamin Zhang, University of California, Riverside; Quoc Tuan Olivier Truong, University of California, Riverside; Neha Gutlapalli, University of California, Riverside; HSIN-LING HSIEH, Northern Michigan University; Dena Plemmons, University of California, Riverside

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Diversity

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Engineering Ethics Division (ETHICS)

traditional culture in different countries.Dena Plemmons, University of California, Riverside Dr. Plemmons is the Director of the Research Ethics Education Program at the University of California, Riverside. Her interests are in research on research integrity and curriculum development for integrity and leadership. She has consistently been funded, as PI and Co-PI, through NIH, NSF, and ORI for her research and curriculum development in research ethics, and investigations into common and best practices in areas of scientific practice, both nationally and internationally. She has served as Chair of the Executive Board of the Association for Practical and Professional Ethics, and is the former Editor in Chief of the

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Ethics in ML/AI

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emad Ali, Virginia Polytechnic Institute and State University; Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Arsalan Ashraf, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

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Engineering Ethics Division (ETHICS)

discussed inthe documents and how the findings can be used to integrate AI ethics into engineering education.3 Overview of AI Policy Documents3.1 US’s Blueprint for an AI Bill of Rights: Making Automated Systems Work for the American PeopleThe ”Blueprint for an AI Bill of Rights: Making Automated Systems Work for the American People” [23],hereafter mentioned as the AI Bill of Rights, is a white paper published by the White House Office ofScience and Technology Policy (OSTP) in October 2022, outlines five principles intended to guide theethical and responsible development and use of automated systems in the United States. While it is not anofficial policy document, it seeks to protect the American public from potential harms arising

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Virtue & Ethics in the Profession

Collection

2025 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., Oklahoma Baptist University

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Engineering Ethics Division (ETHICS)

Paper ID #47797Virtuous EngineeringDr. Charles E. Baukal Jr. P.E., Oklahoma Baptist University Charles E. Baukal, Jr. has a Ph.D. in Mechanical Engineering, an Ed.D., and Professional Engineering License. He is the Director of Engineering. He has over 40 years of industrial experience. ©American Society for Engineering Education, 2025 Virtuous EngineeringAbstractMuch has been written about engineering ethics, particularly related to codes and standards.However, those codes and standards are based primarily on protecting the public and not onvirtues. It is argued here that

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Expanding horizons

Collection

2025 ASEE Annual Conference & Exposition

Authors

Douglas Yung, Syracuse University

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Diversity

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Engineering Ethics Division (ETHICS)

intechnology introducing ethical challenges that extend beyond technical considerations. Forexample, artificial intelligence systems often perpetuate biases against marginalized groups, andhealthcare technologies risk exacerbating inequities in access and outcomes [5], [7]. Similarly,environmental sustainability initiatives, though widely recognized as an ethical imperative, oftenfail to address the disproportionate impacts of environmental degradation on underservedcommunities [12], [13]. These issues illustrate that ethical engineering cannot be limited totechnical problem-solving; it must also consider the broader social context and impacts oftechnological decisions.Despite growing awareness of DEI in engineering practice, its integration into

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Case Studies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mary Kay Camarillo, University of the Pacific; Luke S. Lee P.E., University of the Pacific; Yadhira Garcia Ruiz, University of the Pacific

Tagged Divisions

Engineering Ethics Division (ETHICS)

-11].An engineering ethics course is an appropriate venue for addressing the issues of GenAI becauseethical concepts and critical thinking are central. Ethics has been a standard part of theengineering curriculum for decades [12, 13]. There is flexibility in how engineering ethicscourses are taught, and these courses typically integrate contemporary topics such as GenAI.Topics in engineering ethics courses include basic moral theories, principles of professionalconduct, codes of ethics, and case studies [12]. Case studies are narratives that demonstrateethical dilemmas around technical issues where relevant actors are faced with choices regardingtheir actions [14, 15].The efficacy of using case studies in engineering ethics education is well

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Student understanding

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eman Hammad, Texas A&M University; Celeste Arden Riley, Texas A&M University - Kingsville; Virginia Pederson; Pierre Atieh

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Engineering Ethics Division (ETHICS)

Riley, Texas A&M University - Kingsville Dr. Celeste Riley is an Assistant Professor of Practice in the Department of Psychology and Sociology at Texas A&M University-Kingsville, RELLIS Campus. She earned her bachelor’s degree in Psychology and Biology from Southwestern University and her doctorate in Clinical Health Psychology/Behavioral Medicine from the University of North Texas. Her research explores interdisciplinary curriculum development in collaboration with STEM fields such as computer science, health science, and engineering.Virginia PedersonPierre Atieh ©American Society for Engineering Education, 2025 By-Design: Ethical Safeguards and Behavioral PsychologyCompetencies, A

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Student understanding

Collection

2025 ASEE Annual Conference & Exposition

Authors

Diana Adela Martin, University College London

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Diversity

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Engineering Ethics Division (ETHICS)

, wherein technical subjects are portrayed as neutraland superior, while ethical, social, and political dimensions are tacitly constructed asperipheral or secondary [5], [6].Furthermore, when taught, ethics is prevalently introduced in the engineering curriculumthrough microethical approaches [7], often relying on historical or hypothetical case studiesthat do not reflect the integration required in real-world practice [8]. In recent years, tobroaden engineering ethics instruction, scholars and practitioners have advocated for moreauthentic and situated approaches that position ethics not as an abstract add-on but as part andparcel of engineering practice [9], [10]. One such approach calls for immersive ways toexpose students to ethical issues [11

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Ethics education methodologies and interventions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary

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Diversity

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Engineering Ethics Division (ETHICS)

unethical.PositionalityI am a white, queer settler in Canada. My undergraduate education was in manufacturingengineering, and for both my MSc and PhD I conducted engineering education research,focusing on leadership and social justice respectively. I strongly believe in advocating forengineering education to move away from technocentric approaches and to integrate more socialelements, community-based solutions, and engagement in discussions on the politics ofengineering.I recently began my role as an assistant professor; however I have critically been engaged inscholarship, research, teaching, and pedagogical communities about engineering education for 10years. This gives me unique insight into theoretical foundations and best practices, although myexperience in

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Expanding horizons

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brent K Jesiek, Purdue University at West Lafayette (COE); Justin L Hess, Purdue University – West Lafayette (College of Engineering); Nael Barakat, The University of Texas at Tyler; Sara E Wilson, The University of Kansas

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Diversity

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Engineering Ethics Division (ETHICS)

leadership positions for professional organizations such as ASME and ASEE. He is a past chair of the Engineering Ethics Division at ASEE and past chair of multiple groups in ASME. Dr. Barakat is also a program evaluator for ABET and a consultant for engineering programs development and evaluation under other systems. Dr. Barakat is an active consultant who is currently collaborating with international teams of professionals from academia and industry to build capacity and education programs in areas such as: Engineering Leadership, Engineering Ethics, Professionalism, Societal Impact of Technology, Curriculum Development, and Communication. Dr. Barakat expertise and interest include also the areas of Mechatronics, Control