Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bradley J. Brummel, University of Tulsa; Jeremy S. Daily P.E., University of Tulsa; Jason T Stauth, Dartmouth College

Tagged Divisions

Engineering Ethics

Paper ID #13041Guidelines for Constructing Expert Witness Role Plays for Engineering EthicsProf. Bradley J. Brummel, University of Tulsa Dr. Brummel is an Associate Professor of Industrial/Organizational Psychology at The University of Tulsa. He received his PhD from the University of Illinois at Urbana-Champaign.He conducts research on training and development and individual differences in the workplace. He also investigates the use of role play simulations for teaching ethics.Dr. Jeremy S. Daily P.E., University of TulsaProf. Jason T Stauth, Dartmouth College

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shiyu Liu, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University, University Park; Irene B. Mena, University of Illinois, Urbana-Champaign; Thomas A. Litzinger, Pennsylvania State University, University Park; Kirsten S Hochstedt, Penn State University; Tricia Bertram Gallant, Rady School of Management, UC San Diego

Tagged Divisions

Engineering Ethics

serves as an Associate Editor for Advances in Engineering Education and on the Advisory Board for the Journal of Engineering Education. He was selected as a Fellow of ASEE in 2008 and of ASME in 2012. He holds a B.S. in Nuclear Engineering from Penn State, an M.Eng. in Mechanical Engineering from RPI, and a Ph.D. in Mechanical and Aerospace Engineering from Princeton.Ms. Kirsten S Hochstedt, Penn State University Kirsten Hochstedt is a graduate assistant at the Leonhard Center for the Enhancement of Engineering Edu- cation. She received her M.S. in Educational Psychology with an emphasis in educational and psycholog- ical measurement at Penn State University and is currently a doctoral candidate in the same program

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kirsten S Hochstedt, Penn State University; Sarah E Zappe, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park; Tricia Bertram Gallant, University of California, San Diego; Robert G. Melton, Pennsylvania State University, University Park; Shiyu Liu, Pennsylvania State University

Tagged Divisions

Engineering Ethics

Paper ID #11425The Impact of Faculty Development Workshop on Students’ Understandingof Academic IntegrityMs. Kirsten S Hochstedt, Penn State University Kirsten Hochstedt is a graduate assistant at the Leonhard Center for the Enhancement of Engineering Edu- cation. She received her M.S. in Educational Psychology with an emphasis in educational and psycholog- ical measurement at Penn State University and is currently a doctoral candidate in the same program. The primary focus of her research concerns assessing the response structure of test scores using item response theory methodology.Dr. Sarah E Zappe, Pennsylvania State

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

students discussing a complex, real-worldscenario that includes current, multi-faceted, multidisciplinary engineering issues. Before the 30-40 minute long discussion begins, student participants all read a short scenario that presentssome technical and non-technical aspects of the topic.EPSA scenarios address topics such as impacts of power generation, resource utilization, andnatural or man-made disasters. Examples of the scenarios used in the EPSA are presented inAppendix A.Prior to commencing their discussion, the students are given a set of leading questions that serveto prompt and focus the discussion. These questions ask the students to determine the mostimportant problem/s and to discuss stakeholders, impacts, unknowns, and possible

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Penn State University; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

field constitute legitimate exceptions to stricturesagainst text recycling.A problematic area involves translations: while some may view translating an article from onelanguage to another as intellectually suspect and perhaps a case of duplicate publication, Wenand Gao offer a compelling argument that this practice actually “maximize[s] the effectivenessof academic communication and equalize[s] the rights of creating, distributing and accessingknowledge.”12 Furthermore, they note, that moving from one language to another involves morethan simply translating the words. It may include adding extra background information,completely revising the scope of the literature review, and, in general “reposition[ing] theresearch in an international context

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Susan L. Murray, Missouri University of Science & Technology; Amber M. Henslee, Missouri University of Science & Technology; Douglas K. Ludlow, Missouri University of Science & Technology

Tagged Divisions

Engineering Ethics

professional engineers. The prevalence of unethical behaviors, such asplagiarism, among college students has increased significantly in the past 30 years10. Researchsuggests that science and technology students have the highest levels of cheating includingplagiarism10. University educators often debate whether plagiarism is committed willfully orunintentionally out of ignorance and research investigating this area appears equivocal.Therefore, we sought to investigate first-semester freshmen engineering students’ understandingof plagiarism at a science and technology university.Nearly 1,100 first year engineering students at a Missouri University of Science and Technology(Missouri S&T) completed an online survey and corresponding quiz designed to

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Madhumitha Ramachandran, University of Oklahoma; Diana Bairaktarova, University of Oklahoma, Norman, OK; Anna Woodcock, California State University San Marcos; Othman Mohammed Bawareth, University of Oklahoma

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Diversity

Tagged Divisions

Engineering Ethics

. Journal ofEngineering Education, 94(4), 383-390.[2] McGinn, R. E. (2003). “Mind the gaps”: An empirical approach to engineering ethics, 1997–2001. Science andEngineering Ethics, 9(4), 517-542.[3] Colby, A., & Sullivan, W. M. (2008). Ethics teaching in undergraduate engineering education. Journal ofEngineering Education, 97(3), 327-338.[4] Phase, I. I. (2005). Educating the Engineer of 2020:: Adapting Engineering Education to the New Century.National Academies Press.[5] O’Fallon, M. J., & Butterfield, K. D. (2005). A review of the empirical ethical decision-making literature: 1996–2003. Journal of Business Ethics, 59(4), 375-413.[6] Valentine, S. R., & Rittenburg, T. L. (2007). The ethical decision making of men and women executives

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark H Minster, Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Corey M. Taylor, Rose-Hulman Institute of Technology

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Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

Futurity: Essays on Environmental Sustainability and Social Justice, A. Dobson, Ed., Oxford: Oxford UP, 1999, pp. 21-45..11. H. Farley and Z. Smith, Sustainability: If It's Everything, Is It Nothing?, Abingdon: Routledge, 2014.12. R. Norgaard, "Transdisciplinary Shared Learning," in Sustainability on Campus: Stories and Strategies for Change, Barlett, P. and G. Chase, Eds., Cambridge, MA, MIT Press, 2004, pp. 107-20.13. P. Barlett and G. Chase, Sustainability on Campus: Stories and Strategies for Change, Cambridge, MA: MIT Press, 2004.14. P. Barlett and G. Chase, Sustainability in Higher Education, Cambridge, MA: MIT Press, 2013.15. P. Jones, D. Selby and S. Sterling, Sustainability Education: Perspectives and

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Greg Rulifson, University of Colorado, Boulder; Angela R Bielefeldt, University of Colorado, Boulder

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Diversity

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Engineering Ethics

author(s) and do not necessarily reflect the views of the NationalScience Foundation.Bibliography1. Leaning, J. & Guha-Sapir, D. Natural Disasters, Armed Conflict, and Public Health. N. Engl. J. Med. 369, 1836–1842 (2013).2. Garriga, E. & Melé, D. Corporate social responsibility theories: mapping the territory. J. Bus. Ethics 53, 51–71 (2004).3. National Society of Professional Engineers. NSPE Code of Ethics for Engineers. (2007).4. Herkert, J. R. in Social, ethical, and policy implications of engineering: selected readings 45–73 (IEEE Press, 2000).5. Hess, J. L. et al. Empathy and caring as conceptualized inside and outside of engineering: Extensive literature review and faculty focus group analyses. in

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

), non-technical constraints (C),stakeholder considerations (S), broader considerations about cultural ecosystems (BC). We thencame to consensus on how we rated each consideration.Based on our analysis, the students of the CTSS class made a distinctive shift how theyprioritized design considerations for the energy-conversion playground design, as demonstratedin Figure 1. Notably, the aggregate number of considerations that centered on socioculturalconsiderations increased from 7 (10.3% of total responses) to 29 in the second iteration (41.4%of total responses). Moreover, the aggregate frequency of technical centered responses reducedfrom 26 in the first iteration (38.2% of total responses) to 4 in the second iteration (5.1% of totalresponses

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tobias Rossmann, Lafayette College

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Diversity

Tagged Divisions

Engineering Ethics

of the historical case studiespresented in class as well as to apply the risk assessment tools developed during the seminar.Final papers were judged using the same rubric as the initial writing assignment. On averagestudents’ understanding of ethical concepts more than doubled to 4.3 out of 5 as did their abilityto apply risk assessment tools to ethical problems (4.1 out of 5).AcknowledgmentsThe development of this seminar was partially supported by the John J. and Dorothy Byrne FirstYear Seminar Program Endowment at Rutgers University.References1 Haws, D.R. (2001). Ethics Instruction in Engineering Education: A (Mini) Meta-Analysis. ASEE Journal ofEngineering Education, 90:2, 223-229.2 Thiel, C. E., Connelly, S., Harkrider, L., Devenport, L

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph R. Herkert, Arizona State University; Frazier Benya, National Academy of Engineering; Karin Ellison, Arizona State University; Rachelle D. Hollander, National Academy of Engineering; Kelly Laas, Center for the Study of Ethics, Illinois Institute of Technology; Simil L Raghavan, National Academy of Engineering

Tagged Divisions

Engineering Ethics

-EB main activities in the first year of the project have been recruiting members andreviewing current site materials. The LES-EB reviewed a number of existing OEC casematerials; key measures concerning content—including the content “area(s)” portrayed in eachcase and whether the case raised “ethics and society” (macroethical) issues—reinforced the needto develop additional materials. Regarding content areas, the review showed that the existingcollection only has substantial sets of resources for “genetics and genomics” and “biomedicalsciences.” Only these fields had more than 15 resources when reviewers assigned cases tosubfields within the life and environmental sciences using a modified version of the taxonomy oflife science graduate

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bijan Sepahpour, The College of New Jersey

Tagged Divisions

Engineering Ethics

array of scenarios related to many different engineering fields. Each of themmore directly relates to a certain field and as a result, handled by a higher degree of interest fromthe participants majoring in that particular field. Although the cases are assigned to the groups,the groups have the liberty of choosing their own. Usually, however, they do approach thecoordinator to get his/her blessing for the proposed alternative case(s).The specific requirements set in the universal outline of the assignment are primarily there toprovide guidance for a comprehensive analysis. The outline of this exercise is enclosed in theappendices for your review. Each of the discipline-specific groups meets outside the seminartime to discuss, plan, and address

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

, community,or other source, contextual listening has a broader meaning. It refers to A multidimensional, integrated understanding of the listening process wherein listening facilitates meaning making, enhances human potential, and helps foster community-supported change. In this form of listening, information such as cost, weight, technical specs, desirable functions, and timeline acquires meaning only when the context of the person(s) making the requirements (their history, political agendas, desires, forms of knowledge, etc.) is fully understood [19, p. 125].Although students in IFCS did not engage with an actual community, the posing of the tankproblem underscored the value of listening to a community to

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Deborath Silva, Colorado School of Mines; Justin Stephen Fantasky, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

designss,models, and a other intterventions, who benefitts? Who doe s not benefitt? Who suffeers?Engineerrs are increassingly recognizing the neeed to effecttively engagge communitties [3] in theedevelopm ment of desig gns. A sociall justice frammework provvides a founddation for deemocratic,participattory, effectiv ve, and sustaainable comm munity engaagement by aaccentuatingg an often-missing dimension d in n engineering g contexts: community c aagency. As ffaculty and sstudents try ttodevelop solutions s in programs su uch as Engin neers Withouut Borders, thhey should cconsider theprioritiess

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology; Julie E. Sharp, Vanderbilt University

Tagged Divisions

Engineering Ethics

thosedefinitions in the rather substantial literature related to the subject. Asking a freshman student Page 26.685.3what a professional is may yield a surprisingly common response: anyone who makes a livingwage and is good at what s/he does. This is perhaps due to the way that word is used in the US; abrief sweep of the Internet shows hobbies-evolved-into-jobs that have assumed the term“professional,” possibly as a way to elevate the stature of that occupation: fly fishing, bellydancing, blogging, etc.10In the field of engineering, however (or teaching or law or medicine, for that matter),“professional” connotes something much different from simply

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

). Our Common Future. Oxford: Oxford University Press.3. See, e.g., Kellogg, S. and Pettigrew, S. (2008). Toolbox for sustainable city living. Boston: South End Press; McBay, A., Keith, L., and Jensen, D. (2011). Deep Green Resistance. New York: Seven Stories Press.\4. Riley, D. (2008). Engineering and Social Justice. San Rafael, Ca: Morgan and Claypool.5. Catalano, G.D., Baillie, C., Riley, D. and Nieusma, D. (2008). Engineering, Peace, Justice, and the Earth: Developing Course Modules. Proceedings of the ASEE Annual Conference and Exposition; see also Catalano, G.D., Baillie, C., Byrne, C., Nieusma, D., and Riley, D. (2008). Increasing Awareness of Issues of Poverty, Environmental Degradation and War within the

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

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Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

Page 26.508.5published within engineering education scholarly literature. We borrowed and adapted itemsfrom a number of existing measures, which included the following (for an item-by-itemdescription, see Appendix A):  Zhai and Scheer’s (2004) Global Perspective Scale12  Downey et al.’s (2006) global competency questions13  Braskamp, Braskamp, & Merrill’s (2008) Global Perspective Inventory, and in particular their Interpersonal Social Responsibility Scale14  Hilpert, Stump, Husman, and Kim’s (2008) Engineering Attitudes Survey15Throughout the survey development process, the authors were in dialogue with one another,providing feedback for item clarity, framing, and refinement. Along with evaluating the fitbetween

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian E Moyer, University of Pittsburgh, Johnstown; Randy Dean Kelley P.E., University of Pittsburgh, Johnstown; Richard A. Youchak PE, University of Pittsburgh, Johnstown

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Diversity

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Engineering Ethics

. Asmatulu, "Modern cheating techniques, their adverse effects on engineering education and preventions," International Journal of Mechanical Engineering Education 42, 129+ (2014).4 Charles O. Choi, "The Pull of Integrity," ASEE Prism 18 (7), 28 (2009).5 Donald L. McCabe, "It Takes a Village: Academic Dishonesty & Educational Opportunity," Liberal Education 91 (3), 26 (2005).6 Donald D. Carpenter, Trevor S. Harding, Cynthia J. Finelli, Susan M. Montgomery, and Honor J. Passow, "Engineering students' perceptions of and attitudes towards cheating," Journal of Engineering Education 95 (3), 181-194 (2006).7 Rachel Ellaway, "eMedical Teacher," Medical Teacher 35 (6), 526-528 (2013).8 Dan Ariely, "Predictably irrational: the

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Joseph R. Herkert, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

memberships.” The boundaries being drawn here are quite clear:politics do not belong in the IEEE, and LGBTQ individuals are ontologically political. It isinteresting that the latter two posters assumed the proposer(s) of the new language were LGBTQ(must be outsiders!), when in fact there was an organized response from the few out LGBTQIEEE members to alter the proposed wording before adoption of the proposed changes, as theproposed language was not truly inclusive of the LGBTQ community.Sexual orientation is private/doesn’t belong in the workplace: A slightly different (thoughrelated) boundary was drawn between professional and private spheres when frequentcommenter Luke Burgess (relation to Barry Burgess unknown) suggested that sexual

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ryan C. Campbell, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

Engineering Ethics

work explores engineering ethics empirically in a “developing world” context through aframework of care ethics. Care ethics, a.k.a., the ethic(s) of care, is particularly suitable for the“developing world” context because it helps draw attention to imbalances of power (e.g.,inequality, differential opportunity, and limitations on autonomy) that are often neglected byother ethical frameworks. In this work, we selected one element of care ethics (responsibility)and operationalized it in several ways: the language of responsibility; notions of paternalism; andawareness of key, influencing stakeholders. These lenses were developed and refined iterativelyby employing them in case study analyses of two design project reports written by teams

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bill D Carroll P.E., University of Texas, Arlington; Bob P. Weems, University of Texas, Arlington; Bahram Khalili, University of Texas, Arlington

Tagged Divisions

Engineering Ethics

in Section 10, and supporting materials are provided in the Appendix.3. Motivation & BackgroundThe professional practices course was developed to address difficulties with soft topic coveragein the degree plan used for many years, along with increased needs that arose from broadeningthe available degree programs and heightened expectations for computing curricula. Throughoutthe 80's and 90's, the CSE department offered a single undergraduate degree in ComputerScience and Engineering. The first year of the program included a one-hour college-levelcommon course (1104) Introduction to Engineering to provide exposure to the diversity ofchallenges in engineering, along with another one-hour departmental course (1105) Introductionto

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Rogers P.E., North Dakota State University; Orlando R. Baiocchi, University of Washington, Tacoma; Paulo F Ribeiro, UNIFEI

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Diversity

Tagged Divisions

Engineering Ethics

and ethicalresponsibility" as one of its required student outcomes.1 There are different approaches todealing with ethical or moral issues. One approach to ethical issues is based on virtues, that is, totake as a reference the moral qualities engineers should have, such as honesty, compassion,respectfulness, etc. Each decision is judged against these qualities or virtues. The decision thatseems to be most in line with the relevant moral virtue(s) is considered to be the best decision,even if it means that certain rules are broken with negative consequences. These approaches canbe found in the ethical codes of professional engineering organizations such as the IEEE Code ofEthics.2 Another approach is based on consequences,3 which requires an

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Melodie A. Selby PE, Walla Walla University

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Diversity

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Engineering Ethics

survey of ethics-related instruction in U.S. engineering programs. Journal of Engineering Education, 88, 459-464. doi: 10.1002/j.2168-9830.1999.tb00474.x6. Pfatteicher, S. K.A. (2001). Teaching vs. preaching: EC2000 and the engineering ethics dilemma. Journal of Engineering Education, 90, 137–142. doi: 10.1002/j.2168-9830.2001.tb00581.x7. Davis, M., & Feinerman, A. (2012). Assessing graduate student progress in engineering ethics. Science & Engineering Ethics, 18, 351-367. doi:10.1007/s11948-010-9250-28. Colby, A., & Sullivan, W. (2008) Ethics teaching in undergraduate engineering education. Journal of Engineering Education, 97, 327-338. doi: 10.1002/j.2168-9830.2008.tb00982.x9. Chang, P., & Wang, D. (2011

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Yanna Lambrinidou, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

urges practitioners to avoid causing harm. 3Indeed, responsibility to hold an ideal paramount is substantively different from responsibility topromote the same ideal. For example, teachers, pilots, and doctors must all hold paramount thehealth and safety of the individuals in their charge, but among them only doctors must dedicatetheir work to the promotion of these individuals’ health and safety. The American MedicalAssociation’s (AMA) Code of Medical Ethics states that physicians are obliged to provide“competent medical care, with compassion and respect for human dignity and rights.”4 TheAmerican Bar Association’s (ABA) Model Rules of Professional Conduct urge lawyers tofunction as “representative[s] of clients, [officers] of the legal system

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Thomas M. Philip, University of California Los Angeles

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Diversity

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Engineering Ethics

material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.Bibliography1 D. Jonassen, J. Strobel, and C. B. Lee, J. Eng. Educ. 95, 139 (2006).2 D. H. Jonassen, D. Shen, R. M. Marra, Y. H. Cho, J. L. Lo, and V. K. Lohani, J. Eng. Educ. 98, 235–254 (2009).3 J. R. Herkert, Bridge Link. Eng. Soc. 32, 8–13 (2002).4 L. J Shuman, M. Besterfield-Sacre, and J. McGourty, J. Eng. Educ. 94, 41–55 (2005).5 William T. Lynch and Ronald Kline, Sci. Technol. Hum. Values 25, 195–225 (2000).6 E. T. Layton Jr, The Revolt of the Engineers. Social Responsibility and the American Engineering Profession.(Johns Hopkins University Press, 701 W. 40th St., Baltimore, MD 21211 ($29.50 hard cover, $9.95 paperback).,1986

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

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Diversity

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Engineering Ethics

not so obvious.    References1. Colby, A. and W.M. Sullivan, Ethics Teaching in Undergraduate Engineering Education. Journal of Engineering Education, 2008. 97(3): p. 327-338.2. Holsapple, M.A., et al., Framing Faculty and Student Discrepancies in Engineering Ethics Education Delivery. Journal of Engineering Education, 2012. 101(2): p. 169-186.3. Drake, M.J., et al., Engineering Ethical Curricula: Assessment and Comparison of Two Approaches. Journal of Engineering Education, 2005. 94(2): p. 223-231.4. Yadav, A., G.M. Shaver, and P. Meckl, Lessons Learned: Implementing the Case Teaching Method in a Mechanical Engineering Course. Journal of Engineering Education, 2010. 99(1): p. 55-69.5. Freyne, S

Conference Session

Peace, Conflict, and Sustainability: Addressing Global and Ethical Issues in Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert J Muscat, Global Peace Services USA; Angela R Bielefeldt, University of Colorado, Boulder; Donna M Riley, Virginia Tech; Rebecca A Bates, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Engineering and Public Policy

likely to be intense?4. How should engineering research be enriched to integrate these socio-political aspects with the purely technical engineering research subjects?    Bibliography & ResourcesBaillie, C., Pawley, A. and Riley, D.M., eds. (2012). Engineering and Social Justice: In the university and beyond. West Lafayette, IN: Purdue University Press.Banfield, J. & Tripathi, S. (2006). Conflict-sensitive business practices: Engineering contractors and their clients. Page 26.1216.8 London, UK: International Alert. Retrieved from http://www.international- alert.org/resources/publications/csbp-engineering

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu

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Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

. Additional funding for undergraduate research was provided by the 2014 Seattle UniversityFr. Woods Fellowship Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.Bibliography1 National Academy of Engineering, Educating the Engineer of 2020: Adapting Engineering Education to the New Century, Washington DC: The National Academies Press, 2005.2 ABET, "Criteria for Accrediting Engineering Programs Effective for Evaluation During the 2009-2010 Accredidation Cycle," ABET Engineering Accreditation Commission, 2008.3 American Society for Civil Engineering, "Civil Engineering Body of Knowledge for the 21st Century