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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

earlierresearch [2], concluding, “Practicing engineers ‘in the field’ apparently feel more strongly aboutthe desirability of such integration than do most engineering faculty or engineering school deans.”They strongly argue to strengthen the nationwide effort to improve engineering ethics education[3]. The Educating the Engineer of 2020 report also provides similar arguments to improve ethicseducation in engineering [4]. Research also shows that work experience is positively related toethical decision-making [5, 6] and whereby more experienced students had better ethical decisionmaking skills [6, 7]. Graduate students and professionals are trained by their universities andorganizations to reinforce their ethical reasoning. Also a code of ethics within an

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

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

and graduate student professional development.Dr. Thomas A. Litzinger, Pennsylvania State University, University Park Thomas A. Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Education and a Professor of Mechanical Engineering at Penn State. His work in engineering education involves curricular reform, teaching and learning innovations, assessment, and faculty development. Dr. Litzinger has more than 50 publications related to engineering education including lead authorship of an invited article in the 100th Anniversary issue of JEE and for an invited chapter on translation of research to practice for the first edition of the Cambridge Handbook of Engineering Education Research. He

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

study will identify influences in engineeringstudents’ lives that shape SR understanding. It will explore if there are differences in these ideasby gender. Specific research questions explored in this study are (i) how are student ideas aboutSR changing from their first to second years of college and (ii) what are major influences thatcause these changes?MethodsIn September 2013, first year civil (CE), environmental (EnvE), and mechanical (ME)engineering students from five institutions were invited to participate in an online survey of SR.At two institutions where students don’t declare a major until after the first year, the surveyinvitation was sent out to all engineering students. The Engineering Professional ResponsibilityAssessment (EPRA

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

. Page 26.87.10  a career in computing  attending graduate school  other/undecided such as a non-computing career, part-time graduate studies, or an entrepreneurial activityA number of self-assessment and psychometric questionnaires such as the Myers-Briggs TypeIndicator are used in the course to help students better recognize their talent and interest areas.Students are also encouraged to join various professional societies such as IEEE or ACM to stayinformed with the latest state of the computer technology and a possible means for networkingwith their peers. Other activities that could help their careers such as attending various job fairs,graduate school forums, internship at local industry and devoting their

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

Tagged Topics

Diversity

Tagged Divisions

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

, dispositions, and worldviews. His dissertation focuses on conceptualizations, the importance of, and methods to teach empathy to engineering students. He is currently the Education Di- rector for Engineers for a Sustainable World, an assistant editor for Engineering Studies, and a member of the ASEE Committee on Sustainability, Subcommittee on Formal Education.Ms. Sarah Aileen Brownell, Rochester Institute of Technology Sarah Brownell is a Lecturer in Design Development and Manufacturing for the Kate Gleason College of Engineering at the Rochester Institute of Technology. She works extensively with students in the mul- tidisciplinary engineering capstone design course and other project based elective courses, incorporating

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

are acceptable, etc.” [16] But given the dominant, privileged and isolatedposition of the ES, engineering students and faculty in those courses do not feel the need to takethese negotiations seriously, as the ES supposedly live in the abstract.ESJ criteriaYet, as far as we know, engineers have no framework to guide them through these interactions.Grounded on the above definition of SJ, we have proposed criteria aimed at guiding engineers torecognize and map human and non-human, engineering and non-engineering elements involvedin problem definition and solution with social justice at the core. Although each criterion byitself is important, as we explore below, the criteria are interconnected. The six SJ criteriainclude 1. listening

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

social justice could vary by community context.In general, the survey responses on the definition of social justice did provide evidence of thestudents’ prior exposure to social justice elements (RQ1). The range of conceptualunderstandings about social justice from the student survey resembles a range of understandingsamong those in the engineering and social justice research community, even though theresearcher understandings tend to be more robust [1], [7], [15]. SQ2. Envisioning your own future career, what social justice concerns do you anticipate that you will need to consider as you design engineering solutions?In response to this question, many students identified an element of design decisions that protectfrom harm, with the object

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

Although this case appears on numerouswebsites, the Murdough Center site offers, in addition to a well-written case, various shortresponses and survey results about the case.Healy cautions against designing a “thin” case, one that omits needed information or “assumestoo much.” Such cases may be “short, easily posed, and attention-getting. . . .” While some thincases may be dramatic and attract student interest, they are atypical of what graduates can expectin daily life. Thin cases do not deal with issues stemming from “partiality,” a typical human traitin ordinary life where someone is partial to one or more persons. Thin cases also usually dealwith win-lose decisions. This type of decision does not prepare students for trying to findwinning

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

c American Society for Engineering Education, 2015 ENGINEERING ETHICS IN TECHNOLOGY AND SOCIETY COURSESIntroductionUniversity technology and society courses provide students with the opportunity to studyprofessional or engineering ethics, but ethics seen in a different context from that of a formalengineering ethics course. Ethics can be the unifying core for such courses. The formalprofessional ethics course might follow one or more of several possible approaches: (i) use ofrelevant moral virtues as guides to making decisions, (ii) emphasis on consequences to allstakeholders, or (iii) application of rules or codes that must be followed. These approaches canlead to conflicting solutions. An