Conference Session

Professional and Regulatory Issues in Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Graeme W Troxell, Colorado State University; Wade O. Troxell, Department of Mechanical Engineering, Colorado State University, Fort Collins, Colorado 80523-1374

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Engineering Ethics

Paper ID #19697A Reflective Analysis on Professional Codes of EthicsMr. Graeme W Troxell, Colorado State University Graeme will soon be completing his master’s degree in philosophy at Colorado State University, where he is a graduate research assistant working with engineers, ethicists, and entrepreneurs to address pressing questions in the ethics of engineering design. He is interested in emerging technologies and technolog- ical entrepreneurship, ethics, epistemology, and design theory. He is also a Venture Capital Analyst for Rockies Venture Club in Denver, Colorado.Dr. Wade O. Troxell, Department of Mechanical

Conference Session

Interactive Approaches to Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leslie Dodson, Worcester Polytechnic Institute; David DiBiasio, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; John Bergendahl, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Glenn Gaudette, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; Curtis Abel, Worcester Polytechnic Institute

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Diversity

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Engineering Ethics

, stakeholder analysis, mass balance, sewagetreatment, material properties and selection, sewage properties and conveyance, staticsand stress, filtration and chemical precipitation, and so on). These engineering concepts,though, are not abstracted from social, political, and economic considerations. Rather,engineering is imbued with social context. Through class events like town hall meetings,debates, and stakeholder analyses, students in character, are exposed to differentperspectives, values, priorities, and constraints. Additional out-of-class work such asindividual reflective essays and team-based projects also engaged them in ethicalreasoning and complex cognitive tasks related to empathy, ethics, and social justice. Inthe follow-on course

Conference Session

Engineering Social and Human Ethical Impacts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark L. Bourgeois, University of Notre Dame

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Diversity

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Engineering Ethics

. This omission is especially troubling given that the impactof the work, and the resulting responsibility, is arguably larger in cutting-edge research than inthe routine practice of engineering. Yet reflection on the traits and skills necessary for a scientistor engineer to productively engage with the social impact of his or her work reveals anotherreason why relevant training is usually missing: the difficulty in specifying what such trainingmight look like, much less how to provide it.SRR at Notre Dame For these reasons, in 2013 the Reilly Center for Science, Technology and Values at theUniversity of Notre Dame applied for and received an NSF EESE award to research, pilot andassess training in the Social Responsibilities of

Conference Session

Interactive Approaches to Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Craig E. Beal, Bucknell University; James G. Orbison Ph.D., P.E., Bucknell University

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Engineering Ethics

the case study method with an interactive approach intended to increase the realism ofthe experience and enhance student engagement. Data are presented from voluntary studentsurveys completed prior to and after completion of the activity. Results suggest that theinteractive approach is at least as effective as a traditional case study and provides anindividualized experience, even in a large-class setting.IntroductionCase studies are a preferred vehicle for professional ethics education and are used by bothacademic programs and professional societies. (Richards & Gorman, 2004) note that “Casestudies often reflect real world concerns, situations, and issues managers and engineers encounterin practice; they are often open-ended, with no

Conference Session

Engaging Ethics, Internationally

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Pennsylvania State University, University Park; Wei Zhang, Zhejiang University; Shuxin Yang, Chinese society for engineer education(CSEE)

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Engineering Ethics

reflect distinct characters that result from different political, intellectual, andprofessional influences on engineering education. In particular, engineering ethicseducation in China has demonstrated a stronger emphasis on theoretical knowledge,whereas ethics teaching in the US focuses more on ethical decision-making inengineering practice. We suggest that the differing emphases result partly from Chinesescholars’ attempt to establish engineering ethics as an academic discipline, and,compared with its counterpart in the US, a weaker professional identity for engineers inChina. We conclude this paper by summarizing lessons engineering ethics educators in bothcountries might learn from each other. We also suggest a few questions for

Conference Session

Technology and Design in Engaging and Analyzing Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

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Engineering Ethics

Engineering Technology. In addition to ASEE, she is active in the Association for Practical and Professional Ethics and the Association for Business Communication. c American Society for Engineering Education, 2017 Ethics and ArtifactsIntroductionEngineers design stuff. And some of this stuff—cell phones, microwave ovens, automobiles—ispart and parcel of our lives. We can hardly imagine life without technology, all products ofengineering ingenuity. But is technology merely a tool or a representation of social, political, andethical values? Do our artifacts reflect culture or help to create it? Or do technologies do both?This paper explores the latter proposition: that artifacts

Conference Session

Awareness, Expectations, and Recognition of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel D. Burkey, University of Connecticut; Michael F. Young, University of Connecticut

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Diversity

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Engineering Ethics

give them opportunities to reflect on the need to identify complex situations in futuresettings, as well as a safe environment in which to explore, make mistakes, and discuss thebroader ramifications of various engineering decisions in authentic contexts. Ultimately the goalis to better prepare young engineers to tackle ethically the current and future challenges thathave tended to be underemphasized in traditional engineering curriculums.Thus, broadly, our study asks “​What impact does giving engineering students authentic butplayful role-playing experiences in the context of examining the ethical, social, andsocietal impacts of engineering solutions have on their knowledge, attitudes, andabilities to act ethically as engineers?”As most

Conference Session

Engaging Ethics in Teams and Communities

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Pennsylvania State University, University Park; Eduardo Mendieta, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park

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Engineering Ethics

. 7.Reflect on which virtues apply. 8.Consider relevant relationships. 9.Develop a list of potential responses. 10.Use moral imagination to consider each option based on the above considerations. 11.Choose the best option. 12.Consider what could be done in the future to prevent the problem” [18].To indicate to the engineering audience that the process for ethical decision makingresembles the process of solving open-ended design challenges in engineering—a processmany an engineer is well familiar with—the authors rearranged the 12 steps into a 5-stageprocess using the language of engineering design (see Figure 1).  Figure 1 A Design-based Process for Ethical

Conference Session

Awareness, Expectations, and Recognition of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Geoff Pfeifer, Worcester Polytechnic Institute; Kristen Billiar, Worcester Polytechnic Institute

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Engineering Ethics

disciplines, but they have provided us, the faculty involved inthe project, with a multi-year opportunity to discuss, think about, and reflect upon the respectiveviews that each of us has about the goals of the project, what topics in engineering ethics areimportant, and the role of ethics in engineering more generally. We think that this reflection iscritical for determining how to teach ethics across our curriculum. We think that case studies are good ways to teach ethics in technical courses and theyhave proven effective in some studies (Yadav, Shaver & Meckl, 2010). However, we also agreewith the literature that argues that using case studies that do not connect more closely to studentexperience, the content of a given course, and the

Conference Session

Engineering Social and Human Ethical Impacts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering); Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Debra S. Fuentes, Brigham Young University; Stephanie Claussen, Colorado School of Mines; Gregg Morris Warnick, Brigham Young University

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Engineering Ethics

therefore be readand interpreted as reflecting how student subjects typically understand ethics, morality, andrelated concepts rather than how these terms are more formally or technically defined.Rule/norm-based. The first major theme in the findings is comprised of those statementscharacterizing ethical or moral character as involving adherence to rules or norms in general.Approximately two-thirds of the interviewees made comments falling in this broad category,with the most common and most general type concerned with knowing and/or doing what is“right” or “best.” Representative examples of this type of statement include “to understandcomparatively what is truly right,” “doing the right thing”, and “making the right decision.” Asubset of this

Conference Session

Engaging Ethics in Teams and Communities

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Torres, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Megan Kenny Feister, California State University, Channel Islands; Patrice Marie Buzzanell, Purdue University, West Lafayette (College of Engineering); Danielle Corple, Purdue University; Katharine E. Miller, Purdue University

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Engineering Ethics

, perspective-taking, getting feedback, or prototyping). Category 3: User as Human-centered design is a linear design process where users and other Information Source Input stakeholders are viewed primarily as sources of information, assistance, to Linear Process and/or support, not those whose needs should be reflected in design. Human-centered design is keeping the users’ needs and how design will be used in mind while designing. This approach involves gathering Category 4: Keeping the information about the users primarily from higher level stakeholders or Users’ Needs in Mind experts versus the users directly. Integrating that

Conference Session

Awareness, Expectations, and Recognition of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rockwell Franklin Clancy III, University of Michigan, Shanghai Jiao Tong Joint Institute; Joanna Ruth Sessford, The Sino-British College, USST; Longfei An, Shanghai Jiao Tong University, China; Yan Ge, Shanghai Jiao Tong University, China

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Engineering Ethics

actions of engineers and the technologies for which they are responsible,giving priority to public safety in normative endeavors to define right and wrong within the fieldof engineering.These tendencies are reflected in the emphases of various engineering ethical codes, where avariety of ideals and rules for action are outlined, aimed at and applying to the individualengineer.2,3,4,5,6,7 This orientation could be described as “micro-ethics,” aimed at fostering thecapacities of individual engineers to engage in ethical reflection, decision-making, and action. Inrecent years, the focus of engineering ethics has expanded, encompassing the responsibilities ofprofessional and social organizations, “macro-ethics.”8,9 This shift has raised and

Conference Session

Technology and Design in Engaging and Analyzing Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Mark Stephen LaCour Jr., Texas Tech University; William M. Marcy P.E., Texas Tech University; Richard A. Burgess II, Texas Tech University

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Engineering Ethics

the importance of teaching ethics and promoting ethical reflection in a way that is both accessible and substantive. This is a challenge that Burgess is keenly interested in. He holds bachelor’s and master’s degrees in Philosophy and is currently a PhD student in Systems and Engineering Management program in the Texas Tech Industrial Engineering Department. c American Society for Engineering Education, 2017 Developing Machine-Assisted Analysis of Engineering Students’ Ethics Course AssignmentsAbstractOur research concerns engineering ethics education. We were drawn to this topic by a recentpaper titled “Do Ethics Classes Teach Ethics?”, but more so by ABET criteria 3f

Conference Session

Faculty Views of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney, Seattle University; Madeline Polmear; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Christopher Swan, Tufts University; Elizabeth Simon, Seattle University

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Engineering Ethics

almost uniformly taught asseparate from technical knowledge. These ideas were also accompanied by the theme pertainingto students generally receiving little exposure to ethical topics in their formal education. Twoexample quotes expressing these ideas were: “Our traditional engineering program tends to focus on technical design to the exclusion of sociocultural context. Awareness of the need to understand and reflect the needs and requirements of the client is growing, but still is infrequently taught in the classroom.” “I think many students graduate without placing a great deal of thought on these issues. Some are under the impression that material that does not require calculations is less

Conference Session

Engaging Ethics, Internationally

Collection

2017 ASEE Annual Conference & Exposition

Authors

Prakash G Bapat, Business Ethics Foundation; Aravind Joshi, Business Ethics Foundation; Pradeep Kashinath Waychal, Guruji Education Foundation; Nupur Kulkarni

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Engineering Ethics

awareness as well as major policy changes at the Government Level coupled with stricter application of RTI kind of mechanism – the future is for better. Diagram 8 below provides the comparison. Diagram- 8: Comparison of level of Ethics between Year 2015 & 2020 This optimistic view is also reflected in the CPI Ranking for the year 2016. The trend is in the direction of improvement and hence the optimism for year 2020 looks reasonable. Very Clean Highly Corrupt Countries Countries1,2,3,4 174,175,176

Conference Session

Awareness, Expectations, and Recognition of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Católica de Chile; Andrés Strello, Pontificia Universidad Católica de Chile; Francisca Castro, Pontificia Universidad Católica de Chile; Mar Pérez-Sanagustín, Pontificia Universidad Católica de Chile

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Engineering Ethics

researchersthat still sustain that ethical teaching and learning is assessable5. According to Self and Ellison(1998), one way to verify ethical learning is the Defining Issues Test (DIT)7. This test is aquantitative instrument that has been widely used to evaluate moral development. Another formof evaluation that differs from quantitative questionnaires is the one suggested by Shuman et al.(2004). He provided a guideline for evaluating the responses to analysis of a case study6. Thisapproach has prevailed along with reflective essays, besides other emerging methods used toaccountability on ethical understanding and multiperspective thinking5. From an institutional perspective, Finelli et al. (2012) presented the results of a study ofstudents

Conference Session

Interactive Approaches to Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Engineering Ethics

group review session was helpful? Why or Why not?” Select Response I learned what I did wrong in the report and during the interview session. I shouldn't have made any assumptions when I don't have enough information and when I don't have the expertise in the subject. We were all able to reflect on our different experiences and thoughts. Everyone had a slightly different viewpoint so it was really good to see all sides of the situation in order to learn that much more. It helped me understand the point of the exercise. Up until the group session, I was honestly very frustrated with the project, but hearing why certain things were done helped me understand the point of it more. It showed us the other side

Conference Session

Integrity and the Problem of Cheating

Collection

2017 ASEE Annual Conference & Exposition

Authors

Irene B. Mena, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

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Engineering Ethics

’ perceptions of and experiences with academic integrity postK-12 (at the start of their undergraduate experience). It answers the following researchquestions: (1) How do students define academic dishonesty? (2) What is the frequency withwhich they witness and participate in academically dishonest behaviors?, and (3) What are themotivations for engaging in these behaviors?Because the data were gathered at the start of students’ freshman year, the results reflect theperceptions and attitudes about academic integrity that were the result of students’ K-12experience. The results indicate the perceptions and attitudes that students bring with them to theUniversity, the lens through which their college experience will be seen and which their

Conference Session

Technology and Design in Engaging and Analyzing Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kenneth W. Van Treuren, Baylor University; Cynthia C. Fry, Baylor University; William M. Jordan, Baylor University; John Edward Miller, Baylor University

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Engineering Ethics

goals, focusing on fundamentals, reflection, strategies for success, and thriving oncampus. This course helps students be successful not only at Baylor but in life as well.After the freshman year, the opportunities on campus are not as structured. Students are still ableto participate in any number of co-curricular organizations such as Habitat for Humanity or theuniversity program, Steppin’ Out, which promotes student involvement in community service andseeks to provide opportunities for experiential learning, civic leadership, and social responsibility.On campus, Baylor University has service sororities and fraternities which require service of itsmembers. The Baylor University community puts in thousands of hours volunteer service eachyear

Conference Session

Professional and Regulatory Issues in Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar V Nedunuri, International Center for Water Resources; Ning Zhang, Central State University

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Diversity

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Engineering Ethics

. Undergraduate research 4. Other service related tasks through student societies and organizationsCourse work and internship experiences are directly connected to class assessment on student’sknowledge and practice of ethics and professionalism. Undergraduate research and other servicesare used as indirect evaluation tools that do not reflect in the transcripts, but are measured andsummarized with a student’s research publications and presentations, and service activities.Course workWhile across the ENE curriculum, some E&P concepts such as consequences of plagiarism,attendance, punctuality, adhering to the deadlines and individual responsibilities in groupactivities are incorporated in all courses, two courses are exclusively designed and

Conference Session

Faculty Views of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University

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Diversity

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Engineering Ethics