Collection

AEE Journal

Authors

Katherine Fu; Robert Kirkman; Bumsoo Lee

Advances in Engineering Education FALL 2017Teaching Ethics as DesignROBERT KIRKMANKATHERINE FUANDBUMSOO LEEGeorgia Institute of TechnologyAtlanta, GA ABSTRACT This paper introduces an approach to teaching ethics as design in a new course entitled DesignEthics, team-taught by a philosopher and an engineer/designer. The course follows a problem-basedlearning model in which groups of students work through the phases of the design process on aproject for a local client, considering the design values and the ethical values in play in each decisionalong the way. Their acquisition of ethical thinking skills and moral imagination are assessed

Collection

AEE Journal

Authors

Larry Shuman

Advances in Engineering Education FALL 2017From the Editor This issue contains eight articles that document “advances” in engineering education. The paperscover a wide range of topics, with focus ranging from introductory first year courses to senior cap-stone design. The papers present creative ways of student learning and assessment, including theuse of webpages and other media to better understand complex concepts. The papers address suchcurrently “hot” topics as the blended/flipped classroom, combining ethics with design, sustainabilityand entrepreneurship. Below is a short overview of each paper – happy, and productive reading! Diana Bairaktarova (Virginia Tech) and Michele

Collection

AEE Journal

Authors

Claire Dancz; Kevin Ketchman; Rebekah Burke P.E.; Troy Hottle; Kristen Parrish; Melissa Bilec; Amy Landis

expected level of achievement forthe sustainability outcome is Bloom’s level knowledge, comprehension, and application. BOK2 expectsthat analysis be reached through work experience, i.e. after the bachelor’s degree. The sustainabilityoutcome meets or exceeds Bloom’s taxonomy levels for sixteen of the twenty-four outcomes. BOKspecifies the synthesis level for seven outcomes, including experiments, design, technical specialization,communication, lifelong learning, professional and ethical responsibility, and evaluation level for threeoutcomes, including design, technical specialization, professional and ethical responsibility (ASCE 2008). This paper develops a rubric for evaluating students’ sustainability knowledge based on integrat-ing

Collection

AEE Journal

Authors

Nicola Brown

finalised for the course to ensure that there was no way that re-sponses could influence student marks. This research was reviewed and approved by the MasseyUniversity Human Ethics Committee Southern B, Application number 14/40. A total of 54 studentscompleted the questionnaire giving a response rate of 86%. Of the respondents 29 had a computingbackground and 25 had no-computing background. The following questions/statements were evaluated using a five point Likert scale: • How difficult was it for you to develop your website for the Creative Solutions paper? • The website allowed you to be more creative than writing a report would have • The website took more time to complete compared to writing a report • The website was more

Collection

AEE Journal

Authors

Diana Bairaktarova; Michele Eodice

Assistant Professor in the Department of Engineering Education at Virginia Tech and the Director of the Abilities, Creativity, and Ethics in Design [ACE(D)] Lab. ­Bairaktarova’s ongoing research interest spans from engineering to psychology to learning sciences, as she uncovers how individual performance and profes- sional decisions are influenced by aptitudes and abilities, interest, and manipulation of physical and virtual objects. Diana has over fifteen years of experience working as a Design and