Conference Session

Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chris Swan, Tufts University; Alexandra Kulich, Tufts University; Reece Wallace, Tufts University

Tagged Divisions

Engineering Ethics

into a Biomedical G. Catalano Engineering Ethics Course An Effective Strategy for Integrating Ethics Across the J. Cruz, W. Frey Curriculum in Engineering: An ABET 2000 Challenge Engagement with Ethics in a Large Engineering Program: A S. Culver, V. Lohani, I. Status Report Puri Implementation of Competences of Social and R. Miñano, C. Environmental Responsibility in IT Engineering Degrees Fernandez, A. Anguera Strategies for Teaching Professional Ethics to IT R. Miñano, A. Uruburu, Engineering Degree Students and Evaluating the Result A. Moreno-Romero, D. Pérez

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heng Li, Zhejiang University; Yanjie Xie, Zhejiang University; Shuxin Yang, Chinese Society for Engineering Education (CSEE); Ruixue Xu, Zhejiang University

Tagged Divisions

Engineering Ethics

tenet is achieved throughinterdisciplinary courses, technology development and community activities. In the end,engineering students can play the role of “product/service designer” and “technologypromoter” in inclusive innovation, and provide affordable products and service to poor areasthrough “knowledge creation” and “product innovation”.In conclusion, this paper offers suggestions for integrating inclusive innovation intoengineering ethics education in four aspects: (1) constructing the curriculum content systemsolving the poverty problem; (2) building a high-quality interdisciplinary teaching team; (3)using multi-functional collaborative external support network; and (4) innovative teachingmethods to expose engineering students to the “real

Conference Session

Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yousef Jalali, Virginia Tech; Christian Matheis, Guilford College; Vinod K. Lohani, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

theimportance of engineering ethics. Educators have begun incorporating engineering ethics incurricula in a variety of formats: as a component in introductory or capstone courses, a centralelement in stand-alone courses, and/or through deliberate integration across curriculum [1], [2].The main approaches in teaching of ethics continue to use case studies or case-based discussionssupplemented by moral theory and/or professional codes of ethics. Service learning is anotherapproach that has increasingly been used and reported as an effective pedagogical strategy ininstruction of engineering ethics [3]-[5]. In the U.S., the main driver in incorporating ethics inengineering curriculum was the changes in ABET engineering criteria requirements on

Conference Session

Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Charles J. Robinson, Clarkson University

Tagged Divisions

Engineering Ethics

group. Adding unexpected ethical twists requires further innovation.Background This paper builds on a paper presented at the 2011 Vancouver ASEE conference entitled A FirstCourse to Expose Disparate Students to the BmE Field.1 This present paper expands on animportant didactic element of that course, namely an emphasis on story writing and reflection,but with an added ethics twist. This inclusion arose from the author’s participation in a Consor-tium to Promote Reflection in Engineering Education (CPREE) workshop at the 2016 ASEEConference in New Orleans.2 That participation led to the publication of a short CPREE activityguide on the topic of story writing as a tool for enhancing engineering education.3 Story writingwas also employed as a core

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Ohio State University; Lisa Elanna Burris, Ohio State University; Nan Hu, Ohio State University; Natassia Brenkus, Ohio State University

Tagged Divisions

Engineering Ethics

on” to an otherwise irrelevant learningexperience. In our case, a relationship is catalyzed by the experience of applying for and winningan internal grant on leadership research. Planning for the grant proposal provided the designteam—three faculty members in civil engineering and one faculty member in engineeringeducation—with an iterative process to articulate a shared vision that integrates perceived needsin the course and insights from the EL literature.Second, the module designers/adopters should carefully consider the workload added to students.The civil engineering seminar in which we are piloting the EL module is a “pass or fail” course,and students who take the course have expectations of relatively light workload. Therefore

Conference Session

Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Greg Rulifson P.E., Colorado School of Mines; Cassidy Laurel Grady, Colorado School of Mines; Nicole M. Smith, Colorado School of Mines; Linda A. Battalora, Colorado School of Mines; Emily Sarver, Virginia Tech; Carrie J. McClelland P.E., Colorado School of Mines; Rennie B. Kaunda , Colorado School of Mines; Elizabeth Holley, Colorado School of Mines

Tagged Divisions

Engineering Ethics

experiential learning could result in greater immediate changes, but not sustainedones.Third, we found that not all courses were effective in moving students to a place where theyrecognized CSR as a sociotechnical practice. Students in the social science course tended toprioritize community training as an example of excellent CSR, while many of the engineeringcourses prioritized local hiring. Neither of those areas of practice necessarily involves changingbusiness activities to become more responsive to stakeholders, and each of those areas ofpractice tends to focus on either the social or technical extremes of CSR practice rather thanclearly integrating the two. Educators in all disciplines need to continue countering this dualism,and towards

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; David Zhao; Alexandra Danielle Kulich, Tufts University; Madeline Polmear, University of Colorado, Boulder; Nathan E. Canney, CYS Structural Engineers Inc.; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Paper ID #25567Student Views on their Role in Society as an Engineer and Relevant EthicalIssuesDr. Angela R. Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Environ- mental, and Architectural Engineering (CEAE). She has served as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty director of the Sustainable By Design Residential Academic Program, a living- learning community where interdisciplinary students learn about and

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gokhan Egilmez, University of New Haven; Phillip A. Viscomi, University of New Haven ; Maria-Isabel Carnasciali, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

ethics module in Ethics Seminar course by assessing theimpact of the integrated e-learning module on: 1. knowledge of code(s) of ethics 2. using code(s) of ethics for ethical reasoning 3. conducting ethical reasoning 4. FE exam ethics section preparedness 5. ethical behavioral growthOnline Ethics ModuleThe University of New Haven developed a series of 18 online learning modules as part of their effort todevelop the entrepreneurial mindset of their engineering and computer science students [18]. Theuniversity’s plan is to integrate the modules into core engineering, and applied science courses and doesnot plan to use the modules outside off core classes. Content experts developed the modules with an onlineeducation

Conference Session

Engineering Ethics Division Technical Session - Ethics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of New Mexico; Jordan Orion James, University of New Mexico; Vanessa Svihla, University of New Mexico

Tagged Divisions

Engineering Ethics

and students designing to learn. c American Society for Engineering Education, 2019 Ethical Reasoning in First-Year Engineering DesignAbstractPurpose. Ethics is too-often relegated to a stand-alone course taken late in engineeringprograms, rather than effectively integrated into core coursework [1, 2]. Faculty sometimes haveconcerns that such integration will be challenging for students to manage or might distract themfrom core content. However, ethics-across-the-curriculum helps students understand the linkbetween the engineering work and its positive and negative impacts and also see ethicalconsiderations as part of engineering, rather than an add-on [2, 3]. In this study, therefore

Conference Session

Engineering Ethics Division - WIP Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joseph Martel-Foley, Wentworth Institute of Technology

Tagged Divisions

Engineering Ethics

attitudes also have broad implications inengineering such as design bias [4], algorithmic bias [5, 6], hiring/management bias [7], as wellas other types of workplace bias [8]. These ethically and economically relevant topics to allfields of engineering can be difficult to integrate into courses that are already laden with contentand technical skill development [9]. On the other hand, students find stand-alone ethics trainingless relevant to their field [10]. The most common method for balancing these opposites isintegrating a module into an engineering design course that uses a case study approach. Thetopics covered are canonical (i.e. Space Shuttle Discovery O-rings) and are almost alwaysassociated with ethical behavior in regards to job

Conference Session

Engineering Ethics Division - WIP Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong Joint Institute; Charlemagne Manuel

Tagged Divisions

Engineering Ethics

. [Accessed: 18-Apr-2018].[8] N. McCarthy, “The countries with the most STEM graduates,” Forbes, 02-Feb-2017.[9] F. Falcone, E. Glynn, M. Graham, and M. Doorley, “Engineering Ethics Survey for Faculty : An Assessment Tool Engineering Ethics Survey for Faculty : An Assessment Tool,” 120th ASEE Annu. Conf. Expo. Atlanta, June 23-26., 2013.[10] M. J. Murphy, “Ethics Education in China: Censorship, Technology and the Curriculum,” Teach. Ethics, vol. 16, no. 2, pp. 233–241, 2016.[11] I. Van de Poel and L. Royakkers, Ethics, Technology, and Engineering: An Introduction. Malden: Wiley-Blackwell, 2011.[12] “Engineering Ethics | Engineering Systems Division | MIT OpenCourseWare.” [Online]. Available: https

Conference Session

Engineering Ethics Division Technical Session - Ethics Decision-Making

Collection

2019 ASEE Annual Conference & Exposition

Authors

Luis Fernando Cruz; Wilfrido A. Moreno P.E., University of South Florida; Joel Howell, University of South Florida

Tagged Divisions

Engineering Ethics

that The pedagogical intentionality should be oriented togoes beyond an isolated process of intellectual, develop ethical behaviors in the student during theemotional or motor skill functions. It is the whole process of formation as an engineer and notexpression of a whole, that is changing and open to to dictate isolated or elective courses of ethics tomultiple possibilities. The challenge of education is complement the engineering curriculum. Theto carry out pedagogical strategies that really traditional teaching of theoretical courses in ethicsmodulate the bio-psycho-social complexity of the characterized by the teaching of the history of ethics,student in order to facilitate his/her

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University Purdue University, Indianapolis; Grant A Fore, Indiana University Purdue University, Indianapolis; Brandon H Sorge, Indiana University Purdue University, Indianapolis; M A Coleman, Indiana U Purdue U Indianapolis; Mary F. Price; Thomas William Hahn, IUPUI

Tagged Divisions

Engineering Ethics

interventions have proven effective atachieving myriad ethics-related learning goals [3-6]. However, as a cursory review of thesearticles will reveal, the specific learning objectives and associated strategies for integrating ethicsinto the engineering curriculum vary widely. As a result, there is not a single proven recipe forsuccess in promoting engineering students’ ethical formation, nor is there an agreed upon end.In 2001, Haws [7] identified six prominent strategies utilized by engineering instructors forachieving ethics-related learning objectives. These included (1) professional codes of ethics, (2)humanist readings, (3) theoretical grounding, (4) ethical heuristics, (5) case studies, and (6)service learning. More recently, Hess and Fore [8

Conference Session

Engineering Ethics Division Technical Session - Ethics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gunter Bombaerts; Karolina Doulougeri, Eindhoven University of Technology

Tagged Divisions

Engineering Ethics

course, a part of the overall curriculum of their major. If you know it helps you for the other courses, then I think it’s more interesting and more motivational to do it. (BMT student) The reason that most students did not like this course, including me, was that the subject had to do very little with our bachelor program. Learning history should not be a part of an applied mathematics program. (AM student)According to students, USE Basic is a course very different from the other courses in theirmajor studies. As a result students are reluctant to engage in deep learning and invest less timeand effort in studying and participating in the course activities. Make it more technical. You are teaching this course

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sharon Tsai-hsuan Ku, University of Virginia; Xiafei Yang, University of Virginia; Sitong Wang, Chongqing University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

curriculum. Third, it discusses the interview results and learning outcomes. The casestudy of “intellectual property right”, a deeply controversial topic in the US-China tradenegotiation is chosen to open up the ontological inquires toward global engineering ethics.Finally, the paper reflects on the question of ethical diversity in engineering education andexplain why we argue that global classroom could be an effective method for understanding theconstruction of differences, bridging cross-cultural barriers and overcoming biases in the era ofUS-China trade war.Engineering Ethics Education in the US and China Engineering ethics is a widely taught subject in the US university engineering school.Since 2000, the U.S. Accreditation Board for

Conference Session

Engineering Ethics Division - WIP Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Soheil Fatehiboroujeni, Indiana-Purdue University; Atsushi Akera, Rensselaer Polytechnic Institute; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Alan Cheville, Bucknell University; Jennifer Karlin, Minnesota State University, Mankato; Sarah Appelhans, University at Albany; Thomas De Pree, Rensselaer Polytechnic Institute

Tagged Divisions

Engineering Ethics

engineeringethics” was observed (a) in situations where interview subjects articulate initiatives entailing engi-neering ethics intervention and their respective involvement in the process, or (b) in general whensubjects remark on engineering and its ethical and societal implications. This umbrella code rep-resenting various justifications or rationales of engineering ethics then probed further to identifynuances of “why engineering ethics” in each case. The low level codes, finally were integrated intoarguments used to rationalize promotion of engineering ethics education.3.1 Compliance Argument: Meeting RequirementsABET Engineering Criteria (EC) 2000, as well as the recent revisions modifying or clarifyingrequirements, explicitly mention ”an ability

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Peter Wesley Odom, Purdue University - Department of Engineering Education; Carla B. Zoltowski, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Engineering Ethics

Electrical and Com- puter Engineering and (by courtesy) Engineering Education and Director of the Vertically Integrated Projects (VIP) Program at Purdue University. She holds a B.S.E.E., M.S.E.E., and Ph.D. in Engineer- ing Education, all from Purdue. Prior to this she was Co-Director of the EPICS Program at Purdue where she was responsible for developing curriculum and assessment tools and overseeing the research efforts within EPICS. Her research interests include the professional formation of engineers, diversity, inclusion, and equity in engineering, human-centered design, engineering ethics, and leadership. c American Society for Engineering Education, 2019 Statistical Analysis and