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

Enhanced Biomedical Engineering Education and for Engineering Ethics Competitions — Ethical Twists and Cost Assessment RequiredAbstractThis paper builds on an important didactic element of course described at the 2011 ASEEconference.1 This present paper expands on its emphasis on story writing and reflection, but withan added ethics twist. A great short story requires superb character development, an excellentplot often with a seminal event and with twists, ethical dilemmas and an outcome. For ourbiomedical and rehabilitation engineering (BmRE) course, we also require a triage component,diagnosis, treatment and a cost-of-care analysis. The fact that the students themselves developedthe story line internalized the ethical

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

first elaborate on the major elements of the liberatory struggle, relationships,understanding, transformation, and solidarity [22]. The first element, relationships, highlightsthe status of the oppressed and oppressor in oppression, “institutionalized dominance of one partof humanity by another” [23, p. 41]. There are oppressors who tend to reproduce the status quo,and there are the oppressed, who are target group in institutionalization of discrimination anddominance. Understanding, is the stage in which the oppressed acknowledge the fact that theyare oppressed and critically seek for the causes. As a result of such critical reflection on the stateof oppression, the oppressed may discover who they really are. However, the oppressed need

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

differences in the interests and/or training indifferent majors. The very short responses from many students are somewhat troubling, giventhat all students should be able to readily answer these questions with more complex and detailedresponses after having taken a course that included ethics content. This raises interesting issuesaround students’ feelings about the importance of these topics, and indicates that these questionsmay reflect on the affective domain (e.g. value) to an equal or greater extent than the cognitivedomain (e.g. knowledge, reflected in the response to Q2).IntroductionEngineering has significant and important impacts on society, being critical to providing basicnecessities (e.g. access to clean water) as well as contemporary

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

end, student takes the final challengeassignment, which consists of multiple choice 10 questions. In addition to the 3 self-assessment and onefinal challenge quiz-type assessments, the students complete two reflection essay papers in the 9th an 10thweeks of the semester.Research Survey and Data collectionThe students in the 4th year seminar were asked to complete the online module in the 9th week of the courseduring fall 2018 term and the survey was administered in the last week (Week 10). The online module wasintegrated as a take-home assignment, where students were able to complete the online ethics module onBlackboard (the University’s Learning Management System). A survey consisting of 10 sections with 18questions was given to the

Conference Session

Engineering Ethics Division Technical Session - Ethics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Richard T Cimino, Rowan University; Scott Duplicate Streiner, Rowan University

Tagged Divisions

Engineering Ethics

game is to help students recognizealternatives in engineering ethical scenarios, in a playful environment. After the card game, adebrief session asks the students to reflect upon their choices during the game and reinforces theconcepts of the lecture. Afterwards, a second brief powerpoint presentation takes a closer look atcase study analysis, and focuses on the logical process of making ethical decisions. Thispowerpoint is supplemented by a short video on the Piper Alpha disaster, and leads to adiscussion of engineering codes of ethics. The final activity is a group oral presentation, inwhich teams are tasked with researching engineering ethics case studies of their own choice.These case study presentations will be evaluated using the ABET

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

eachindividual’s unique leadership trajectories.Informed by the literature in EL and LDE, we strived to design an EL module that recognizes theleadership qualities of students, fosters self-reflection and assessment, and connects withstudents’ ongoing academic and professional development.Backward Design of an Ethical Leadership ModuleWe took a backward design approach to develop the EL module (Wiggins and McTighe, 2005).Following Wiggins and McTighe’s suggestions, we started the design by articulating the learningobjectives of this module and by defining student outcomes that indicate the attainment of thechosen learning objectives. In the following stage, the design team identified processes forassessing the targeted student outcomes. The resulting

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

conduct mutual interview through which they developboth reflective and reflexive understanding toward each other’s profession, cultures as well as biasduring the communication. The paper is organized in four parts. First, it reviews engineering education in the US andChina, identifying their ontological foundations and differences/similarities in terms ofpedagogies, curriculum and objectives. Seconds, it introduces the design and implementation ofthe Global Classroom in the context of US-China trade war, in particular, how teaching moduleswere concocted to situate ethics discussion in the world with growing hostility, and how themutual interview between US/Chinese students along with the self-evaluation of bias were builtinto the

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

’ ethical formation. Theresearch question that we seek to address is, “In what different ways and to what extent doesparticipation in departmental engineering and science courses cultivate STEM students’ ethicalformation?” We define ethical formation in terms of several skills and dispositions, includingempathy [10], civic-mindedness [11], and ethical reasoning [12].This study is part of a larger project that strives to explore the effectiveness of integratingcommunity-engaged pedagogy and ethical reflection in the science and engineering curriculum[13]. During the 2018-2019 academic semesters, a subset of faculty from the courses surveyed inthis study participated in a faculty learning community focused on ethics instruction andcommunity-engaged

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

-studies in part two. Thesequestions serve two related ends: first, causing participants to reflect on their own knowledge andexperience, fostering critical thinking skills in relation to and better retention of contents; second,for research purposes, to better understand what users know and think about concepts and contentsrelated to ethics, technology, and society (Fig. 5 and Fig. 6).Fig. 5 Free-response questions about ethicsFig. 6 Free-response questions about cultureQuestions appearing at the end of the case studies concern each of the ten steps of the case-studyprocedure outlined in chapter two of Global Engineering Ethics (Fig. 7 and Fig. 8).Fig. 7 Step one of the case-study procedureFig. 8 Step two of the case-study procedureVersus

Conference Session

Engineering Ethics Division Technical Session - Ethics Decision-Making

Collection

2019 ASEE Annual Conference & Exposition

Authors

Harold W. Walker, Worcester Polytechnic Institute

Tagged Divisions

Engineering Ethics

fields of Business and Law [11,12,13]. Behavioral Ethicsintegrates traditional educational approaches to ethics with personal and professional reflection(i.e. what moral foundations do we and our profession bring to an ethical decision), anexploration of biases and stumbling blocks (e.g., loss aversion, ethical fading, etc.), and anemphasis on developing effective habits and strategies to avoid these decision making pitfalls.These insights can be applied at both the personal and institutional level.This paper describes the introduction of Behavioral Ethics into an engineering curriculum, usingethical questions centered on risk and public safety as an example. To guide the identification oflearning outcomes, a Behavioral Ethics rubric was

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

of Ethics, it is clearthat the Code highly reflects deontological theory; i.e., it consists of a series of doctrines thatengineers must follow, with intrinsic morality tied to each behavior. In other words, the Code ofEthics can be seen as a reflection of an engineer’s duty to society.A difference from this dominate theoretical approach can be seen to emerge in the review of 108articles and conference papers on macroethical education in engineering. Articles were reviewedand sorted based on the three main “families” of ethical theory: utilitarianism, deontology, andvirtue ethics. This review showed that explicit reference to these three families of theoryoccurred in 41 of the 108 articles reviewed – 14 predominately noted utilitarianism

Conference Session

Engineering Ethics Division - WIP Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; William M. Marcy P.E., Texas Tech University; Lakshmojee Koduru; John Richard Schumacher, Texas Tech University ; Micah Iserman, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

application of LIWC is whether the pre-defineddictionaries that LIWC draws on are appropriate for the texts that are being analyzed. The essaysthat students compose in specific courses, for instance, may more strongly reflect concepts (assignaled by the words they use) in that course, and those concepts may not have been adequatelyanticipated in the development of LIWC.An emerging supervised method for text analysis uses naïve Bayesian computations. The methodis based on an extension of Bayes theorem and is used to create classifiers that identify predictorsthat are able to classify old and new instances. For instance, after training on a set of newspapereditorials written from reactionary and liberal perspectives, a Bayesian classifier can be used

Conference Session

Engineering Ethics Division Technical Session - Ethics Decision-Making

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dayoung Kim, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

developing emotional responses such as empathy and sympathy [20]. Inengineering ethics education more specifically, Roesser discussed the importance of enhancingemotional and imaginative capacities of future engineers, especially in terms of encouragingemotional reflection in the design process for risky technologies [21]. Moreover, Sunderlandreported a novel attempt to engage students’ moral emotions in story-telling activity aboutethical issues [22].Despite growing interest in emotions in engineering ethics education, there has been littleempirical research about how emotions actually influence engineering students’ ethical decision-making. More broadly, it is not known whether, how, and to what degree emotions permeatestudents’ thinking about

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

] Kisselburgh, L., Hess, J., Zoltowski, C., Beever, J., and Brightman, A. (2016). Assessing a scaffolded, interactive, and reflective analysis framework for developing ethical reasoning in engineering students. In: American Society for Engineering Education Annual Conference. New Orleans, LA.[16] Douglas, K. and Purzer, Ş. (2015). Validity: Meaning and Relevancy in Assessment for Engineering Education Research. Journal of Engineering Education, 104(2), pp.108-118.[17] Bollen, K. (2014). Structural Equations with Latent Variables. New York, NY: John Wiley & Sons.[18] Gignac, G. (2009). Partial Confirmatory Factor Analysis: Described and Illustrated on the NEO–PI–R. Journal of Personality Assessment, 91(1), pp.40

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

human sciences, but that the student16]. recognizes ethics as something inherent to his/her education as an engineer. At this point the professorSubsequently, the concept of ethics being proposed plays a decisive role; on the one hand, he or shein this work transcends the philosophical reflection must be pedagogically trained to facilitate theof morality or the theoretical study of the formation process and on the other hand, as part ofimportance of the values of general ethics. It the system, he or she has the responsibility offocuses on ethics applied to engineering. That is to modeling ethical

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

vital role in the wider ecosystem of engineering profession(for example legal protections and obligations of a PE) reflects concretely in conversations as arationale to promote education of professional ethics.3.2.2 Ethical Development of New TechnologyOne of the most essential and characteristic tasks of engineering is the design of new technologies.As the integration of increasingly complex technologies with numerous aspects of our social andprivate life expands and intensifies, importance of ethical decision-making in production of noveltechnologies becomes evermore crucial. We observed arguments of this kind in our data as arationale for attending to engineering ethics education that enables the engineering students toaddress social and

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Sleep P.E., Oregon Institute of Technology; Yasha Rohwer, Oregon Tech

Tagged Divisions

Engineering Ethics

.). Alternatively, it could reflect conscious orunconscious adjustment of risk assessment based on the likely frequency of occupancy. Peoplegenerally spend much more time in their homes than in their pools. For both these reasons, it isunderstandable that students would be more risk averse when designing a home versus a pool.To help mitigate this potential complication, future surveys should use the same kind sameproject, two homes for example, for the cases in the survey. In addition, students were not givena budget for the projects. When told that helical piles were used, students were told that eachwould cost the client $6,000.00.Discussion and Future WorkThese results may also reflect lack of significant focus on ethics and the process of

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

, we iteratively tested our "humble" learning theory under real-world conditions [32]. Specifically, we sought to investigate how design challenges that arecontextual, current, relevant, and reflective of professional practice can support students toengage in ethical reasoning by being scaffolded to consider diverse stakeholder needs. Thedesign challenges were not client driven, but were specifically developed to have an authenticfeel and clear stakeholders. To guide our investigation, we posed the following questions: 1. What kinds of ethical reasoning do students demonstrate in their final project pitches? 2. Do the kinds of ethical reasoning vary by design challenge type (community-focused versus entrepreneurial)?Setting

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

force,and is committed to solving the imbalance of social development, while traditional means ofpoverty eradication cannot fundamentally solve the problem. It can be said that bothengineering ethics and inclusive innovation share the core goals of “changing the potential ofpeople's lives, solving social problems, and maintaining fairness and justice”. Secondly, reflecting the social fairness, building a community with a shared future formankind and fully stimulating the social innovative vitality are the philosophical startingpoints of engineering ethics and inclusive innovation. There are two principles need to beconsidered when we reflect the social fairness. The principles are as follows:(1) Equality ofopportunities. Under the condition

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of New Mexico

Tagged Divisions

Engineering Ethics

3 (9%) 4 (10%)As one can see, about half of the computer science students believed that the highest privacyshould be set as the default. This was only true for 35% of students registered in the businessethics course. In addition, about a fifth of students from the business ethics course believed thatthe lowest privacy should be set as the default level of privacy. However, this option wasselected by around 12% of computer science students. This finding shows that, computer sciencestudents were more cautious about the issue of privacy compared to their non-computer sciencepeers. This can be attributed to the knowledge computer science students possessed regarding theissue of privacy which was reflected in some of computer

Conference Session

Engineering Ethics Division Technical Session - Ethics Decision-Making

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Laurie A. Pinkert, University of Central Florida

Tagged Divisions

Engineering Ethics

moraldevelopment that privileges reason (see discussions in Davis and Feinerman [2]; Holsapple et al.[3]; Clarkeburn [4]; Bebeau and Thoma [5]). Moral foundations are described as value-drivenaffects that influence our decisions even before conscious reflection and reasoned decision-making enters the stage. Identifying the roles that such pre-rational individual values play withindisciplinary enculturation is especially crucial to increasing and retaining diverse perspectiveswithin STEM fields, contributing specific insight into why some individuals may not “seethemselves” in the values of their selected disciplines [6], [7]. This institution-specific analysisprovides proof of concept through preliminary data in support of a larger multi

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

with. I was not really sure what was important in lectures or tutorials, so I tried to get down all I could. Strategic I organized my study time carefully to make the best use of it. Learning I was pretty good at getting the work done when I had to. I think I was quite systematic and organized when I prepared the assignment and the quizzes. Deep Learning Before starting the assignment, I first tried to work out what lies behind it. When I was working on the assignment, I tried to see how all the ideas fitted together. I often reflected on things I heard in the lectures, read in the book or were asked in the tutorials.In 2017

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong Joint Institute; Horst Hohberger, University of Michigan - Shanghai Jiao Tong University Joint Institute

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

,unvalidated version of the MFQ, such that the results do not support their claims.[69] Althoughthe authors of this paper find those responses convincing, as Owen Flanagan has recently andrightly noted, not all characteristics of MFT proposed by its creators/advocates logically entaileach other, such that trouble for one or some does not necessarily entail trouble for all.[70]The chief interest in MFT for the present study is as a pluralist, social intuitionist theory of morality– in other words, that, first, morality is about many things rather than only one; second, the contentsof moral judgments are socially oriented and culturally variable; third, moral judgments are closerto/result from feelings than rational reflection. As mentioned above, this

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

of the ecosystem: howchanges in the natural world specifically affect our species [61]. More recent theorists, however,are exploring the concept of “deep ecology,” that is, “nature as a whole has moral value” [62, p.97], irrespective of interplay with the human population. Viewing the natural world as having anintrinsic worth is, indeed, one of the major challenges facing environmental philosophers [63].Ocean gyres, particularly the GPGP, are a topic ripe for ethical reflection in engineering classesfor a number of reasons. First, it involves public safety, which engineers in all fields pledge touphold as professionals in their respective areas. Second, it involves establishing and maintaininga sustainable environment, which engineering