Displaying all 20 results
- Conference Session
- New Media for Ethics Education
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- 2020 ASEE Virtual Annual Conference Content Access
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- Valerie H. Summet, Rollins College; Rebecca A. Bates, Minnesota State University, Mankato
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- Engineering Ethics
& Exposition. Montreal, QB: ASEE Conferences, June 2020.[18] S. Gailey, “STET,” Fireside Magazine, October 2018. [Online]. Available: https://firesidefiction.com/stet [Accessed: Jan. 6, 2020][19] N. Kritzer, “Cat pictures please,” Clarkesworld Magazine, January 2015. [Online]. Available: http://clarkesworldmagazine.com/kritzer 01 15 [Accessed: Dec. 6, 2019][20] K. Ong Muslim, “Day of the builders,” Weird Fiction Review, September 2016. [Online]. Available: http://weirdfictionreview.com/2016/09/day-of-the-builders/ [Accessed: Jan. 16, 2020][21] A. Marshall and A. Davies, “Uber’s self-driving car didn’t know pedestrians could jaywalk,” Wired Magazine, November 2019. [Online]. Available: https://www.wired.com/story/ubers
- Conference Session
- Assessing Ethics Learning
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jagadish Torlapati, Rowan University; Sarah K. Bauer, Rowan University; Cheng Zhu, Rowan University
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- Diversity
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- Engineering Ethics
the students. These case studieswill be improved to create complex scenarios for ethical education and training of students incivil and environmental engineering curricula. 105. References[1] Martin, M.W. & Schinzinger, R. Ethics in Engineering. New York: McGraw Hill (1996).[2] Houston, B. (2006, June), Ethics A Tough Choice Paper presented at 2006 AnnualConference & Exposition, Chicago, Illinois. https://peer.asee.org/793[3] Poor, C. J., & Chase, A., & Inan, M. (2019, March), Integrating Ethics Across the CivilEngineering Curriculum Paper presented at 2019 ASEE PNW Section Conference, Corvallis,Oregon. https://peer.asee.org/31883[4] Carpenter, W. (2004, June), Teaching Ethics To
- Conference Session
- Reimagining Engineering Ethics
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- 2020 ASEE Virtual Annual Conference Content Access
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- Yousef Jalali, Virginia Tech ; Scott A. Civjan, University of Massachusetts Amherst
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- Diversity
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- Engineering Ethics
from theimmediately relatable and incrementally to the future self an instructor can increase the studentawareness of different perspectives, widen the inter-relations of stakeholders being consideredand incrementally provide situations that are further removed from the student’s personalexperience. Students were then asked to interview non-engineers to get feedback on theperception of engineering decisions accounting for end user perspectives. This was followed upwith a final assignment in which students reflected on watching portions of an ASEE sessionpanel of activists giving their experiences around specific engineering crisis (CommunityEngagement Panel, 2019). The voices of stakeholders in these last two assignments are intendedto move
- Conference Session
- Reimagining Engineering Ethics
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Jessica Koehler, Wake Forest University; Olga Pierrakos, Wake Forest University ; Michael Lamb, Wake Forest University; Alana Demaske, Wake Forest University; Carlos Santos, Wake Forest University; Michael D. Gross, Wake Forest University; Dylan Franklin Brown, Wake Forest University
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- Diversity
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- Engineering Ethics
engineering faculty found problem-solving, akin to criticalthinking, to be the single most important competency for engineers [39]. Critical thinking isassociated with many aspects of ABET Student Outcomes. Not only does it address problemsolving and analysis, but the process of argumentation cultivates communication skills that areessential to collaboration. Being self-critical keeps one open-minded to learn and solve problemsboth alone and in groups. Lastly, the process and spirit of inquiry is a necessary driver in self-directed, lifelong learning [19]. Despite its accepted importance, engineering graduatesconsistently fall short in critical thinking skills according to employers [29], [39], [40].According to a 2019 literature review, established
- Conference Session
- New Areas of Ethical Inquiry
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- 2020 ASEE Virtual Annual Conference Content Access
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- Minha R. Ha, York University; Joshua Racette, McMaster University; Shinya Nagasaki, McMaster University
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- Diversity
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- Engineering Ethics
evaluate the effectiveness of the inquiry learning strategy outlined above, we conductedPost-Course Surveys and in-depth interviews in 2017, 2018, and 2019. This paper focuses on the 5findings from our surveys. The survey was conducted online through a secure platform providedby the institution (Office of Research Ethics), completed outside the class time. The researchassistant (Racette) made the announcements in class and on the learning management system, andwas the only person with access to the raw data. There was a bonus mark of 1% for completion ofeach survey, and the research assistant (Racette) directly arranged with the course TAs to applythe bonus marks to the final grades. The anonymized
- Conference Session
- Innovating Ethics Curriculum and Instruction
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- 2020 ASEE Virtual Annual Conference Content Access
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- Katy Luchini-Colbry, Michigan State University; Melissa McDaniels, Michigan State University
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- Engineering Ethics
leadership team of the Center for the Improvement of Mentored Experiences in Research at the University of Wisconsin, Madison. In her role as CIMER Investigator, she is leading a project as a part of the APS’s NSF INCLUDES Inclusive Graduate Education Network (IGEN). From 2014-2019 she also served as Co-Director of the NIH-supported National Research Men- toring Network’s Master Facilitator Initiative. From 2008-2012, McDaniels served as Director of Michi- gan State University’s NSF ADVANCE Grant where she spearheaded the institution’s efforts to diversify the faculty in Science, Technology, Engineering, and Mathematics (STEM) fields. In this role she was responsible for the development and implementation of MSU’s new
- Conference Session
- Ethical Design
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- 2020 ASEE Virtual Annual Conference Content Access
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- Scott A. Civjan, University of Massachusetts, Amherst; Nicholas Tooker, University of Massachusetts, Amherst
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- Engineering Ethics
undergraduate engineeringethics education. ASEE Annual Conference. Paper ID#18383.[20] Community Engagement Ethics – First Steps in a Conversation with Affected Communities.(2019) Session: W252: Distinguished Lecture Panel.ASEE Annual Meeting.Appendix: Case Studies Used in Survey:The following scenarios will be followed by a series of options. Choose TWO options that you think arethe optimal responses to the given issue.Scenario 1) Modified from EDM Pre-test (Mumford et al. University of Oklahoma):Price is an engineer who has just started a job with a company that does specialty vibration designs forengineering structures, including pedestrian bridges, antennae support structures and space satellitesystems. Price’s job will be to review and analyze
- Conference Session
- Ethical Design
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Donald Winiecki, Boise State University; Lynn Catlin P.E., Boise State University; Harold Ackler, Boise State University
- Tagged Divisions
- Engineering Ethics
education and professional development are for preparing students to succeed in the workplace. c American Society for Engineering Education, 2020 Developing and Applying Knowledge and Skills in Ethics and Professional Morality Don Winiecki, Ed.D., Ph.D. (presenting author) Lynn Catlin, P.E. Gus Engstrom, Ph.D., P.E. Harold Ackler, Ph.D. Boise State University, College of Engineering Boise, Idaho USA Accepted for presentation in the “Engineering Ethics” track at American Society for Engineering Education (ASEE) 2020(Originally scheduled for 21-24 June, Montreal, QC, Canada
- Conference Session
- Innovating Ethics Curriculum and Instruction
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Elizabeth A. Debartolo, Rochester Institute of Technology; Wade L. Robison, Rochester Institute of Technology; Sarah Aileen Brownell, Rochester Institute of Technology
- Tagged Divisions
- Engineering Ethics
Construction Engineering and Management,” Proc. 121st ASEE Annual Conference and Exposition, Indianapolis, IN, 2014.[4] Maryam Tabibzadeh and S. Jimmy Gandhi, “Comprehensive analysis of current engineering risk management curriculum,” Proc. 123rd ASEE Annual Conference and Exposition, New Orleans, LA, 2016.[5] W. Robison, Ethics Within Engineering. NY, USA: Bloomsbury Academic, 2017.[6] ASME Policies, Section 15.7 Ethics[7] IEEE Policies, Section 7.8 IEEE Code of Ethics[8] https://riskinnovation.org/think-differently/orphan-risks/[9] S. Hearn, “Outcome Mapping”, http://www.theoryofchange.org/wp-content/uploads/ toco_library/pdf/2001-Hearn-Presentation-Outcome-Mapping-Building-Learning.pdf (accessed August 6, 2019).[10] E. DeBartolo
- Conference Session
- Ethical Reasoning and Decision Making
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- 2020 ASEE Virtual Annual Conference Content Access
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- Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong University Joint Institute
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- Diversity
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- Engineering Ethics
, and all course instruction takes place in English.Although the English-language skills of participants in this study were not assessed, in 2017, theUM-SJTU JI conducted a survey of undergraduate students who took the TOEFL, finding themean score was 102.45 (N = 186; SD = 6.19). Of undergraduate students who take the TOEFL,this score falls in approximately the 85th percentile.[61] As a result, all participants in this samplehave high-level English-language proficiency. The average TOEFL score of test takers fromChina is 79.[61]The inclusion of responses in this study was voluntary and non-incentivized. Students were givenclass time at the beginning and end of the Fall 2019 semester, in two sections of the course“Global Engineering Ethics,” to
- Conference Session
- Research on Engineering Ethics Education and Practice
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Greg Rulifson P.E., U.S. Agency for International Development; Angela R. Bielefeldt, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics
other issues). In spring 2019 whileteaching capstone design, there was the greatest prevalence of severe health issues that I haveexperienced. Within a class of 58 students, two had severe concussions (and were unable to dowork for at least 2 weeks), another was hospitalized more than 1 week. As seniors, these studentsknew to reach out and let me know. Among first-year students I would often not find out aboutissues – the students would simply stop coming to class and not respond to emails. I would laterfind out a severe issue had occurred when the Dean’s office would retroactively withdraw thestudent from all courses, etc. Even more troubling: three suicides (at least) among engineeringstudents (college wide) in one academic year. So, all
- Conference Session
- New Areas of Ethical Inquiry
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Joseph Benin, U.S. Coast Guard Academy; William Randall, U.S. Coast Guard Academy
- Tagged Divisions
- Engineering Ethics
more pervasive and invasive in society, the need forengineers and computer professionals to possess a set of moral principles to the application oftheir labor has only become more and more important. This need appears almost universallyendorsed given the myriad of ethical codes promulgated by professional organizations in thesedomains (e.g. [1, 2, 3]). ABET specifies that it “expects [evaluators] to behave in a professionaland ethical manner” and lists “an ability to recognize ethical and professional responsibilities” asa required Student Outcome of accredited programs [4, 5]. The American Society forEngineering Education (ASEE) has long held and succinctly insists that “because engineeringhas a large and growing impact on society, engineers
- Conference Session
- Assessing Ethics Learning
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Peter Wesley Odom, Purdue University, West Lafayette
- Tagged Divisions
- Engineering Ethics
is believed that results highlighted several previously unknown issues with certain itemsfrom the EERI. Fortunately, the results also provide evidence-based support for how the indicateditems may need to be updated, or justification for their removal. IntroductionThis paper is a qualitative follow-up to a paper presented at the 2019 ASEE Annual Conference.In the previous study referenced [1], results from a partial confirmatory factor analysis (PCFA)of the EERI were presented. A PCFA is a method by which some true confirmatory factoranalytic (CFA) fit statistics can be estimated without the use of structural equation modellingtechniques or software [2]. Since a PCFA can be conducted within SPSS, it
- Conference Session
- Innovating Ethics Curriculum and Instruction
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Andrew Katz, Virginia Tech; Umair Shakir, Virginia Tech
- Tagged Divisions
- Engineering Ethics
interventions,” Sci. Eng. Ethics, vol. 24, no. 2, pp. 551–583, Apr. 2018, doi: 10.1007/s11948-017-9910-6.[10] J. A. Cruz and W. J. Frey, “An effective strategy for integrating ethics across the curriculum in engineering: An ABET 2000 challenge,” Sci. Eng. Ethics, vol. 9, no. 4, pp. 543–568, 2003, doi: 10.1007/s11948-003-0049-2.[11] S. Fatehiboroujeni et al., “Board 72: Why engineering ethics? How do educators and administrators justify teaching engineering ethics?,” in ASEE Annual Conference and Exposition, Conference Proceedings, Tampa, Florida, 2019.[12] B. E. Barry and M. W. Ohland, “ABET criterion 3.f: How much curriculum content is enough?,” Sci. Eng. Ethics, vol. 18, no. 2, pp. 369–392, Jun. 2012, doi: 10.1007/s11948
- Conference Session
- Assessing Ethics Learning
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- David S. Greenburg, The Citadel; Robert J. Rabb P.E., The Citadel
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics
andethics primarily from relatives and co-workers who are engineers, and rarely from technicalengineering courses. Our survey findings may support the idea that for the curriculum to beeffective students must have more practical experience, social interaction, and exposure to theengineering practice. This may be gained firsthand through internships and contact withengineering practitioners and being exposed to formal and informal expectations as well aseveryday practice.References[1] Rabb, R. and Greenburg, D. Meeting Industry Needs for Professional and TechnicalSkills With New Graduate Degrees, ASEE Conference Proceedings 2019[2] Bairaktarova, D., & Woodcock, A. (2017). Engineering student's ethical awareness andbehavior: A new motivational
- Conference Session
- Innovating Ethics Curriculum and Instruction
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Rob Sleezer, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato
- Tagged Divisions
- Engineering Ethics
context ofan integrated, project-based learning program for upper-division students. Using a commonscience fiction read as a case study for learning ethics in an engineering context has strongpedagogical value. The exercise is both morally sound and engaging. The student engineersparticipating in the experience effectively extracted, discussed, and reflected on ethical themesfrom the reading. Most importantly, they connected their ethical learning in this context to realworld applications.References[1] A. Segall, “Science fiction in engineering instruction: to boldly go where no educator has gone before,” in ASEE Annual Conference, Montreal, Quebec, Canada, 2002, pp. 7.993.1- 7.993.8.[2] L. Dubeck, M. Bruce, J. Schmucker, S. Moshier, and J
- Conference Session
- Reimagining Engineering Ethics
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Grant A. Fore, Indiana University Purdue University, Indianapolis; Justin L. Hess, Purdue University; Andrew Katz, Virginia Tech
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- Diversity
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- Engineering Ethics
his PhD from Purdue University’s School of Engineering Education, as well as a Master of Science and Bachelor of Science from Purdue University’s School of Civil Engineering. Justin is the 2020 program chair for the ASEE LEES division.Dr. Andrew Katz, Virginia Tech Andrew Katz is an assistant professor in the Department of Engineering Education at Virginia Tech. c American Society for Engineering Education, 2020 Ethics in Engineering or Engineering in Ethics?AbstractThis paper explores how the relationship between ethics and engineering has been and could beframed. Specifically, two distinct framings will be conceptualized and explored: ethics inengineering and engineering in ethics
- Conference Session
- Assessing Ethics Learning
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Florida; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder; Nathan E. Canney
- Tagged Divisions
- Engineering Ethics
integrating new understating gained into one’s experience, learning, and/or enhancedpersonal and professional effectiveness.” (p. 39) Reflective practices help create meaning fromexperiences by taking the time to consider an event through a specific lens. Reflection is alsobelieved to promote deep learning [9]. A search in ASEE PEER for manuscripts with“reflection” in the title yielded 195 results, including 102 from papers at the annual conference in2015-2019 [10]. However, it is unclear to what extent reflection is standard practice inengineering education versus being explored as “novel”. The value of reflection has beenparticularly linked with service-learning, as a critical step in achieving particular learning goalsand/or helping the learner
- Conference Session
- Research on Engineering Ethics Education and Practice
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Dayoung Kim, Purdue University, West Lafayette; Justin L. Hess, Purdue University, West Lafayette; Nicholas D. Fila, Iowa State University
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- Diversity
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- Engineering Ethics
Engineering Education at Purdue University. Dr. Hess’s research interests include exploring empathy’s functional role in engineering; advancing the state of the art of engineering ethics instruction; and evaluating learning in the spaces of design, ethics, and sustainability. Justin received his PhD from Purdue University’s School of Engineering Education, as well as a Master of Science and Bachelor of Science from Purdue University’s School of Civil Engineering. Justin is the 2020 program chair for the ASEE LEES division.Dr. Nicholas D. Fila, Iowa State University Nicholas D. Fila is an assistant research professor in the Department of Electrical and Computer Engi- neering at Iowa State University. He earned a B.S. in
- Conference Session
- Reimagining Engineering Ethics
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Luan Minh Nguyen, Iowa State University ; Cristina Poleacovschi, Iowa State University; Kasey M. Faust, University of Texas at Austin; Kate Padgett Walsh, Iowa State University; Scott Grant Feinstein; Cassandra Rutherford, Iowa State University
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- Diversity
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- Engineering Ethics