Displaying all 17 results
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- New Media for Ethics Education
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- 2020 ASEE Virtual Annual Conference Content Access
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- Joshua Gargac, University of Mount Union
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- Engineering Ethics
Paper ID #31052Let’s get ethical: Incorporating ”The Office” and engaging practicesinto an ethics module for capstone studentsDr. Joshua Gargac, University of Mount Union Joshua Gargac is an assistant professor of mechanical engineering at the University of Mount Union in Alliance, OH, where he advises the mechanical engineering senior capstone projects and SAE Baja team. In addition, Dr. Gargac teaches first-year engineering courses, computer-aided design, kinematics and dynamics of machinery, design of machine elements, and manufacturing science. He received his BSME from Ohio Northern University and a PhD in
- Conference Session
- Innovating Ethics Curriculum and Instruction
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- 2020 ASEE Virtual Annual Conference Content Access
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- Rob Sleezer, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato
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- Engineering Ethics
four to complete design projects that are the samescope and scale of typical capstone design projects. For working on this project, the studentengineers earn three credits of design and three credits of professionalism. The design creditsaccount for the actual engineering work associated with the project while the professionalismcredits account for the non-technical tasks associated with the project, such as communication,professional development and teamwork. One set of professionalism assignments, of particularinterest to this work, is to write reflection journal entries designed to support the studentengineers’ metacognitive processes and cement important learning. Often, reflections connect toactivities done in our one credit seminar where
- Conference Session
- Ethical Design
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- Scott A. Civjan, University of Massachusetts, Amherst; Nicholas Tooker, University of Massachusetts, Amherst
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- Engineering Ethics
practice. Anend of semester survey was given to students only taking the design class, taking the classsimultaneously with a capstone seminar course that included more traditional ethics curriculum,and only taking the capstone seminar course. Results indicate that integrating ethics assignmentsinto design courses can complement traditional ethics instruction. Students enrolled in bothclasses responded with more consistent ethical decision outcomes, where students acknowledgeother perspectives and were less likely to select decisions that avoid responsibility for theiractions. Student responses also indicated a positive experience with the new content deliverymethod.IntroductionEthics instruction in the engineering curriculum is fraught with
- Conference Session
- Innovating Ethics Curriculum and Instruction
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- 2020 ASEE Virtual Annual Conference Content Access
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- Elizabeth A. Debartolo, Rochester Institute of Technology; Wade L. Robison, Rochester Institute of Technology; Sarah Aileen Brownell, Rochester Institute of Technology
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Paper ID #30487WIP: A One-Page Ethical Checklist for EngineersDr. Elizabeth A. DeBartolo, Rochester Institute of Technology (COE) Elizabeth A. DeBartolo, PhD is the Director of the Multidisciplinary Senior Design Program at the Rochester Institute of Technology, where students from Biomedical, Computer, Electrical, Industrial, and Mechanical Engineering work together on multidisciplinary teams to complete their 2-semester design and build capstone projects. She received her graduate degree in Mechanical Engineering from Purdue University and has worked at RIT since 2000.Prof. Wade L. Robison, Rochester Institute of
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- New Media for Ethics Education
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- Allen R. White, Rose-Hulman Institute of Technology
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- Engineering Ethics
: Project Work Skills and Meeting SkillsSimulation ProcedureThe simulation was performed in two sections of mechanical engineering capstone design duringthe second quarter of a three quarter senior design sequence. After a brief introduction to theFate™ game mechanics, the meeting is convened, each student introduces their PC, describestheir role, and explains their team’s status. Discussions ensue as to the best course of action andonce conflicts arise, the dice, PC skills, and reputation chips resolve the disputes. The outcomeis almost certainly an ethical compromise that has the potential to impact the customers’ safety,the value of the product, and the company’s reputation.After a brief discussion, the engineers are told that they most
- Conference Session
- Reimagining Engineering Ethics
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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
because of the open-ended nature of the activity [30]. Sinceproject-based learning is often done in teams, students engage in reflective dialogue and weighvarious perspectives that further promote critical thinking. Students are also given moreownership over their learning process than they would with traditional course pedagogy, whichfacilitates positive motivations [29], [42]. Capstone design projects, required of all ABET-accredited programs, is just one example of such open-ended, team-based projects. 6Providing real-world scenarios with no right or wrong answers provides an ideal context forstudents to learn how to apply critical thinking to
- Conference Session
- Ethical Design
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- Donald Winiecki, Boise State University; Lynn Catlin P.E., Boise State University; Harold Ackler, Boise State University
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- Engineering Ethics
and technology-in-use as a reflection on, and an influence on social morals and social ethics.Mr. Lynn Catlin P.E., Boise State UniversityDr. Harold Ackler, Boise State University Dr. Harold Ackler is a Clinical Assistant Professor in the Micron School of Materials Science and En- gineering at Boise State University. He teaches advanced undergraduate laboratory courses and manages the senior capstone program in the Micron School. He received BS and MS degrees from the University of California at Berkeley and his PhD degree from the Massachusetts Institute of Technology (1997), all in Materials Science and Engineering. He has over 13 years of experience working in industry where he learned how important hands-on
- Conference Session
- Assessing Ethics Learning
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- Jagadish Torlapati, Rowan University; Sarah K. Bauer, Rowan University; Cheng Zhu, Rowan University
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and Environmental Engineering at Rowan University. Dr. Bauer holds a doctoral degree in Civil and Environmental Engineering from the University of Virginia, Charlottesville. Dr. Bauer is the recipient of numerous awards and scholarships as a young professional. Her primary research interests are: water and wastewater treatment, renewable energy technologies, and pollution prevention. She has worked on a variety of educational projects to enhance environmental engineering education while at Rowan University. Dr. Bauer is an active member of ASEE and the Society of Women Engineers (SWE) and currently serves as the Faculty Advisor for Rowan’s Student Chapter of SWE.Prof. Cheng Zhu, Rowan University Dr. Cheng Zhu
- Conference Session
- Assessing Ethics Learning
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- David S. Greenburg, The Citadel; Robert J. Rabb P.E., The Citadel
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peacetime and combat experi- ence. Upon completion of active military service, Dr. Greenburg served in program leadership positions at Eagan McAllister Associates, and Science Applications International Corporation until he joined the faculty at the Citadel. Dr. Greenburg’s research interests include modeling project networks, technical decision making and leadership. Dr. Greenburg earned is BA in History at The Citadel (1981), Masters in Management from the Naval Postgraduate School (1994), and his PhD in Business Administration (Man- agement of Engineering and Technology) from Northcentral University (2010). He is a certified Project Management Professional (PMP) by The Project Management Institute (PMI).Dr. Robert J
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- Innovating Ethics Curriculum and Instruction
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- Andrew Katz, Virginia Tech; Umair Shakir, Virginia Tech
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- Engineering Ethics
their minds, less important) content [16],[18]. Therefore, an alternative mode of integration, ethics across the curriculum (EAC), is beingadopted at several US universities, (e.g., University of Texas at Austin [19], The University ofMichigan [20] and Illinois Institute of Technology [21]). In the EAC approach, ethics is introduced to students in various technical courses duringfour-year undergraduate studies. During the second and third years, ethics are being discussed inconnection with the subject matter of technical course, and ethics discussion continues into acapstone design project in the senior year by considering the societal implications of a designproject[14], [22]. Continuous exposure to ethical content during the
- Conference Session
- New Areas of Ethical Inquiry
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- Karen C. Davis, Miami University
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- Engineering Ethics
Paper ID #29277Ethics in Data Science EducationDr. Karen C. Davis, Miami University Karen C. Davis is an Associate Professor in the Department of Computer Science and Software Engineer- ing at Miami University. Her research interests include database design, query processing and optimiza- tion, data warehousing, and computing education. She has published more than 50 papers, most of which are co-authored with her students. She has advised over 100 senior design project students and more than 40 MS/PhD theses/projects in the area of database systems. She was awarded the ASEE Sharon Keillor Award for Women in Engineering
- Conference Session
- New Areas of Ethical Inquiry
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- 2020 ASEE Virtual Annual Conference Content Access
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- Kenneth Stafford Sands II, Florida Gulf Coast University; Annie R. Pearce, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Min Jae Suh, Sam Houston State University; Christine Marie Fiori, Drexel University
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- Engineering Ethics
management, contracting business, or thesis (capstone).Table 4. provides further details on student respondents.Table 3.Faculty Respondent Data Program A Program B Program C Program D Program E Respondent 1 2 3 1 1 1 1 2 # Taught full No No No No No No No No course on ethics Taught Yes, Yes Yes, Yes, Introduction to Yes, Professional & Yes Yes, Yes, Project course(s) that Construction
- Conference Session
- New Areas of Ethical Inquiry
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- Joseph Benin, U.S. Coast Guard Academy; William Randall, U.S. Coast Guard Academy
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- Engineering Ethics
, research and presentations, and a final project, students learnedabout, explored, and sought to discern the ethical implications of cybersecurity within thecontext of society, especially as it pertains to military and law enforcement. Student feedbackvalidated that the course challenged them, offered them an opportunity to present their views,and extended what they had learned in their classic ethics class into the cyber domain. Basedupon lessons learned, adjustments are being made for the second offering of this course in orderto improve the flow and delivery of the class and the evaluation criteria. Changes are also beingmade to account for the increased class size from single to double digits.1. IntroductionAs engineering and technology become
- Conference Session
- Research on Engineering Ethics Education and Practice
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- 2020 ASEE Virtual Annual Conference Content Access
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- Madeline Polmear, University of Florida; Angela R. Bielefeldt, University of Colorado Boulder; Nathan E. Canney, CYS Structural Engineers Inc.; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder
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engineering education research interests focus on community engage- ment, service-based projects and examining whether an entrepreneurial mindset can be used to further engineering education innovations. He also does research on the development of sustainable materials management (SMM) strategies.Dr. Daniel Knight, University of Colorado Boulder Daniel W. Knight is the Program Assessment and Research Associate at Design Center (DC) Colorado in CU’s Department of Mechanical Engineering at the College of Engineering and Applied Science. He holds a B.A. in psychology from Louisiana State University, an M.S. degree in industrial/organizational psychology and a Ph.D. degree in education, both from the University of Tennessee
- 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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- Diversity
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- Engineering Ethics
multidisciplinary research? What are they? How can a mentor’s reaction to the unexpected motivate or influence a mentee to make good or bad ethical choices? What is the issue or point of conflict?In the case study titled “Plagarism,” participants are asked to imagine what they would do as onemember of a team of students working on a capstone project that has been assigned to develop abackground report about the current state-of-the-art. The day of the deadline, another membersends their background section with what appears to be a large, plagiarized section of text (basedon a quick internet search); the assignment is due today and the author can’t be reached. Thiscase study asks participants to consider what they would do, how they
- 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
- Tagged Divisions
- Engineering Ethics
ABETaccredited, they all had demonstrable coverage of ethics-related program outcomes. The authorsobserved that there were often general education ethics requirements which could have been usedas part of the ABET accreditation.A survey of primarily civil engineering faculty by Freyne and Hale [8] found that facultygenerally supported disciplinary ethics courses taught from within a program, but often doubtedthe training or ability of disciplinary faculty to teach ethics appropriately or well given the lack oftraining.A survey of 24 papers focusing on undergraduate engineering ethics education found that ethicstended to be taught as part of another course, usually either in a Capstone/Senior Design course orin an introductory Engineering 101 course [9
- Conference Session
- Research on Engineering Ethics Education and Practice
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- 2020 ASEE Virtual Annual Conference Content Access
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- Greg Rulifson P.E., U.S. Agency for International Development; Angela R. Bielefeldt, University of Colorado Boulder
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- Diversity
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- Engineering Ethics
schools, are responding to theseserious issues with training, task forces, student groups, counseling services, and concertedattempts to shift the culture towards openness and accountability [30]. Further, there areprograms that actually center social justice, community engagement, and humility regardingprivilege and power are growing. Some examples include the Colorado School of Mines, MercerUniversity, Oregon State University, and Villanova University [31]–[34]. These not onlydemonstrate care for people and the environment impacted by engineering projects, but alsoencourages students to care for each other.An Ethic of Care may provide a framework through which engineering faculty and staff atuniversities can improve their cultures to be more