Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Irini Spyridakis, University of Washington

Tagged Divisions

Engineering Ethics

. Syst., vol. 1, no. 1-2, Jan. 5, 2017.[14] N. Norbisimi and S. Selke, “Social aspect of sustainable packaging,” Packaging, Technology, and Science, an Int. J., vol. 23, no. 6, pp. 317-326, Oct. 2010.[15] S.M. Lord, R. Olson, C.A. Roberts, C. Baillie, O.O. Dalrymple, and L.A. Perry, “Developing changemaking engineers--year five,” in Proc. of the 2020 ASEE Virtual Ann. Conf., pp. 22-26.[16] ABET, “Criteria for Accrediting Engineering Programs, 2021 – 2022,” [Online] Available: https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting engineering-programs-2021-2022/. [Accessed May 28, 2021][17] “Informal Lab Reports, Short Memo or Letter Reports.” Purdue Online Writing Lab. [Online]. Available

Conference Session

Technology and Design in Engaging and Analyzing Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Mark Stephen LaCour Jr., Texas Tech University; William M. Marcy P.E., Texas Tech University; Richard A. Burgess II, Texas Tech University

Tagged Divisions

Engineering Ethics

developing Solar Energy Germany was the leader producing solar panels until other countries like China, India, and the United States gain interest on developing these technologies. Moreover, in 2015, China became the largest producerof solar energy, and is currently making the biggest plant in the Gobi dessert. The amount of solar energy that China plans to produce in several yeas surpasses three times by what the United States has in mind. Another country with ambition when it comes to producing solar enrgy is India. By 2022, India plans to produce 12.5% of their general energy needs by using solar energy. This will benefit considerably theeconomy of the country. In addition, the state of

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Claussen, San Francisco State University; Shiloh James Howland, Brigham Young University; Swetha Nittala, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

, Ann Arbor, MI: The Millennium Project, 2008.[3] S. Sheppard, K. Macatangay, A. Colby, and W. M. Sullivan, Educating Engineers Designingfor the Future of the Field, Indianapolis, IN: Jossey-Bass, 2008.[4] ABET, https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2021-2022/[5] M. Davis, “Thinking like an engineer: The place of a code of ethics,” Philosophy and PublicAffairs, vol. 20, no. 2, pp. 150-167, 1991.[6] J. R. Herkert, Microethics, macroethics, and professional engineering societies. Emergingtechnologies and ethical issues in engineering, Washington DC: National Academy ofEngineering, 2004, pp. 107-114.[7] C. E. Harris, M. S. Pritchard, and M. J. Rabins, Engineering Ethics: Concepts

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Grant A. Fore, Indiana University-Purdue University of Indianapolis; Justin L. Hess, Indiana University-Purdue University of Indianapolis; Brandon Sorge, Indiana University-Purdue University of Indianapolis; Mary F. Price, Indiana University-Purdue University of Indianapolis; Martin A. Coleman, Indiana University-Purdue University of Indianapolis; Thomas William Hahn, Indiana University-Purdue University of Indianapolis; Julie Adele Hatcher

Tagged Divisions

Engineering Ethics

the projectframework throughout the 2018-2019 academic year, and then iterate on I-CELER coursesbetween Fall 2019 and Spring 2022. We expect courses to include three core components:• Community-Engaged Learning: Students partner with the community to identify and, when possible, address problems• Ethics: Students engage with ethical concepts (i.e., ethic of care; pragmatism)• Reflection: Students apply ethical theory to interpreting and reframing community-engaged experiencesTable 2: A possible outline for an I-CELER course Curricular 1. Problem Scoping 2. Concept Generation 3. Solution Realization Component Duration ~1.5 month ~1 month ~1.5 months Community