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

Consensus-Building Skills, (3) Dispositions– Valuing Community Engagement,Self-Efficacy, Social Trustee of Knowledge, and (4) Behavioral Intentions.Interpersonal Reactivity IndexThe Interpersonal Reactivity Index [15] is a self-report psychometric instrument that measuresself-reported empathic tendencies via four subscales. In this study, we utilized only twosubscales from the Interpersonal Reactivity Index: (1) Perspective-Taking and (2) EmpathicConcern. Perspective-Taking represents one’s tendency to consider the perspectives of another orothers in general (i.e., non-engineering or science specific) everyday interactions. We describeperspective-taking as cognitive, meaning its focus is on mental processes and rational thought, aswell as other

Conference Session

Engineering Social and Human Ethical Impacts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark L. Bourgeois, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

General Self-Efficacy Scale (NGSES) The NGSES measures the student’s attitude towards their own sense of efficacy.13 Forexample, it tries to capture how easily they may give up or how persistent they see themselves asbeing, and whether they see themselves as someone who usually succeeds or not, or who seeksout challenges or not. A sense of self-efficacy is critical to moral development, because it iscritical to actually following through with moral actions. A person who has a keen sense ofethics will not be an effective ethical actor unless he or she also has a sense that his or her actionscan make a difference and unless he or she will have the perseverance to follow through evenwhen obstacles are encountered. We see the Self-efficacy

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

sections, we discuss each of the quantitative and qualitative research componentsand sub-questions intended to unpack the higher-level research questions. We conclude thissection by identifying strategies for merging the results and describe how these results will leadto research insights, formative modifications to the project intervention, and refinement of theresearch questions.3.3. Quantitative Methodologies To ascertain the effectiveness of the intervention, we will implement and analyze a programof quantitative measures that will inform three separate but inter-related sub-research questions:1. To what extent does participating in the FLC program influence STEM educators’ (i) civic- mindedness, (ii) instructional self-efficacy, and (iii

Conference Session

Engineering Ethics Division - Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Trevor Scott Harding, California Polytechnic State University; Donald D. Carpenter P.E., Lawrence Technological University; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Engineering Ethics

conducted several investigations on the influence of non-traditional teaching methods (e.g. service learning, project-based learning) on student motivation and self-efficacy. He is also PI on several projects investigating the degradation of biomedical materials in physiological environments. Dr. Harding presently serves as associate editor of the on-line journal Advances in Engineering Education, and served as chair of the Materials Division and vice-chair of the ERM Division of ASEE. Dr. Harding received the 2010 ASEE Pacific Southwest Section Outstanding Teaching Award and the 2008 President’s Service Learning Award for innovations in the use of service learning at Cal Poly. In 2004 he was named a Templeton Research

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shiyu Liu, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University, University Park; Irene B. Mena, University of Illinois, Urbana-Champaign; Thomas A. Litzinger, Pennsylvania State University, University Park; Kirsten S Hochstedt, Penn State University; Tricia Bertram Gallant, Rady School of Management, UC San Diego

Tagged Divisions

Engineering Ethics

Academic Integrity into Engineering CoursesAbstractThis study examined how a professional development workshop affected faculty members’perspectives about incorporating academic integrity into their engineering courses. Embedded inthe context of a new initiative at a large Mid-Atlantic University that aims to enhanceengineering students’ understanding of academic integrity and professional ethics, the workshopfeatured three aspects: 1) enhancing faculty members’ self-efficacy in teaching academicintegrity and professional ethics; 2) facilitating their development of instructional strategies forteaching integrity and ethics; and 3) supporting their classroom implementation of instructionalplans. Seven faculty participants were interviewed after

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mona Itani, American University of Beirut

Tagged Divisions

Engineering Ethics

/ethicsedtech.pdf?sequence=2 9. Maag, M. (2004). The Effectiveness of an Interactive Multimedia Learning Tool on Nursing Students’ Math Knowledge and Self-efficacy. CIN: Computers, Informatics, Nursing. 22(1), 26– 33 10. McDonald, G. M. (2004). A case example: Integrating ethics into the academic business curriculum. Journal of business ethics, 54, 371-384. Retrieved from http://link.springer.com/content/pdf/10.1007/s10551-004-1826-9 11. McDonald, G. M., & Donleavy, G. D. (1995). Objections to the teaching of business ethics. Journal of business ethics, 14, 839-853. Retrieved from http://link.springer.com/content/pdf/10.1007/BF00872350 12. McWilliams, V., & Nahavandi, A. (2006). Using live cases to

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Trevor Harding, California Polytechnic State University; Donald Carpenter, Lawrence Technological University; Matthew Mayhew, New York University

Tagged Divisions

Engineering Ethics

profession.AcknowledgementsThe work described in this paper has been funded by the Educational Research and MethodsDivision (ERM) of the American Society for Engineering Education through the ERM mini-grant program, by the Kern Family Foundation, and by the Templeton Foundation in conjunctionwith the Center for Academic Integrity. The E3 Team is grateful for the support.Bibliography1. Ajzen, I. (2002). Perceived behavioral control, self-efficacy, locus of control, and the Theory of Planned Behavior. Journal of Applied Social Psychology, 32(4): 665-683.2. Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50: 179-211.3. Ajzen, I. (2002). Attitudes, Personality, and Behavior. Buckingham, England: Open

Conference Session

Ethical Issues II: Academic Integrity and Student Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Isaac W. Wait, Marshall University; Armin Eberlein P.E., American University of Sharjah

Tagged Divisions

Engineering Ethics

Report 33, no. 5 (January 2008): 65-78.[6] Betty Leask (2006): Plagiarism, cultural diversity and metaphor—implications for academic staff development, Assessment & Evaluation in Higher Education, 31:2, 183-199[7] Janice Payan, James Reardon, and Denny E. McCorkle (2010) The Effect of Culture on the Academic Honesty of Marketing and Business Students, Journal of Marketing Education December 2010 32: 275-291,[8] James Ogilvie (2007). The Application of Self-Efficacy and Deterrence Theory to Academic Misconduct: An Examination of Plagiarism among Australian University Students. Honours Thesis. Griffith University. Page

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ryan C. Campbell, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

Engineering Ethics

at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence and on effective methods for teaching global issues such as those pertaining to sustainability. Page 26.687.1 c American Society for Engineering Education, 2015 Ethics in Engineering Students’ Design Considerations: Case Studies of Electric Power Systems for the “Developing World”AbstractThis

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Mee Joo Kim, University of Washington-Seattle; Rebecca A. Bates, Minnesota State University, Mankato; Elizabeth Burpee

Tagged Divisions

Engineering Ethics

with the University of Kentucky, Lexington, in a similar position from 1996 to 1999. Her research interests in engineering education focus on the role of belonging, self-efficacy, and other non-cognitive factors on success and persistence. She is also managing director of Coming Alongside, a non-profit environmental health services organization.Ms. Mee Joo Kim, University of Washington-Seattle Mee Joo Kim is a doctoral student at University of Washington-Seattle. Her research interests focus on global citizenship development of undergraduate STEM student populations.Prof. Rebecca A Bates, Minnesota State University, Mankato Rebecca A. Bates received the Ph.D. degree in electrical engineering from the University of

Conference Session

Ethical Issues II: Academic Integrity and Student Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela L. Minichiello, Utah State University; Laurie S. McNeill, Utah State University; Christine E. Hailey, Utah State University

Tagged Divisions

Engineering Ethics

improve the understanding of the learning and teaching of high school students and teachers as they apply engineering design processes to technological problems. She is also the Principal Investigator of the Influence of MESA Activities on Underrepresented Students, a program funded by the DRK-12 program at NSF. This exploratory study examines the influences that those MESA activities have on students’ perception of engineering and their self-efficacy and interest in engineering and their subsequent decisions to pursue careers in engineering. Page 25.330.1 c American Society for

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

than a survey.When the total number of themes identified per student on the post survey were compared to theLikert-type response items, two weak correlations were found: student ratings of importance ofethical issues to engineering (Spearman’s rho 0.184, two-tailed sig. 0.002) and average self-efficacy (preparation/ confidence across 4 items; Spearman’s rho 0.140, two-tailed sig. 0.017).However, there were not correlations with students’ rating of the importance of the considerationof societal issues to engineering (Spearman’s rho .083, sig. .156) or the level they felt prepared toface ethical issues in their future work (Spearman’s rho 0.90, two-tailed sig. 0.125). It wasexpected that if students’ believed ethics was important they would have