Conference Session

Engineering Ethics Issues Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

clicking for online advertising. There were two educational projects. The firstexamined belief revision through animated sequences using cases from I, Robot. The secondwas a web tutorial for novice users on machine learning in music recommendation systems. Thisproject ultimately formed the basis for one student‟s thesis work on human interfaces for musicrecommendation systems. Finally, seven students chose to write their own words of fiction.Students were allowed to write fiction in their native language so peer-review was used to betterevaluate the creative works. Technical topics addressed included: 1) Turing Tests and anexamination of intelligence, cognition and consciousness, 2) the limits of knowledge and logic:How much can we know? 3) belief

Conference Session

Engineering Ethics and Global Issues

Collection

2007 Annual Conference & Exposition

Authors

Dawn Bikowski, Ohio University; Melissa Broeckelman, Ohio University

Tagged Divisions

Engineering Ethics

AC 2007-2114: AN EDUCATIONAL FRAMEWORK FOR NURTURING ACULTURE OF ACADEMIC HONESTYDawn Bikowski, Ohio University Dawn Bikowski is the Director of the Graduate Writing Program at Ohio University. She teaches engineering graduate students about academic honesty within the context of developing a set of writing skills. She is also a doctoral student in Educational Studies. Her research interests include issues related to academic honesty and how technology can best be used in education.Melissa Broeckelman, Ohio University Melissa Broeckelman is a doctoral student in Communication Studies at Ohio University and is also the Academic Honesty Advisor for the Russ College of Engineering and Technology

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Teresa J. Ryan, East Carolina University ; Colleen Janeiro, East Carolina University; William E. Howard, East Carolina University

Tagged Divisions

Engineering Ethics

response,the effort has evolved to include more thorough education on what constitutes plagiarism duringthe first weeks of the course. As a result, in the subsequent semesters, the culture of a higherstandard is developing and the more rigorous expectation is generally known through the studentpopulation. The second focus of this work grew as natural questions from the effort to bringrigor to technical writing in the department. What is the perception of academic integrity issuesamong undergraduate students and faculty in the department and does it shift during a student’scareer? Where on the spectrum of “unacceptable” do various actions fall? Is it “more OK” tocopy a homework assignment from a peer than it is to scour the internet for a solutions

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

specificdifferences are not possible in this course. Cases will be developed about topics that are ofinterest for the different students. This will be done in collaboration with teachers fromstudents’ major departments to increase the chance to success. The real-life cases will involvereal stakeholders that are considered experts by the students and will bridge the gap betweenthe technical content they are interested in and the historical and ethical aspects. Onlinetutorials on reading and writing will be provided to assist students’ academic skills. Afeedback platform will be used to facilitate peer and teacher feedback. More time duringtutorials will be given for individual feedback for each team. Finally, students will have thepossibility to form their

Conference Session

Ethical Behavior in Academia and Beyond

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

authors cited their affiliation as the Center for Research inApplied Phrenology; the acronym CRAP, a dead giveaway, was apparently overlooked by themanuscript editor. To their delight, a few weeks later they received a notice of acceptance, basedon a rigorous peer review process, and a bill for $800, with directions to send payment to a postoffice box in the United Arab Emirates.2The incident created a whirlwind of commentary in the blogosphere and is but one of severalrecent, deliberate hoaxes aimed at online journals, particularly open access (also dubbed“predatory”) journals. But it also raises important questions in regards to the integrity ofpublished research in STEM-related fields and the ethics of editors and publishers who resort tolying

Conference Session

Faculty Views of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Teresa Ryan, East Carolina University; Colleen Janeiro, East Carolina University; William E. Howard, East Carolina University; Patrick F. O'Malley, Benedictine College

Tagged Divisions

Engineering Ethics

work reports on the second year of this ongoingstudy of the differences in perception of academic integrity issues among students and faculty.The study grew out of an effort to formalize and increase the rigor of instruction regardingplagiarism in technical writing. The scope expanded to include an instrument administered toboth students and faculty in (REDACTED) that aimed to characterize the degree to whichdifferent cheating behaviors are considered bad or ethically unacceptable. For example, is thesharing of a homework with a peer who was ill before the due date more or less “wrong” thanasking an earlier section of a course what is on an exam before walking in to take the exam? Inaddition, students who are in their first or second semester

Conference Session

Engineering Ethics I

Collection

2008 Annual Conference & Exposition

Authors

Jose Cruz, University of Puerto Rico-Mayaguez; William Frey, University of Puerto Rico-Mayaguez; Halley Sanchez, University of Puerto Rico-Mayaguez; Aury Curbelo, University of Puerto Rico-Mayaguez

Tagged Divisions

Engineering Ethics

disseminatesthe meta-knowledge relevant to developing and teaching a Student Module. In writing an IM, Page 13.396.4Toolkit authors collaborate to provide in-depth accounts of the corresponding SM’s pedagogical 3content. These IM components provide, roughly speaking, a taxonomy of meta-knowledgecategories responding to the needs of the EAC community. Because these needs are best metthrough collaborative, interdisciplinary action, the Toolkit creates the space for EAC communityparticipants to contribute according to their expertise by “filling in” an IM

Conference Session

Integrity and the Problem of Cheating

Collection

2017 ASEE Annual Conference & Exposition

Authors

Teresa Ryan, East Carolina University; Bernd Steffensen, University of Applied Sciences Darmstadt; Colleen Janeiro, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

as in AppendixTable A1. The original research at the East Carolina University in the US included 20 scenarios.For the German study, the last scenario (the use of online solution manuals or solution servicessuch as chegg.com) was dropped as analogous resources are not known to exist in Germanlanguage sources. It should also be noted that the translation was conducted without additionaloversight or verification of validity. Two of the instrument items are not dishonest actions andwere included as a kind of negative control on the pooled responses: Scenario 3:Writing-quotedwith citation and Scenario 14:YouTube to study. The remainder are designed to present gradationsof similar situations. This list includes shortened descriptor phrases to

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

[18]. The report assignment counts for 20 percent of the final grade and is holisticallygraded with guidance from a 27-item grading checklist divided into four categories: content,organization, design, and style/grammar/punctuation (see Appendix A for this checklist). Thischecklist guides students while writing their reports, teams during peer reviews, and instructorsduring grading. For grading, instructors lean on the checklist and give about 25% of the gradingweight to each of the four categories. Students, teaching assistants, and instructors haveappreciated the detailed guidance provided by the checklist—assignments that meet all itemsreceive a 100% grade. Across and within the categories, individual instructors may weight whatthey deem

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samson Pepe Goodrich, East Carolina University; Teresa Ryan, East Carolina University; Colleen Janeiro, East Carolina University; Patrick F. O'Malley, Benedictine College

Tagged Divisions

Engineering Ethics

section of institution types to enablesimilar observations.The pivotal Bowers study that spanned 99 institutions found that half of the students admitted tocommitting some sort of academic integrity violation while attending college, but only a smallpercent of cheaters was caught and punished. Bowers argued that most students morallydisapproved of cheating and believed their peers to disapprove as well, but they continued tocheat due to academic survival outweighing moral decision-making [6]. Thirty years afterBowers’ article, in 1994, McCabe and Bowers compared the results of McCabe’s research in1991 to the results of Bowers’ study in 1964 [7]. A portion of the survey instrument used in thecurrent work asks students to self-report the number of

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles J. Robinson, Clarkson University; Loretta Driskel, Clarkson University; Erin Blauvelt, Clarkson University; Laura Perry, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

International Online Learn- ing; Sloan-C Blending Learning; eLearning Consortium of Colorado Conference; SUNY Online Learning Summit (SOL); DOODLE; the Teaching and Learning with Technology Conference (TLT), and the Con- ference on Instructional Technologies (CIT). All of her presentations focused upon the various topics that support her mission for student success and efficient class management. Loretta has been recognized by Open SUNY as an Open SUNY Fellow Expert Online Instructional Designer. In addition, she is a member of the MERLOT Teacher Education Editorial Board and a MERLOT Peer Reviewer Extraordinaire. As a certified Quality Matters Master Reviewer and peer reviewer in general, she peer reviewed numerous

Conference Session

Ethical Issues II: Academic Integrity and Student Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amy L. Miller, University of Pittsburgh, Johnstown; Jerry W. Samples, University of Pittsburgh, Johnstown

Tagged Divisions

Engineering Ethics

opportunities tomentor the students on ethics. The students worked individually. To complete therequirements of the independent study, they were first required to write a 25 pageformal paper on an engineering ethics topic and to present their paper to a class oftheir peers. They were encouraged to choose a contemporary topic that wouldshow how a poor ethical decision, made by an individual, led to catastrophicresults. The restriction on the topic was to demonstrate to the students that a lapsein ethics, by an individual, in industry can have truly devastating ramifications.The students’ progress was tracked by intermediate assignments which beganwith topic approval, then progressed to an outline of the paper, a draft copy (thatwas first proofed by one

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

interest, whileexercising creativity and communication skills.The creative fiction assignment was conceived upon realizing that generating ethical dilemmaswith “grey areas” and no obvious “right answer” required a nuanced level of ethicalunderstanding. At that point, instructors turned the tables on the students and provided historicalcase studies for reflection during class sessions, but asked the students, in small groups, to createtheir own fictional “case studies” as a culminating assignment. Students were initiallyencouraged to write a 1500 word creative short story, but other genres were approved. Theassignment has been implemented with 95 students over two years.MethodsInstitution and Ethics CurriculumThe authors are both assistant

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Madhumitha Ramachandran, University of Oklahoma; Diana Bairaktarova, University of Oklahoma, Norman, OK; Anna Woodcock, California State University San Marcos; Othman Mohammed Bawareth, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

engineering ethics, peer-to-peer learning in the design process has helped her identify the effective approaches to educate engineering students, in order to meet the demands of their profession. She will be starting her PhD in the fall of 2015 at The University of Oklahoma.Dr. Diana Bairaktarova, University of Oklahoma, Norman, OK Dr. Diana Bairaktarova is an Assistant Professor of Engineering Practice in the College of Engineering at University of Oklahoma. Through real-world engineering applications, Dr. Bairaktarova’s experiential learning research spans from engineering to psychology to learning sciences, as she uncovers how indi- vidual performance is influenced by aptitudes, spatial skills, personal interests and

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rider W. Foley, University of Virginia; Araba Dennis, University of Virginia; Kathleen Eggleson, Indiana University School of Medicine-South Bend; Anderson Sunda-Meya, Xavier University of Louisiana; Kathryn Haas, Saint Mary's College, Indiana

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

variants of learning modules thatfacilitate STEM ethics learning for the diverse students in the classroom. This research drawsupon 264 surveys and student-writing samples from students across four institutions, specificallyNotre Dame, St. Mary’s College, Xavier University-Louisiana, and University of Virginia. Theaim of this initial research is to explore the heterogeneity of students in STEM classrooms, whiledemonstrating that STEM students can be described more holistically when personality and othernon-demographic characteristics are recognized as important attributes in a learner-centeredenvironment. This paper supports the notion that, prior to the start of instruction, the mosteffective instructors will critically review and consider a

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bill D Carroll P.E., University of Texas, Arlington; Bob P. Weems, University of Texas, Arlington; Bahram Khalili, University of Texas, Arlington

Tagged Divisions

Engineering Ethics

personal commercial or sales pitch.  Term Essay – Students write a 500-word essay on a contemporary issue related to computing technology or a 500-word proposal for funding of a start-up company.Students are given letter grades in the course (A, B, C, D, F) rather than being graded Pass/Fail.There are two reasons for this. First, the College of Engineering policy requires it, and, second,it emphasizes the importance of the course. Currently, grades are based on student performanceon four assignments (10-points each) and three examinations (20-points each). The assignmentsare discussed in more detail below. Examinations are primarily objective (true/false, multiplechoice, and fill-in-the blanks) and given at the one-third and two-third

Conference Session

Teaching Ethics II

Collection

2007 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Engineering Ethics

interaction per scenario. 5 more minutes to gather your final thoughts and write them down.Submission: Submit electronically a written report. Your responses should include: (a) A summary that indicates that you have captured the spirit of classroom, peer- group discussions. (b) Your own point of view as to how you would handle the Ethics Scenario presented.Requirements: Approximately 100 words per scenario. 4 scenarios, 400 words total.Commentary: Reflect on this classroom exercise and comment on the way it was organized and conducted. (No lectures, but peer-group discussions.) Indicate the importance of Ethics in Engineering Profession. What are your

Conference Session

Approaches to Teaching Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yilmaz Hatipkarasulu, University of Texas, San Antonio; Suat Gunhan, University of Texas, San Antonio

Tagged Divisions

Engineering Ethics

depending on the level of discussion between the questions and during the final analysis.The discussion starts with preparation questions including the following fundamental definitions: 1. Define ethics. 2. Define applied ethics. 3. What is the difference between legality and ethics? 4. Can you think of an example that is legal but unethical? 5. Can you think of an example that is illegal but ethical?The preparation questions serve as a warm-up discussion for the students with their peers and theinstructor. The impact of the questions increases when the students are asked to write theiranswers before the discussion and reflect on their responses afterwards. The list of questions andexamples can be expanded to

Conference Session

Ethics and Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christa Walck, Michigan Technological University; Jacqueline E. Huntoon, Michigan Technological University; Jim R. Baker, Michigan Technological University; Jean S. DeClerck, Michigan Technological University; Nora Allred, Michigan Technological University

Tagged Divisions

Engineering Ethics

learning and offers scheduling flexibility for busy STEM graduate students throughthe innovative use of educational and communication technologies. Grounded in Pask’s modelof conversation theory, the program engages student peers as well as patent and copyrightexperts in conversations using Web 2.0 technologies to encourage and capture group interactionand build critical thinking skills in the intellectual property domains of U.S. patent and copyrightlaw. Student learning and satisfaction were evaluated using pre- and post-tests, rubric-guidedexpert evaluation of conversation transcripts and problem solutions, focus groups, and feedbackforums, all designed to provide guidance for continuous improvement of course delivery andcontent. Investigators

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jessica A Kuczenski, College of San Mateo / San Francisco State University

Tagged Divisions

Engineering Ethics

asked for individual work Page 23.1097.4Receiving unpermitted help on an assignment 26 46Turning in work done by someone else 5 11In a course requiring computer work, copying a 10 9friend’s program rather than doing your ownUsing false or forged excuse to obtain extension on 16 25due date or to delay writing an exam Plagiarism on PapersCopying a few sentences of material from a written 36 49source

Conference Session

Moral Development, Engineering Pedagogy and Ethics Instruction

Collection

2006 Annual Conference & Exposition

Authors

Kevin Schmaltz, Western Kentucky University

Tagged Divisions

Engineering Ethics

again demonstrate problemdefinition and resolution through case studies as well as their own project activities.To improve ethics instruction, two phases of assessment are implemented. Overall courseassessment is performed for all courses using a collective Peer Evaluation of CourseEffectiveness at the end of the semester. In addition, ethics-specific assessment is incorporatedinto the Program Outcome: ME graduates can judge appropriate professional and ethicalconduct. Program Outcomes are measured using several methods and are reviewed on an annualbasis.The integrated Professional Component structure provides a framework for building uponprevious coursework, assessing student progress, and adjusting course coverage based on priorassessments to

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

K.L. Jordan, Michigan Technological University; Anahita Pakzad, Michigan Technological University; Renee Oats, Michigan Technological University

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

class, while others justneed a book in hand) and that online learning makes it easier for students to cheat and gethigher grades compared to students in a traditional classroom setting. Comparing onlygrades is not conclusive. Students and faculty tend to believe that even if both groupsearn the same grades, long term retention is going to be higher in the students who sit in aclassroom and interact with others. Page 22.642.6Q8. Does internet based learning help foster strong peer-to-peer relationships andcollaboration?In general, students and faculty were neutral on this subject. They all agreed thatrelationships depend the individual, and that it is

Conference Session

Approaches to Teaching Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Engineering Ethics

affective domain as it does to the cognitive.Recent research shows the importance of the peer group, together with interaction with faculty tobe the most important factors in student achievement and development. Faculty have a majorrole to play in helping engineering students overcome negative attitudes toward liberalism, asdoes mixing with students who have other interests. Enlargement of mind is helped by anacquaintance with the perennial problems of philosophy since the answers a person gives to theminfluence her/his thinking and behaviour. In the discussion that ends the paper, attention is drawnto recent research on the experience of students of their undergraduate education that supportssome of the contentions made in this paper.Recent

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael F. Young, University of Connecticut; Landon Bassett, University of Connecticut; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University; Joshua Bourne Reed

Tagged Divisions

Engineering Ethics

Paper ID #33863Let’s Play! Gamifying Engineering Ethics Education Through theDevelopment of Competitive and Collaborative ActivitiesProf. Michael F. Young, University of Connecticut Dr. Young (http://myoung.education.uconn.edu/) received his PhD from Vanderbilt University in Cogni- tive Psychology and directs UConn’s 2 Summers in Learning Technology program. He is the author of nine chapters on an ecological psychology approach to instructional design and has authored more than two dozen peer reviewed research papers. His work has appeared in many major journals including the Journal of Educational Computing Research

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

technical learning [1][2], however in most cases where fiction is used, it supports professional learning in areas likeethics. In this paper, the authors go beyond the presentation of a case study where literature wasused to frame and guide discussions around ethics in an engineering course by coding studentartifacts for values. Specifically, the student engineers participating in a seminar course wererequired to read and reflect in writing on Prey by Michael Crichton [3]. To set the stage for thiscase, some of the moral philosophy arguments around the use of fiction are discussedculminating in the conclusion that fiction is an appropriate tool in the teaching of ethics. Then,we will examine how literature has been broadly used in technical courses

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

Paper ID #11150Ethics and Text RecyclingDr. Marilyn A. Dyrud, Oregon Institute of Technology Marilyn Dyrud is a full professor in the Communication Department at Oregon Institute of Technology and regularly teaches classes in business and technical writing, public speaking, rhetoric, and ethics; she is part of the faculty team for the Civil Engineering Department’s integrated senior project. She is active in ASEE as a regular presenter, moderator, and paper reviewer; she has also served as her campus’ representative for 17 years, as chair of the Pacific Northwest Section, and as section newsletter editor. She was

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

A. J. Hamlin, Michigan Technological University; Valorie Troesch, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Jonathan T Riehl, Michigan Technological University; Douglas E. Oppliger P.E., Michigan Technological University; Mary A. Fraley, Michigan Technological University

Tagged Divisions

Engineering Ethics

design work.4 Lynch and Kline contend that engineering students need toexperience ethics in the “real world” rather than through studying abstract notions of codes andmoral theories.7 Phenomenology is a particularly useful approach to study real worldprofessional experience. Sadala and Adorno, who used phenomenology to help nursing studentsunderstand the world of nursing on an isolation ward, write that this method is the mostappropriate way to investigate the lived professional world because students will acquire“experience in a situation where they relate to an already given world, which is out there, intowhich they are launched and which they will have necessarily to face” (emphasis added).8Applying this approach to engineering, we asked

Conference Session

Engineering Ethics and Justice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rodney W. Trice, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

engineering leaders from across the United States and abroad and to prepare themfor work in technical fields. As evidenced by employers’ interest in our graduating engineersand consistently high rankings by its peers and national news magazines, Purdue University doesa good job of imparting technical knowledge to its students. However, while technicalcompetence is necessary, it is not a sufficient condition for the engineer of 2020 to be successful,as noted in a recent NAE document,1 and as acted upon recently in the College of Engineering.2Within the engineering and scientific community, it is difficult to overestimate the importance ofacting with high ethical standards in global, social, intellectual and technological contexts.When this attribute

Conference Session

Engineering Ethics IV

Collection

2008 Annual Conference & Exposition

Authors

B. Kyun Lee, LeTourneau University; Paul Leiffer; R. William Graff, LeTourneau University

Tagged Divisions

Engineering Ethics

uncertainty or conflicting data from tests. The video game culture may be influential in this area too. In video games, as in most games, there is always a correct answer which, with persistence, you can get to in the end. That’s obviously not always possible in the workplace in the necessary timeframe with real world deadlines.”4 4. “It seems that they spend about the same amount of time in the office as their older peers, but more of that time is spent checking personal email and updating Facebook pages. But when they are dedicated to a project, it gets their intense full attention—albeit in short bursts. It seems to balance out.”5 5. “The work ethic is dead. Younger generations in the workforce have killed it off

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Schroeder, University of Southern California

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Paper ID #31605Building Better Worlds: An Interdisciplinary Approach to EngineeringEthics PedagogyDr. Amy Schroeder, University of Southern California Dr. Amy Schroeder has been teaching communication in the Viterbi School of Engineering at the Uni- versity of Southern California for the past six years. She developed a new course focused on science, literature and ethics; it has become a consistently successful course in USC’s general education program. She holds a PhD in literature and creative writing from USC; her first book received the Field Prize and was published by Oberlin College Press. Her prose appears in the Los