Conference Session

Engineering Ethics Outside the Classroom

Collection

2010 Annual Conference & Exposition

Authors

Dominic Halsmer, Oral Roberts University; Elliott Butay, Oral Roberts University; Ben Hase, Oral Roberts University; Sean McDonough, Oral Roberts University; Taylor Tryon, Oral Roberts University; Joshua Weed, Oral Roberts University

Tagged Divisions

Engineering Ethics

conductivity also allows cells todistribute heat well, and its high vapor tension enables air to hold more water, makingprecipitation possible. It seems that everything about water makes it ideal for sustaininglife.Through reverse engineering the structure of the universe, a better understanding of itsmeaning and purpose might possibly be gained. All of the universal constants such as theconstant of gravitation and the laws such as Newton’s laws all add to the astoundingorder and functionality of the universe. Any minute differences in things like theexpansion rate of the universe appear to be detrimental to life. If the universal densitywere a mere 1:1060 greater, the universe would collapse upon itself, and a density lowerby that same amount would

Conference Session

Contemporary Issues in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

George Catalano, State University of New York, Binghamton; Caroline Baillie, Western Australia

Tagged Divisions

Engineering Ethics

broader ethical issues that arise when considering the impacts of engineeringupon society and the environment. Our approach in the present work shall be tospecifically limit our consideration of such issues to an important nexus of societal andenvironmental ethical dilemmas, those related to sustainability.Engineering is a profession with an important ethical dimension.1 It is our perspectivethat we in engineering need to reconsider our sense of ethical responsibility towards notonly the health of the natural environment but to include also the health and vibrancy oflocal societies in which we work in a much broader way. Far too often it seems that wehave not done a very good job with respect to either. Yet we do not think it is because weare

Conference Session

Novel Methods in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

Jill May, Illinois Institute of Technology; Daniel Gandara, Illinois Institute of Technology; Margaret Huyck, Illinois Institute of Technology

Tagged Divisions

Engineering Ethics

effort involvingteam- based project programs at four universities: the IPRO program at Illinois Institute ofTechnology, the Integrated Product Development program at Lehigh, the Enterprise programMichigan Tech, and the EPICS program at Purdue. The ethics component has the followingspecific goals: 1) development and validation of instruments to measure ethical proficiency ofundergraduate students on multidisciplinary teams; and 2) identifying and developing bestpractices for creating ethical awareness of the student. Two ethics measures have been developedat IIT and pilot studies started: one presenting ethical situation vignettes with multiple choiceanswers based on a previously validated method; the other to study ethical climate. Thesemeasures

Conference Session

Contemporary Issues in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

Ahmed Khan, DeVry University; Abdul Qadeer, Urdu Science University

Tagged Divisions

Engineering Ethics

interfacial volume fraction, and other unique properties,phenomena and processes. Many current theories of matter at the microscale will beinadequate to describe the new phenomena at the nanoscale 2.As the global economy continues to be transformed by new technology, an intensecompetition will grow for intellectual capital and intellectual property. Technology willcontinue to drive the global and domestic GDP 3.The National Science Foundationpredicts that the global marketplace for goods and services using nanotechnologies willgrow to $1 trillion by 2015 and employ 2 million workers. It is estimated that by 2015Nanotechnology will be a $3 trillion-a-year global industry. In 1997 the investment inNanotechnology stood at $430 million to more than $9

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

. Page 24.995.1 c American Society for Engineering Education, 2014 Predatory Online Technical Journals: A Question of EthicsIntroductionIn 2009, Cornell University doctoral student Philip Davis embarked upon a bold venture: afterreceiving numerous hectoring emails from Bentham Science requesting articles for publication,he and fellow adventurer Kent Anderson, an executive at The New England Journal of Medicine,used the SCIgen paper generator, developed by MIT students “to maximize amusement” byrandomly generating nonsensical computer science papers,1 to create a scholarly looking butpreposterous manuscript and submitted the result to Bentham’s The Open Information ScienceJournal. Using pseudonyms, the

Conference Session

Ethical Behavior in Academia and Beyond

Collection

2014 ASEE Annual Conference & Exposition

Authors

Edward J. Eckel, Western Michigan University

Tagged Divisions

Engineering Ethics

rarely100% original. Due to the need to refer to previous research results to provide a context forcurrent research,1 academic writing is often inherently intertextual in nature.2 While theboundary line between appropriate source text use and plagiarism may be vague for somestudents,3 the consequences for crossing that line, even inadvertently, are not. Students andresearchers accused of plagiarism can suffer serious consequences.In 2006, 55 theses and dissertations at Ohio University’s Russ College of Engineering andTechnology were investigated due to allegations of plagiarism, with at least one student havinghis degree revoked.4,5 In 2007, a number of papers previously submitted by internationalphysicists to the arXiv preprint server were found

Conference Session

Graduate Ethics Education & Professional Codes

Collection

2014 ASEE Annual Conference & Exposition

Authors

James Craig Hanks, Texas State University, San Marcos; Dominick Esperanza Fazarro, The University of Texas at Tyler; Jitendra S. Tate, Texas State University, San Marcos; Walt Trybula, Texas State University & Trybula Foundation, Inc.; Robert J.C. McLean, Texas State University

Tagged Divisions

Engineering Ethics

technologies. We do so by 1) explaining what is differentabout emerging technologies when compared to existing technologies and why ethics isnecessary, 2) examining the functions and characteristics of law, regulation, and professionalcodes in engineering education and in providing guidance for practitioners, 3) arguing that law,regulation, and codes are not enough to guide practice, that this is especially true for emergingtechnologies, and thus engineering education must go beyond law, regulation, and codes andfocus on developing skills of ethical analysis and judgment, and nurturing ethical sensitivity,creativity, and wisdom. We conclude with 4) a description of our work in developing twomodular courses that include societal, ethical, environmental

Conference Session

Evaluation of Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Purdue University; Carla B. Zoltowski, Purdue University; Megan Kenny Feister, Purdue University; Patrice Marie Buzzanell, Purdue University; William C. Oakes, Purdue University; Alan D. Mead, Illinois Institute of Technology

Tagged Divisions

Engineering Ethics

realistic constraintsas economic, environmental, social, political, health and safety, manufacturability, andsustainability” and “an understanding of professional and ethical responsibility”1. In the UnitedStates, engineering ethics education has primarily relied on three “ethical resources”: codes ofethics, ethical case studies, and ethical theories.2 Teaching “abstract” codes of ethics and ethicaltheories is necessary but not sufficient for improving students’ abilities to incorporate ethicalconsiderations in engineering practice, as engineering practice often involves a variety of“particular” and situational moral judgments. A problem with current case pedagogy is that it is

Conference Session

Teaching Approaches for Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregory A. Rulifson, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Whitney Thomas, University of Colorado, Boulder

Tagged Divisions

Engineering Ethics

attrition from engineering occurs within the first year38, emphasizing the socialrelevance of engineering within first year courses may be particularly important to help retainstudents with a strong sense of social responsibility. Programs should help students be awarethat engineering is in fact a career where they can actualize their SR goals.The goal of this research was to explore the attitudes of first year engineering students towardsocial responsibility and how these attitudes were formed. The specific research questions were:(1) How do students define SR?(2) How is SR learned and formulated prior to coming to college and throughout the students’ first year of college?(3) How do students relate engineering to SR?(4) Does the students

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

and Century College were in general similar to those fromnational surveys, there were differences noted in the areas of exam cheating and plagiarism.IntroductionEngineering is an important and learned profession. As members of this profession, engineers arerequired to adhere to the highest principles of ethical conduct as engineering is a profession withpublic purposes, including contributing to public safety and the environment. Thus, engineersmust maintain standards of honest and conscientious practice as is crucial for maintaining humanwelfare.Dishonest (unethical) behavior in the engineering workplace has been found to be linked toacademically dishonest behavior in college.1-3 Unfortunately, academic dishonesty is widespreadin the United

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mona Itani, American University of Beirut

Tagged Divisions

Engineering Ethics

so 8, 10, 11, 12, 17.In order to minimize the risk of being only superficially effective as argued by Newberry,2004, different universities have been using a variety of learning tools such as casestudies, problem solving, videos, games, simulation, and role-playing in order to attain abetter ethics learning experience and achieve the required outcomes of applied ethics Page 23.1193.2courses 1, 11, 19. So far, case studies have been the most popular tool used in teachingengineering ethics 3. However, since case studies often involve a lot of reading from thetext which many students often find boring and difficult to follow, a need for

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

- ating methods to improve teaching, and exploring ethical decision-making in undergraduate engineering students. Dr. Finelli leads a national initiative to create a taxonomy/keyword outline for the field of en- gineering education research, and she is past chair of the Educational Research and Methods Division of the American Society of Engineering Education. Page 23.1272.1 c American Society for Engineering Education, 2013 Two Years Later: A longitudinal look at the impact of engineering ethics educationIntroductionBetween accreditation requirements [1

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

Engineering Education, 2013 Utilizing an Engineering Ethical Reasoning Instrument in the CurriculumAbstractThe need for understanding and enhancing engineering students’ ethical development has beenthe subject of numerous publications and has been embedded in ABET criteria. Although thereare reliable and valid measures of individual ethical development (e.g., Defining Issues Test,Version 2 (DIT2)1), engineering ethics offers a unique site in which the confluence ofdisciplinary concerns, professional codes, industry regulations, accreditation and other Boardconsiderations, and insight into human issues enter design considerations. As a result, wedeveloped the Engineering Ethical Reasoning Instrument (EERI

Conference Session

Engineering Ethics IV

Collection

2008 Annual Conference & Exposition

Authors

Robert Niewoehner, U.S. Naval Academy

Tagged Divisions

Engineering Ethics

Christian system answers, “So whether you eat or drink, or whatever you do, do it all for the glory of God.” (1 Corinthian 10:31) • A Normative Ethic demands, “What rules should we obey?” The Christian system answers: “These are the commands, decrees and laws the LORD your God directed me to teach you to observe in the land that you are crossing the Jordan to possess, so that you, your children and their children after them may fear the LORD your God as long as you live by keeping all his decrees and commands that I give you, and so that you may enjoy long life.” (Deuteronomy 6: 1-2)Hence, Christianity does not dispute each question’s primacy. The imitation of

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paul Gannon, Montana State University; Ryan Anderson, Montana State University; Justin W Spengler, Montana State University; Carolyn Plumb, Montana State University

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

the majority agreed that the format was effective in their learning.Additional results from comparing the two courses, as well as examples of student-generatedmaterials are presented and discussed in context of the overall research aim.Introduction: Engineering students face increasingly complex problems whose solutions often requireinterdisciplinary teams and significant interaction with diverse stakeholders [1-6]. Exploringcontemporary issues in society within engineering classrooms may help prepare students forthese challenges. One contemporary issue with significant engineering considerations is theadvancement and proliferation of hydraulic fractured oil/gas well stimulation, or “fracking” [7].Fracking has substantially increased

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian E Moyer, University of Pittsburgh, Johnstown; Randy Dean Kelley P.E., University of Pittsburgh, Johnstown; Richard A. Youchak PE, University of Pittsburgh, Johnstown

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

, over and over, is a waste ofa professor’s time: other than begging students not to cheat, what can be done?Survey DescriptionTo gain a better understanding of what students consider cheating, eighty-five first semesterengineering technology students were surveyed with an anonymous questionnaire detailed inTable 1. Of the questions posed, only the responses to questions 1, 4 and 5 indicated activitiesthat students did not consider cheating. The questions were purposefully situationally vaguemeaning that students were not given any details to enrich their interpretation of the questions. Page 26.1620.2Table 1: Survey questions as posed to

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Greg Rulifson, University of Colorado, Boulder; Angela R Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

to a variety of microethical and macroethicalissues from safety to equality. A previous large quantitative study found that 43% of theengineering students experienced statistically significant changes in their social responsibilityattitudes over 1½ years. Two research questions are being explored in this research: (i) How doengineering students change their understanding of social responsibility from the end of theirfirst year in college to the end of their second year of college? (ii) What experiences seemed tocause these changes? To answer these research questions, a qualitative approach was used.Thirty-four students were interviewed in their second semester of college, and thirty-two of thesestudents were interviewed again one year later

Conference Session

Case and Scenario in Engineering Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edwin R. Schmeckpeper P.E., Norwich University; Michael B. Kelley P.E., Norwich University; Ashley Ater Kranov, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Ethics

learning resulting from the case study process is often very subjective, and is difficultto generalize.The Engineering Professional Skills Assessment (EPSA) was created as a direct method foreliciting and measuring professional skills, such as ethics, which are critical for all engineers.EPSA is a performance assessment consisting of: 1) a 1-2 page scenario about aninterdisciplinary contemporary engineering problem intended to prompt discussion among agroup of 5-6 students; 2) a 30 to 45- minute discussion period where students are asked toaddress a series of standardized questions about the scenario; and 3) an analytical rubric, whichprovides a consistent and standardized means to evaluate the students’ discussion.This paper describes how the

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edwin R. Schmeckpeper P.E., Norwich University; Ashley Ater Kranov, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Patrick D. Pedrow P.E., Washington State University; Jay Patrick McCormack, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Ethics

“Professional Issues” course to cover topics,such as ethics, which are related to the professional practice of engineering. These coursescommonly utilize case studies focusing on ethics as the basis for student discussions.1 Measuringthe student learning resulting from the case study process is often very subjective, difficult toquantify, inconsistent between evaluators, and costly to administer.2,3 Determining changes instudent learning from freshman to senior year is also different to quantify.Proficiency in engineering professional skills, such as ethics, as described in ABET criterion 3 -student outcomes4, is critical for success in the multidisciplinary, intercultural team interactionsthat characterize 21st century engineering careers. These

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

early in the 20th century, authors have approached the general topic of cheating from a widerange of perspectives. Earlier work often simply intended to quantify the extent of participation incheating behaviors or how the prevalence is changing with time 1–3 . Some works have a distinctlydoomsday feel, with a clear implication that we are all in a handbasket bound for bad things,while others are much more optimistic 4 . Through the decades, the word “epidemic” appears inboth academic and lay articles about cheating and academic integrity 5–10 . That fact alone mayindicate that although the issue is deserving of attention, it may not be a substantially differentmoral landscape than it was 10, 50 or 100 years ago. In any case, researchers have

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Nathan E. Canney, Seattle University

Tagged Divisions

Engineering Ethics

was distributed to seven groups in March andApril of 2015 (Table 1). For Groups 1, 2 and 3 the survey invitation email stated that the goal ofthe research was “to better understand the career pathways of engineers”. For Groups 4 to 7 thesurvey invitation email additionally stated “you have been included in the study because you didor are involved in some form of engineering service”. Two reminder emails were sent to eachgroup; the survey remained open for each group for one month. Groups 1 and 2 had previouslyparticipated in a large social responsibility study when they were seniors or graduate studentsmajoring in mechanical engineering (ME), civil engineering (CE), environmental engineering(EnvE), or other engineering majors. Groups 3 to 6

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bradley J. Brummel, University of Tulsa; Jeremy S. Daily P.E., University of Tulsa; Jason T Stauth, Dartmouth College

Tagged Divisions

Engineering Ethics

discussed.Expert Witness Role PlaysExpert witness role plays are interactive simulations where engineering students play the role ofexpert witnesses in some part of the litigation process. This pedagogy affords the students anopportunity to experience real world ethical dilemmas and engage in ethical decision making andactions while using the technical rigor of higher level engineering classes.1 Role plays have beenshown to be an effective technique for a variety of learning outcomes, including ethicseducation.2,3,4,5 Theoretically, this pedagogy provides different learning opportunities than otherapproaches to ethics education such as lectures, computer-based instruction, and case-studies.6,7,8Our previous expert witness role play scenarios focused on

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

Initiative (WPSI). The acronym was changed from“WPSE” to WPSI. We dropped the “E” as our intent was never to be exclusive to non-engineering students or faculty members. At ASEE 2014, we presented preliminary results fromthe first WPSI iteration. Following the 2014 conference, we identified the need for a valid,reliable, and easily replicable assessment measure that could be used both within and outside ofWPSI to measure the attainment of a series of sustainability-related learning objectivesthroughout the engineering education research community.1 In this paper, we present the ongoingdevelopment and refinement of this measure, the Sustainability Skills and Dispositions Scale(SSDS). This instrument evaluates students’ attainment of learning

Conference Session

Ethics Instruction in Context: Civil and Construction Engineering and Engineering Technology

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hossein Ataei P.E., Syracuse University; Ossama M. Salem, University of Cincinnati

Tagged Divisions

Engineering Ethics

Cincinnati OProf. Ossama (Sam) Salem, Ph.D., P.E., CPC, LEED AP, is the Department Chair and Yabroudi Chair Professor in the Civil and Environmental Engineering Department, College of Engineering and Computer Science, 151M Link Hall, Syracuse University, Syracuse, NY 13244-1240; Phone: 1-315-443-3401; Fax: 1-315-443-1243; Email: omsalem@syr.edu c American Society for Engineering Education, 2016 Teaching Professional Engineering Ethics in Civil and Construction EngineeringABSTRACT:Engineers are important contributors towards the economic prosperity and development ofsocieties as they strive to improve the quality of life for all people. In their relations with

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Deborath Silva, Colorado School of Mines; Justin Stephen Fantasky, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

they are designed to serve, locally and globally. Thus, engineers must developcritical thinking skills concerning the broader social impacts of their activities and anunderstanding of social justice implications. Since many engineers end their formal educationafter a bachelor’s degree, such skills should be cultivated as early as possible, preferably inundergraduate education.Social justice in engineering relates to the recognition and consideration of the impacts of Page 26.1378.2engineering decisions on a broad range of communities. Elements that are commonly referencedas contributing to social justice are displayed in Figure 1. As a concept

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

professional identity, is important to engineering students as they will have aresponsibility to protect public safety and welfare while practicing engineering. Professionalidentity in engineers includes embodying the highest code of ethical conduct. Engineers have anobligation to act in an ethical manner, so assessing their professional skills is as important asassessing their technical skills. Students learn their code of ethics informally from relatives andcolleagues. However, this mode of education is inadequate. Ethics education strengthens students’desire to act ethically [1]. Scholars suggest that engineering faculty and deans should support thisintegration to create a prosperous engineering world. In 2008, Colby and Sullivan cite

Conference Session

Case and Scenario in Engineering Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; John R Luchini

Tagged Divisions

Engineering Ethics

more than two decades. This paper describes thedevelopment of the curriculum; lessons learned from the classroom; and an analysis of studentartifacts from the most recent offering as part of an engineering undergraduate research programat Michigan State University. The lesson materials are provided in appendices, in order to allowother educators to adapt these materials for their own classrooms.Background: Ethical Practices in ResearchKenneth D. Pimple summarized the responsible conduct of research (RCR) as the search for“truth, fairness and wisdom.”1 This search for truth means considering whether the data aregathered and presented in a manner that is consistent with the physical world. Fairness considersthe accompanying social relationships

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology; Julie E. Sharp, Vanderbilt University

Tagged Divisions

Engineering Ethics

narrow it down to “engineering ethics,” and Google spits out another enormous number: 8,333,000. This is getting discouraging. Finally, you try “teaching engineering ethics,” which yields a mere 1,840,000. Even Google Scholar gives you 17,000 possibilities. A sense of panic begins burbling up: what do you do?Since the “new” ABET criteria appeared over a decade ago, more engineering and technologyprograms have incorporated ethics components in response to Criterion 3f, requiring thatstudents display “an understanding of professional and ethical responsibility.”1 For new or evenseasoned educators, however, this is easier said than done.As one of the ancient fields of study, ethics can be quite intimidating, especially the

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark H Minster, Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Corey M. Taylor, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

disparatematerial across disciplines into a cohesive and fully interdisciplinary sequence, we are just nowin a position to redefine our learning outcomes for the HERE Program. Our most recent list oflearning outcomes (Figure 1) is informed by the learning outcomes of the ACPA (AmericanCollege Personnel Association) (Figure 2) and by the revised established learning objectives ofthe courses we teach.Our revised list puts ethics, actions and values and emotions in the top three positions. Engaged Page 26.1696.4learning is a primary goal of any critical pedagogy, especially in education for sustainability, andespecially in a living-learning community

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan, Flint; Raghava Mahankali, University of Michigan, Flint

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

University of Michigan-Flint. He finished his gradua- tion in Computer Science Major. His research is on Student Satisfaction and Ethics. c American Society for Engineering Education, 2016 Student Perception of Ethics in Bangladesh, India and USAAbstract: Ethics is an important attribute that students must develop to succeed in theiracademic career and profession. To improve the ethics perception in students, it is essentialto integrate ethics in the curriculum. A survey questionnaire was used to investigate thestudents’ perception of ethics in three different countries. The objective was to evaluatestudents’ perception of ethics using 5 factors: 1) the impact of education and faculty onethics; 2