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

forethics educators: 21st century technologies raise daunting ethical questions that require a strongengagement with ethics by engineers; yet engineering students still don’t care much aboutstudying ethics1[1]. Most ethics education researchers agree that these concerns are not beingadequately addressed by current ethics pedagogical practice.1-3 There is widespread agreementthat engineering ethics involves much more than applying rules and problem-solving models tocase studies4-6 and that engineering students should actually care about being ethical engineers.But there is much less agreement about how to achieve that outcome. Our work in engineeringethics education suggests that phenomenology, which is the study of the essences of experiences,[1

Conference Session

Innovative Approaches to Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mohamed B. Trabia, University of Nevada - Las Vegas; Julie A. Longo, University of Nevada - Las Vegas; Susan Wainscott, University of Nevada - Las Vegas

Tagged Divisions

Engineering Ethics

responsibility" to the more specific, "ability to recognize ethical and professionalresponsibilities in engineering situations and make informed judgments, which must considerthe impact of engineering solutions in global, economic, environmental, and societalcontexts"1 (p. 28). While this criterion pertains to undergraduate engineering education, thecriteria for Master programs include the "fulfillment of the baccalaureate level generalcriteria"2 (p. 5).Several researchers have examined various methods on how to effectively teach engineeringethics, with an emphasis on what topics should be included and what kind of format should beused. In particular, debate has ensued on whether ethics should be taught as a 'standalonecourse' or if it should be

Conference Session

Innovative Approaches to Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vivian Liang, Worcester Polytechnic Institute; Zach Jasensky, Worcester Polytechnic Institute; Melvin Moore III; Jake Francis Rogers; Geoff Pfeifer, Worcester Polytechic Institute; Kristen Billiar, Worcester Polytechnic Institute

Tagged Divisions

Engineering Ethics

the various aspects to an ethical issue, allowing for an engaging experience14. For thefirst phase of the project, ethics education assignments were integrated into a senior-levelbiomechanics class. The class had a total of 79 students. The point/counterpoint assignment hada 94% participation rate, as the homework was worth 2% of the students’ final grades. Resultsfrom the assignment showed that the class was fairly polarized in opinions for the first part,where the students voiced their own beliefs. After completing the assignment, 20% ofparticipating students changed their original viewpoints on the case study, seen in Figure 1. Thischange in mindset indicates that the students considered other options than their personal belief,and found

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Melodie A. Selby PE, Walla Walla University

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Diversity

Tagged Divisions

Engineering Ethics

. Page 26.240.1 c American Society for Engineering Education, 2015 Assessing Engineering Ethics Training All engineering schools accredited by ABETa are required to ensure their graduates have“an understanding of professional and ethical responsibility.”1 To many ABET-accreditedengineering schools, it is not clear whether they are meeting this requirement2. Walla WallaUniversity (the University) is also struggling with this question. This describes the first efforts atassessing the engineering ethics training at the University. This information will help the facultyat the Edward F. Cross School of Engineering (School of Engineering) at the University continueto improve the ethics

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Penn State University; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

action to address the problems. Should the engineers reach out to ahigher level of management and/or speak out publicly about the problems and hazards associatedwith the project? The answer to this question might seem obvious: Particularly because publicsafety is at issue, the engineers should continue reporting the problems up the chain until they areproperly addressed. Not to do so would be a violation of the codes of ethics of severalprofessional engineering societies.1 Cases similar to this one have been assigned to students innumerous engineering ethics classes over recent decades, and the appropriate response to theethical question is often guided by direct reference to professional ethics codes.The ethics case above draws on a real-world

Conference Session

Socio-Technical Issues in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

George D. Catalano, Binghamton University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

a new paradigm for engineering education,one based upon a contemplative pedagogy in conjunction with service learning. The nexus of thetwo paradigms seems to hold great promise in developing the skills in engineering students theNational Academy of Engineering has described. Such a paradigm has been utilized in acombined senior capstone design and engineering ethics sequence.IntroductionMy goal in the present work is to share some teaching tools and resultant impacts on students Ihave recently experienced. I offer them with complete humility in the same spirit of an openingcomment made by the Dalai Lama at a conference on the environment held at MiddleburyCollege in the 1990’s.1 His Holiness began by asserting that he was not very special

Conference Session

Case and Scenario in Engineering Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Colleen Janeiro, East Carolina University; Teresa J Ryan, East Carolina University Department of Engineering ; William E Howard P.E., East Carolina University

Tagged Divisions

Engineering Ethics

assessing the students’ learning as well as emphasizing the common threads.IntroductionCase studies have been utilized in engineering to teach ethics and demonstrate the practicalapplication of learned skills 2,4,6 since the 1960s and 1970s 7 . Data has been collected regardingtheir use in lieu of, or supplementing, lecture-based delivery of information 1 , and utilizing casestudies enables students to actively participate in class and allows them to see engineering as itapplies in the real world 8 . While some of the faculty interviewd by Haws use both real andhypothetical case studies, there is no mention of engineering achievements utilized in the study ofmechanical and electrical engineering programs at seven universities 3 . However, it seems

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph R. Herkert, Arizona State University; Frazier Benya, National Academy of Engineering; Karin Ellison, Arizona State University; Rachelle D. Hollander, National Academy of Engineering; Kelly Laas, Center for the Study of Ethics, Illinois Institute of Technology; Simil L Raghavan, National Academy of Engineering

Tagged Divisions

Engineering Ethics

formasked about instructor and faculty members’ experiences teaching ethics and what resources andtools they have or would find valuable. Initial results from this request suggest that instructorsand faculty find case studies to be the most useful item for teaching ethics (see Figure 1 in theAppendix), and that a simple and straightforward contribution process would encourage them tocontribute materials (see Figure 2). The leadership team will be working to get more feedbackfrom faculty and instructors in the sciences, because engineering was over represented in theresponses.To get a better idea of the OEC’s existing audiences, staff also created and posted an audiencequestionnaire on the OEC. This questionnaire asked about people’s discipline

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kirsten S Hochstedt, Penn State University; Sarah E Zappe, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park; Tricia Bertram Gallant, University of California, San Diego; Robert G. Melton, Pennsylvania State University, University Park; Shiyu Liu, Pennsylvania State University

Tagged Divisions

Engineering Ethics

these five values in theirreport.1 A search of academic integrity policies at large, research institutions yields different, butoverlapping definitions. Example partial definitions include, “intellectual honesty,”2 “honestyand responsibility in scholarship,”3 and “honest and responsible scholarship.”4 Despite theconsistency found in institutional definitions of academic integrity, there may be littleconsistency in the beliefs held by students and faculty. For example, while faculty see actingethically and avoiding cheating as the same constructs, students disassociate the idea of integrityfrom their behaviors.5 If instructors are to help foster academic integrity and ethics in theirclassrooms, then it seems that a more structured approach is

Conference Session

Innovative Approaches to Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawn Bowers, Gonzaga University; Ellen M. Maccarone, Gonzaga University; George D. Ricco, Gonzaga University

Tagged Divisions

Engineering Ethics

Western Reserve University. His aca- demic interests include longitudinal analysis, visualization, semantics, team formation, gender issues, existential phenomenology, and lagomorph physiology. c American Society for Engineering Education, 2016 On the Integration of Ethical, Legal, and Societal Issues into a  Computer Science Senior Capstone Program  1. Introduction   Topics in professional ethics play an important role in ABET accreditation of computer science programs, where ethical issues are mentioned within three of the eleven ABET computer­science student outcomes. To help address these outcomes and to further develop topics in professional ethics within our program, we

Conference Session

Case and Scenario in Engineering Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Justin L Hess, IUPUI, Indianapolis

Tagged Divisions

Engineering Ethics

to argue for the relevance of thisunique, novel, and effective case for increasing engineering students’ ethical reasoning abilities,particularly broadening their awareness of the scope of stakeholders impacted by engineeringdecisions and their ability to empathize with those stakeholders.Keywords: Engineering ethics; Ethical reasoning; Case study; Deepwater Horizon; ReflexivePrinciplism 1IntroductionThe April 20, 2010 Deepwater Horizon oil rig explosion in the Gulf of Mexico was a tragedythat led to the loss of 11 human lives. In 2015 the explosion continues to impact those 11individual’s families;1 it continues to have a far-reaching

Conference Session

Innovative Approaches to Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alison J. Kerr, The University of Tulsa; Bradley J. Brummel, The University of Tulsa; Jeremy S. Daily P.E., The University of Tulsa

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

complete. The survey yielded 61 usable sets ofresponses.As mentioned above, the survey consisted of three components used in the lecture: a series ofethics awareness and efficacy questions, two open response questions, and the ESIT moralreasoning measure.Ethics awareness and efficacy questions were on a 5-point scale asking students to respond withthe extent to which they agreed with each of the following five statements: 1. I am aware of what the ethical guidelines for the field of science and engineering encompass. 2. I am confident in my ability to act ethically in my field of science and engineering. 3. I think at times it will be challenging for me to make ethical decisions in science and engineering. 4. I think ethical

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Debra S. Fuentes, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Brent K. Jesiek, Purdue University, West Lafayette; Randall Davies, Brigham Young Unversity

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

interview protocol to focus on some observed patterns in the survey data. We expectthis paper will be of interest to scholars involved with teaching and/or conducting research onethics, social responsibility, and related topics.IntroductionAs suggested by one recent headline, engineers are a “last line of defense” between disasters andthe public.1 Such statements take on additional gravity given recent engineering catastrophessuch as the levee failures after Hurricane Katrina, the Deepwater Horizon oil spill, GM’sautomotive recall for faulty ignition switches, and Volkswagen’s “dieselgate” emissions scandal.As technological advances lead to exponential increases in the complexity of the human-builtworld and interactions of the natural and built

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

, weseek to encourage other engineering science educators to consider integrating social justice intotheir courses.IntroductionResearch on perceptions of the engineering curriculum has accentuated a hierarchy of knowledge“with technical problem solving at the core and everything else at the periphery” [1]. Thathierarchy can be envisioned as a series of concentric circles (Figure 1). At the core of thehierarchy is the component of the curriculum that faculty value most, and as such students learnto do the same: the engineering sciences (ES). In the hierarchy, second place goes to engineeringdesign, followed by courses in the humanities and social sciences (HSS

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University

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Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

: Page 26.866.4 1) definitions, classifications, and time-operations of Signals 2) convolution of continuous-time signals 3) Fourier series and transform 4) distortionless transmission and filtering 5) definitions, classifications, and response of systems 6) Laplace transform & representation of systems (e.g., transfer functions, Bode plots, pole- zero plots)We used the text Linear Signals and Systems by B. P. Lathi25 as a common reference for learningand discussing these concepts. Moreover, I recommended the text Signals and Systems MadeRidiculously Simple by Karu26 in order for students to have supplemental reading to support theirown learning.As prior research had shown27, 28, students of CTSS typically

Conference Session

Socio-Technical Issues in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland, College Park; Thomas M. Philip, University of California, Los Angeles

Tagged Divisions

Engineering Ethics

, governmentregulators, community members etc. [1], [2]. In many situations, the interests of the differentstakeholders might not be aligned [1], [3]. While this is made glaringly obvious in prominentcases such as that of Keystone XL pipeline, off-shore oil drilling, and fracking, conflicts amonginterests are also present in local projects such as the multiple viewpoints and debates around theconstruction of a light rail line (Purple Line) in Maryland [4]. Even seemingly “good” ideas suchas the production of solar cells for promoting solar energy in lieu of fossil fuel energy can placethe interests of different communities in conflict such as balancing one community’s increaseddemand for alternative energy sources with the negative impact of the toxic by

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

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Diversity

Tagged Divisions

Engineering Ethics

, ethical business practices in which engineersengage, and broader aspects of the influence of engineering and technology on society. Ethicseducation should therefore encompass both microethical issues and macroethical issues.Microethics has been defined as “ethical decision making by individual engineers and theinternal relationships of the engineering profession” while macroethics has been defined as “theprofession’s collective social responsibility and the role of engineering in societal decisionsabout technology.”1, pg. 68 The various professional codes of engineering ethics are focused onmicroethical issues, including designing for public safety, whistle-blowing, conflict of interest,and integrity of data. Macroethics moves into a broader

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

Innovative Approaches to Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

George D. Catalano, Binghamton University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

, successfully accomplish and reflect upon an activityreferred to as a compassion practicum. The compassion practicum sought to begin thedevelopment of a critical consciousness in students. Students’ projects fall into two categories:(1) a service learning type project which must in some way improve the quality of life of othersand involves a minimum of 15 hours of actual service; and (2) a guided, extensive visit of ananimal rescue society farm in which students confront animals typically used in biomedicalresearch projects and reflect on the entire experience.IntroductionBiomedical engineering is the application of engineering principles and techniques to medicine.It combines expertise in engineering with expertise in medicine and human biology to

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lorraine G. Kisselburgh, Purdue University, West Lafayette; Justin L. Hess, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Jonathan Beever, University of Central Florida; Andrew O. Brightman, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

the SIRA framework to challenge students to usehigher-level reasoning in their analysis of ethical issues through structured learning modules thatinvite and facilitate interactive dialogue and reflective analysis about professional codes of ethicsand moral principles. Integrated with a principlist approach are well-storied narratives, high levelsof interactivity using moderated discussions and facilitated debates, and cases with complexcontent 1, 43 implemented on an established learning cyber-infrastructure. The ultimate goal is forthe ethical reasoning approach of principlism to become reflexive through the continualapplication of ethical principles over the duration of a semester. Table 1 summarizes the coreelements of the approach.Table 1

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu

Tagged Topics

Diversity

Tagged Divisions

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

social responsibility7. Engagement in service learning also correlated with positivegains in social responsibility attitudes of engineering students. Similar findings have been seenoutside of engineering as well, where engagement in service increased student’s awareness of theworld and of personal values8, such as social responsibility. Service learning is only onepedagogical approach, however, that may be influencing student’s views of social responsibility.This paper explores what other in-class experiences students highlight as being influential tothose views.Research QuestionsThis research was guided by the following research questions: 1. What types of courses do engineering students reference as being influential to their views of

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

ethics and/or engineering student responses to issues of humanitarian or socialjustice nature to inform interview question and survey item design. Finally, this work contributesto the discourse of engineering ethics by developing and applying an ethical framework from thewider literature that has not received much attention in engineering ethics to date.1. IntroductionThis work explores engineering ethics in a “developing world” context. There are many ethicalframeworks with which to examine the involvement of engineers from industrialized countries inprojects directed at the “developing world” (e.g., see the Ethics of International Engagement andService-Learning Project [1]). The framework chosen for this study is care ethics, a.k.a., ethic(s

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

intellectualproperty and the substantial unattributed textual copying of another’s work.”1 But when it comesto defining “self-plagiarism,” things are more opaque. The phrase itself is almost meaningless, asStephanie Bird, among others, points out: “Self-plagiarism is not possible, since ‘plagiarism’refers to claiming the words and ideas of another as one’s own.”2The concept is not, as some suggest, “a relatively new evil.”3 As Callahan notes, it can be tracedback more than a century, to an 1893 letter submitted to the Atlantic Monthly.4 Current timeshave seen a renewed interest, perhaps due to the emergence of detection software used by manyjournals to identify plagiarized material.A review of the rather substantial literature shows that self-plagiarism, or

Conference Session

Case and Scenario in Engineering Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elisa L. Warford, University of Southern California

Tagged Divisions

Engineering Ethics

case study exercise. The full text of the casestudy is included as an appendix.IntroductionSince ABET’s 2000 requirement for an ethics component in engineering education,1 instructionin ethics is now commonplace in engineering curricula. The 2015 Volkswagen diesel scandal,however, has sparked calls for moving away from “this compliance mindset” in ABET accreditedschools to one in which ethics instruction is integrated more effectively and thoroughly into theengineering curricula.2 There is considerable debate about the most effective way to incorporateethics instruction in the classroom, whether as a stand-alone course or as incorporated throughoutthe engineering curriculum (or both). There have also been calls for greater emphasis on

Conference Session

Peace, Conflict, and Sustainability: Addressing Global and Ethical Issues in Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert J Muscat, Global Peace Services USA; Angela R Bielefeldt, University of Colorado, Boulder; Donna M Riley, Virginia Tech; Rebecca A Bates, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Engineering and Public Policy

involved in Page 26.1216.5planning and implementation) should take account of factors such as:1. Is the project located near borders between rival groups?2. Will the location and design of irrigation channels impinge on divisions between different ethnic (or religious, etc) groups?3. In the case of international waterways, consider the World Bank’s safeguard cautions.4. The World Bank cautions should similarly be applied to projects in internationally contested areas, and in border-spanning resource development (e.g. natural gas, petroleum, water).5. Are there external “diseconomies” (e.g. pollution causing health or economic damage) that

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bhavna Hariharan, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

thecommunity is embedded in. This approach is in keeping with the KGC mission ofcreating “shareable prosperity” that “seeks to mobilize knowledge to serve men, women,and children living in extremely impoverished conditions through active collaborationwith those people. And it seeks to do this in ways that build bases for sustained inquiryby those men, women and children.” It can be best achieved through the “practice ofethics of care”1.    The Global Engineers’ Education (GEE) course that served as the research setting for thispaper is founded on a decade of work at the KGC at Stanford University aimed atfundamentally understanding the nature of challenges we face in creating shareableprosperity and on developing methods for applying research

Conference Session

Socio-Technical Issues in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Priya Balasubramanian, Grand Valley State University; Nael Barakat, Grand Valley State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

the origins of bioethics. The beginning of bioethics was in the early 1960’s whenHastings center along with other ethics organizations opened their doors to address theapprehension and fascination of society towards advances in medicine and technology. TheseProceedings of the ASEE Annual Conference and Exposition, New Orleans, LA. June 2016 – Balasubramanian and Barakat. Page 1 of 11organizations observed that bioethics was required to answer questions that originated fromincreased public awareness of medicine and the concerns surrounding the moral questions relatedto various technological developments. Hence, in 1974, National Commission for the Protectionof Human subjects (NCPHS) was established and the need for bioethics and the work of

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Susan L. Murray, Missouri University of Science & Technology; Amber M. Henslee, Missouri University of Science & Technology; Douglas K. Ludlow, Missouri University of Science & Technology

Tagged Divisions

Engineering Ethics

representative sampling was achieved. Theparticipants matched the characteristics of entering freshmen engineering students:predominately males (77.9%) who identified as Caucasian, non-Hispanic (83.5%). Theuniversity’s freshmen class is 99% full-time students with an average age of 18 years old.Eighty-one percent of freshmen are classified as in-state students(http://ira.mst.edu/decisionsupportreports/reports/factbook/14-15/students/). The mean ACT testscore for Missouri S&T freshmen is 28, which corresponds to the 90th percentile nationally(http://www.actstudent.org/scores/norms1.html).Survey QuestionsThe survey included three questions modified from Belter & du Pre1. To answer items 1-3, refer to the following passage, which is quoted

Conference Session

Case and Scenario in Engineering Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

avoidenvironmental restrictions and tax obligations. Specifically, this paper examines the CostaConcordia incident as an illustration for the information to follow: questionable registrationpractices; pollution issues; and integration in technical classes, specifically, the field ofenvironmental engineering.BackgroundInterest in the environmental effects of the cruise ship industry is relatively a recent, dating backabout 20 years, which corresponds to the physical growth of the ships and the explosion ofconsumers in search of exotic vacations. Between 1980 and 2013, the number of passengersincreased from 1.4 million to 21.5 million,1, 2 with an estimated 24 million to sail in 2016.1Consequently, the size of ships has increased to accommodate higher

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Yanna Lambrinidou, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

elaboration of standards. Weconclude with a discussion motivating social justice as a value that all engineers can adopt.IntroductionSocial justice is an aspirational value conceptualized in contrast to injustice, and is best definedby those most closely experiencing that injustice. 1 Notions of social justice vary by time and byaffected population. Studying previous social justice movements can provide some examples ofkey principles such as ending systems of oppression like racism, colonialism, classism, ableism,sexism, heterosexism, gender normativities, xenophobia, ageism, and others; resisting thesystematic silencing or discrediting of local knowledges and scientific counter-knowledges thatchallenge dominant ways of thinking, knowing and doing