Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jason K. Durfee, Eastern Washington University; Hani Serhal Saad, Eastern Washington University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

from the freshman to senior examinations.Study ResultsFirst it must be noted that the results presented here are only the averaged student scores fromthe NSPE Ethics Exam as administered in a 100-level CAD course and in the senior capstonecourse. Consequently it is difficult to make a complete determination of the effectiveness of thenew professional ethics program from this limited data.First a baseline of scores was established by taking the average scores from the two courses forthe very first year of the program. That data is given in the table below.Table 1, Baseline data for Comparison taken during first year of new ethics programCourse NSPE Exam score High Score Low Score Standard

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

, Page 26.1286.2and how student resistance to topics perceived as “not engineering” can be a positive learningopportunity.IntroductionSustainability has emerged as an acceptable theme in many engineering education contexts overthe past two decades, with an earlier history dating back to the 1960s.1 While environmentalengineering was the logical home for sustainability and has driven a great deal of the movementfor sustainability education in engineering, disciplines like chemical engineering and mechanicalengineering have also risen to the challenge to incorporate sustainability considerations inteaching their discipline to undergraduates.However, definitions of sustainability in engineering have been more technical in nature thandefinitions

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

George C. Wang, East Carolina University; John St James Stewart Buckeridge, RMIT University

Tagged Divisions

Engineering Ethics

– in anticipation that this willensure the highest level of professionalism when construction management students graduate.1. The nature of construction industry, trends and changesThe construction industry is currently one of the largest industries in western democracies. In theUnited States, it is on a par with education and health and along with associated investment andservice industries, it contributes about 9% of the US Gross Domestic Product (GDP) andemploys more than 10 million workers. Australia has a similar profile, where the constructionindustry contributes to 8% of the GDP and employs more than a million people – about 9% ofthe total workforce1.Modern construction spans design, new construction, rehabilitation, renovation

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Joseph R. Herkert, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

written, distributable articulation of suchpriorities is also felt to be required. But if we are interested in the social relations associatedwith engineering codes of ethics, we must ask: Why precisely is such an articulation felt to benecessary? After all, many features of many professional operations never find such formalexpression; although Codes of Ethics for History professors exist, they are rarely invoked inpractice or passed along for graduate students, for example. Moreover, although developing acode of ethics is commonly viewed as having been an essential part of engineering’sprofessionalization in the United States,1 the question of how codes of ethics actually shape dailyengineering practice is a, huge realm for study. To delve into

Conference Session

Socio-Technical Issues in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; David H. Torres, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

unrealistic and difficult to relate to their own circumstances.2,3 Over the course of everydayengineering design work, many students do not realize they are engaging in ethical processes atall,2,4 and have little to no recognition of how their considerations shape and are shaped by theorganizational context of the program. Indeed, it is often only on looking back “after thingsturned out nasty” that reasoning seemingly unrelated to ethics may be identified as ethical.1 Likewise, students may not recognize that engineering design is inherently tied to ethics.However, the products of an engineering design process, and especially the use of thoseproducts, undoubtedly are.1 Scholars have argued that ethical issues arise on a day-to-day basisin the

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Colin M. Gray, Purdue University, West Lafayette; Luciana Debs, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette; Terri S. Krause, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

activity. This created anenvironment in which it was assumed that students would empathize with their target userpopulation (as in Campbell, Yasuhara, and Wilson7,24) in order to develop a solution that wouldbe appropriate and beneficial to the end user.We specifically focus on the following research questions: 1. What are the instructional strategies used to foster the development of empathy in a transdisciplinary technology education design studio? 2. Did students evidence empathic development as a result of these strategies?MethodOur data collection included artifacts from the project development process, includingwhiteboard sketches, deliverables, and the final project from each team. In addition, we capturedclassroom interactions

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

the principal analysis so far. We hope todevelop these perspectives further in future work.Case Study 1: Why Tom argues that engineers aren’t responsible for the negativeconsequences of drone warfareTom had written his STS capstone project on the dehumanizing effect of autonomous warfare onsociety. While describing his experience in the STS program, he mentioned that the capstoneproject was the most enjoyable and productive part of the program for him. In his projectpresentation, he concluded that drones “will dehumanize society ultimately” and “make us lesssensitive to war” because the drones have cameras on them which provide a close-up view ofwar and death all the time. Tom mentions how soldiers can remotely kill using the drones andthat