Conference Session

Industrial, Professional, and Practical Contexts of Engineering Ethics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Shiloh James Howland, Brigham Young University; Brent K. Jesiek, Purdue University, West Lafayette

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Diversity

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Engineering Ethics

engineering students [1], ethical situations also surface inmany other settings. In our own research on engineering student perceptions of ethics and socialresponsibility, we found that many engineering interns and co-ops reported encountering ethicalissues or dilemmas in the workplace [2]. This finding counters a common perception – oftenperpetuated by the prevalence of “big disaster” case studies in engineering ethics education – thatethical issues surface relatively rarely for most technical professionals. As Kline has argued,there is a continuing need to “move beyond this concern with what might be called ‘disasterethics’ to study the ethical and social aspects of everyday engineering practice” [3, p. 14].Aligned with Kline’s recommendation, the

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jake Walker Lewis, University of Colorado Boulder; Madeline Polmear, University of Florida; Daniel Knight, University of Colorado Boulder; Chris Swan, Tufts University

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Diversity

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Engineering Ethics

experiences during college impactyour ethical knowledge, reasoning, or behavior?” Alumni rated 9 activities based on a scale of:did not participate, involved but no impact (0), small impact (1), moderate impact (2), largeimpact (3). Among the engineering alumni, most activities were rated as having a moderateimpact on ethical development among those who had participated, on average: volunteer activity(n 105, avg 1.9), fraternity/sorority (n 33, avg. 1.9), internship or co-op (n 100, avg. 1.8), designgroups (n 90, avg 1.8), undergraduate research (n 75, avg 1.8), engineering service group (n 37,avg 1.7). Activities that averaged a smaller impact included: sports (n 74, avg 1.4), professionalsociety (n 90, avg 1.3), and honor society (n 40, avg 0.8

Conference Session

Critical Reflections on Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carl Mitcham, Colorado School of Mines

Tagged Divisions

Engineering Ethics

. Quantitative and Qualitative Risk InflationSince the 1970s the literature on risk and its challenges has ballooned. Literature (and risk work)is commonly parsed into categories dealing with the practices and problematics of (1) riskidentification, (2) risk assessment, (3) risk management, and (4) risk communication. In all cases,however, risk issues are mostly assumed to be bounded: that is, to apply only to particularprojects, locations, processes, or people. Concerns about the Cold War risks of thermonuclearwarfare broke the boundaries to consider more comprehensive or catastrophic, global risks: inthe famous phrase of engineer physicist and military strategist Herman Kahn [1], it forced“thinking about the unthinkable.” Although nuclear related

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Samuel Aaron Snyder, Virginia Polytechnic Institute and State University; Diana Bairaktarova, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics

-structuredinterviews with around 20 faculty across the university. The interviews included discussions of thepedagogy’s faculty used within their newly designed courses, who faculty interacted with and howthey gained the ethical and intercultural competencies, and the challenges faculty faced inredesigning the courses. Preliminary results have found that some of the more common challengesthat faculty are facing is the lack of institutional guidance and resources, the lack of support fromother faculty, and a lack of time to implement the required changes. Moving forward, we plan toexpand this study to reinterview faculty as the program progresses and faculty learn more abouthow to teach in online settings. 1. Introduction Ethical and global

Conference Session

Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yousef Jalali, Virginia Polytechnic Institute and State University; Christian Matheis, Guilford College; Marc Edwards, Virginia Polytechnic Institute and State University

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Diversity

Tagged Divisions

Engineering Ethics

enhance the curriculum of a graduate-level engineering ethics course, Engineering Ethics and the Public, at Virginia Tech, a large land-grant, Research 1 university. The course is a three-credit elective course offered annually to engineering students. The overall course itself was originally co-conceived and co-developed by an engineer, one of the authors of this paper, and a medical ethnographer, with the support of the National Science Foundation (NSF) [1]. The learning objectives, topics, and assignments are presented in Table 1. The course aims to address relationships between engineering, science, and society by incorporating listening exercises, personal reflections, individual

Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter Wesley Odom, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

is believed that results highlighted several previously unknown issues with certain itemsfrom the EERI. Fortunately, the results also provide evidence-based support for how the indicateditems may need to be updated, or justification for their removal. IntroductionThis paper is a qualitative follow-up to a paper presented at the 2019 ASEE Annual Conference.In the previous study referenced [1], results from a partial confirmatory factor analysis (PCFA)of the EERI were presented. A PCFA is a method by which some true confirmatory factoranalytic (CFA) fit statistics can be estimated without the use of structural equation modellingtechniques or software [2]. Since a PCFA can be conducted within SPSS, it

Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Florida; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder; Nathan E. Canney

Tagged Divisions

Engineering Ethics

are provided. These examples of reflection activities may help engineering educatorsdetermine the best ways to integrate reflection into their teaching practices. The different typesof reflection described in the literature -- including critical, dialogic, and descriptive – provide aframework to contrast different goals for student reflection.BackgroundReflection has been used to facilitate student learning in higher education [1-4], includingengineering [5-8]. Rogers [2] examined many theories and definitions related to reflection andsummarized that reflective thought is a “cognitive and affective process or activity that requiresactive engagement by the individual while examining one’s responses, beliefs, and premises,resulting in

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Koehler, Wake Forest University; Olga Pierrakos, Wake Forest University ; Michael Lamb, Wake Forest University; Alana Demaske, Wake Forest University; Carlos Santos, Wake Forest University; Michael D. Gross, Wake Forest University; Dylan Franklin Brown, Wake Forest University

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Diversity

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Engineering Ethics

alreadyincorporated into engineering education. Four prominent virtues in undergraduate engineeringeducation are detailed in this paper: (1) critical thinking (an intellectual virtue), (2) empathy (amoral virtue), (3) service (a civic virtue), and (4) teamwork (a performance virtue). Byconducting a literature review of these four virtues, we gain insight into how engineeringeducators already infuse virtues into engineering education and identify the gaps andopportunities that exist to enrich undergraduate engineering education through a virtueframework. Although virtues are part of engineering education, our findings reveal that mostengineering educators do not explicitly describe these concepts as “virtues” and tend to treatthem instead as “skills.” While

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Debartolo, Rochester Institute of Technology; Wade L. Robison, Rochester Institute of Technology; Sarah Aileen Brownell, Rochester Institute of Technology

Tagged Divisions

Engineering Ethics

assess the risks associated with anyproject they are working on to concentrate upon the risks involved in completing the project —the loss of someone with the special skills needed for an aspect of the project, a loss of funding, afailure of everyone to do the work assigned to them, a technical failure, and so on [1-4].However, most professional codes of ethics require engineers to “hold paramount the safety,health and welfare of the public”, which means considering risks beyond the immediate boundsof the project, and considering the ethical implications of their work. Engineers must broaden thearea of concern to include the introduction of their design solution into the world [5], whichmeans considering many widely varying aspects of their

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Minha R. Ha, York University; Joshua Racette, McMaster University; Shinya Nagasaki, McMaster University

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Diversity

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Engineering Ethics

outreach.Mr. Joshua Racette, Department of Engineering Physics, McMaster UniversityProf. Shinya Nagasaki American c Society for Engineering Education, 2020 WIP: Ethical Responsibility Formation of Students in a Nuclear Engineering Course through Inquiry Learning Minha R. Ha *1, Joshua Racette2, and Shinya Nagasaki2 1 Department of Mechanical Engineering, Lassonde School of Engineering, York University 2 Department of Engineering Physics, Faculty of Engineering, McMaster UniversityIntroductionEngineering ethics – both in the nature of engineering practice and the impact of engineering work– intersects ethics of many

Conference Session

Ethical Reasoning and Decision Making

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Tech

Tagged Divisions

Engineering Ethics

reasoning employed in this study include Deontology, VirtueEthics, Consequentialism and Utilitarianism. These frameworks are described below.Deontology is the adherence to specific directions, guidelines or rules for moral conduct, whichmay or may not be codified, which often specify what is required, permitted or forbidden [1].Sometimes, though, one or more of these guidelines may conflict with others. For example, oneof the provisions of the National Society of Professional Engineers’ Code of Ethics emphasizesthe primacy of the health, safety and welfare of the public in the conduct of engineering work,while another admonishes engineers to serve their employers and clients with fidelity. Whathappens if the welfare of the public could be

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Landon Bassett, University of Connecticut; Jennifer Pascal, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Kevin D. Dahm, Rowan University; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University

Tagged Divisions

Engineering Ethics

Engineering Education (ASEE) and the Institute of Industrial and Systems Engineers (IISE). American c Society for Engineering Education, 2021 Work In Progress: Let's Talk about Ethics! A Qualitative Analysis of First Year Engineering Student Group Discussions Around Ethical ScenariosIntroduction Over the past two decades, there has been a renewed interest in the scope and practice ofethics education in engineering curricula, especially in the first year [1, 2, 3]. However, the formengineering ethics education has varied considerably with each program. Active and gamifiedlearning strategies have become increasingly common for developing ethical awareness anddecision making in

Conference Session

Industrial, Professional, and Practical Contexts of Engineering Ethics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Michael C. Loui, University of Illinois at Urbana Champaign; Chuck Huff

Tagged Divisions

Engineering Ethics

education programs may not prepare studentswell enough for ethical engineering practice [1]. A potential reason could be the limitations ofcurrent pedagogical approaches to engineering ethics, which have mainly focused on developingethical awareness and reasoning skills [2]. Those skills may be insufficient for helping students toembody the values and virtues associated with engineering professionals. The process by whichan individual internalizes moral values is called moral formation. For engineering professionals,the moral formation process occurs throughout professional socialization, which starts duringengineering education [3]. Therefore, we are investigating how engineering education programscan effectively facilitate engineering students

Conference Session

Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luan M. Nguyen, Iowa State University of Science and Technology; Nell Gabiam; Cristina Poleacovschi

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

codes often concern technical matters such as onlyundertaking assignments in their areas of competence and professional matters such as acting asfaithful agents or trustees for their clients [1], with little regard to sociopolitical matters such asaddressing discriminations and inequalities in the field of engineering and beyond. Thisdisregard of sociopolitical matters might contribute to the large amount of discrimination in theforms of microaggressions facing engineering students of minoritized backgrounds. For example,a study found that different groups of racially minoritized students experience university campusdifferently in some ways [2]. The term “minoritized” is used to refer to the process of studentminoritization that suggests an

Conference Session

Awareness, Expectations, and Recognition of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rockwell Franklin Clancy III, University of Michigan, Shanghai Jiao Tong Joint Institute; Joanna Ruth Sessford, The Sino-British College, USST; Longfei An, Shanghai Jiao Tong University, China; Yan Ge, Shanghai Jiao Tong University, China

Tagged Divisions

Engineering Ethics

“ethicalframe,” recognizing the ethical dimensions of situations and decisions. Maintaining an ethicalframe should, thereby, improve ethical awareness and mitigate against “ethical fading” – avariant of “bounded rationality” in which the ethical dimensions of situations and decisions takeon less or no importance. An ethical frame should increase the likelihood of moral awarenessand, therefore, moral judgments, intentions, and actions.2 Rather than the nature of ethicaljudgments and decisions as such, however, this paper argues for the primary importance ofethical actions and behaviors.Significant correlations were discovered between expectations of ethical issues/conflicts and 1.the perceived usefulness of engineering ethics education and 2. the extent

Conference Session

Awareness, Expectations, and Recognition of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel D. Burkey, University of Connecticut; Michael F. Young, University of Connecticut

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Diversity

Tagged Divisions

Engineering Ethics

in formal ways into engineering education. Many widely publicized failuresof complex engineering systems can be traced back to lapses in judgment on either ethical orsocietal impact axes, including the Volkswagen Diesel Engine scandal,​1​ the BP Gulf Oil Spill,​2the ​Challenger3​​ and ​Columbia4​​ ​space shuttle disasters, and more recently, the Flint, MichiganWater Crisis.​5In this work, the authors seek to explore the application of game-based and game-inspiredlearning to engineering ethics education. Giving students the opportunity during their educationto recognize the wider social and ethical impacts of the profession - through multimediasimulation, role-playing games, case-based learning, and review of other, fictionalized cases -can

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sharon Tsai-hsuan Ku, University of Virginia; Xiafei Yang, University of Virginia; Sitong Wang, Chongqing University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

from multi-cultures, in particular Chinese who have played a dominant role in several advanced technologies. Itis not hard to imagine that biased understanding could pollute collaboration and prevent constructivedialogues and consensus to be achieved, a critical step for global trade and technology governance. This paper urges the importance of re-examining and redesign the global engineering ethicseducation in the context of the US-China trade war. We are interested in how do the profession,identity, practices, and ethics of engineering differ or coincide in US and China? Are these 1  differences or similarities intrinsic or evolving

Conference Session

Engineering Ethics Division Technical Session - Ethics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Richard T Cimino, Rowan University; Scott Duplicate Streiner, Rowan University

Tagged Divisions

Engineering Ethics

identifying the kinds of informal reasoning they used.​ ​ Asnoted in [15], all three of these approaches may coexist in any individual’s reasoning process,and thus the specific questions below are asked in the Think Aloud protocol to aid inidentification of each approach to informal reasoning: 1. Explain the decision you arrived at for the provided scenario. How would you convince a friend of your position? 2. Can you think of an argument that could be made against your decision? How would someone support that argument? 3. If someone confronted you with that argument, how would you respond? How would you defend your position? 4. Did you immediately feel that your decision was right? Did you know your decision before

Conference Session

Engineering Ethics Division Technical Session - Ethics Decision-Making

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dayoung Kim, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

of intuition whenthey made ethical decisions. We anticipate the findings of this study will help engineeringeducators and researchers design better engineering ethics courses by considering the emotionsand intuitions of engineering students, which have previously been ignored but may influenceethical decision-making.IntroductionEngineering ethics education has typically focused on teaching ethical reasoning skills toengineering students by providing them with knowledge (e.g., codes of ethics, moral theories)and opportunities to practice reasoning (e.g., case study). Engineering codes of ethics, since theirexplicit formulation from the initial third of twentieth-century [1], have provided a guidance ofbehavior for engineers. For instance, in

Conference Session

Engineering Ethics Division Technical Session - Ethics Decision-Making

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Laurie A. Pinkert, University of Central Florida

Tagged Divisions

Engineering Ethics

, graduate students, andundergraduate students provides a baseline for the moral foundations of engineers across andwithin a range of engineering subdisciplines. Our objective is to analyze whether and to whatdegree “moral foundations” are shared within these subdisciplinary cultures. We hypothesize thatthe variance in moral foundations among engineering stakeholders will be significant and thatthe moral foundations of members within a specific subdiscipline will be more closely sharedthan with those outside the subdiscipline. The Moral Foundations Questionnaire providesrespondents with a scaled response to their reliance on and endorsement of a refined set of fivemoral foundations: 1) harm/care, 2) fairness/reciprocity, 3) ingroup/loyalty, 4

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Debartolo, Rochester Institute of Technology; Wade Lee Robison

Tagged Divisions

Engineering Ethics

considerations. After EACparticipation, new instructional content has been created that highlights five risk categories thatextend the consideration of risks beyond the completion of the project: technical, resource,safety, societal, and environmental risks. When teams consider safety, societal, andenvironmental risks, they have considered, at least at a cursory level, the harms that theirdecisions may cause and how a redesign could mitigate or remove those harms.The questions the authors seek to answer are: (1) Were students able, after seeing examples, toconsider risks related to harms that their designs may cause? (2) Did the balance of risks relatedto technical and resource challenges, compared with risks related to harms that could be caused,vary

Conference Session

Engineering Ethics and Global Issues

Collection

2007 Annual Conference & Exposition

Authors

Christan Whysong, Virginia Tech; Jenny Lo, Virginia Tech; Kumar Mallikarjunan, Virginia Tech

Tagged Divisions

Engineering Ethics

atVirginia Tech aim to implement ethics throughout a four-year program by utilizing a spiral-themed curriculum. Preliminary work consisted of compiling a library of ethics case studiesrelated to Biological Systems Engineering (BSE), particularly Bioprocess Engineering, alongwith different methods of implementing these ethics case studies. This work was presentedduring the 2006 ASEE Annual Conference and Exposition.1 As the project moved to its secondphase, the two departments have begun incorporating the library of ethics case studies in adesignated sophomore course.Initial work focused on genetically modified products because they incorporate several keyethical issues. A key theme of the spiral curriculum, sustainability can be observed as

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

and completed several empirical studies toaddress its concerns about the high levels of cheating in engineering undergraduates. The workranges from identifying factors that influence engineering students’ decisions about cheating toanalyzing the relationships between this decision and unethical behavior in the workplace. Majorfindings from these studies are presented in this paper.The PACES-1 StudyThe E3 Team designed the Perceptions and Attitudes about Cheating among EngineeringStudents (PACES-1) Study to investigate general issues related to undergraduate cheating. Theteam conducted an extensive review of literature on the subject and developed the PACES-1

Conference Session

Teaching Ethics II

Collection

2007 Annual Conference & Exposition

Authors

Richard Freeman, Valparaiso University; Peter Johnson, Valparaiso University; Kenneth Leitch, Valparaiso University

Tagged Divisions

Engineering Ethics

from an individual to a group assignment changed thedynamics in the second half of the GE 301 course. This paper will explore the changes instudent interest and behavior introduced by changing the ethics assignment andexpanding the number of class periods of ethics instruction. The authors will alsoexplore any impacts this change had on student performance in the course and on thecivil engineering departmental assessment of student understanding of ethics.IntroductionABET’s Engineering Criteria 2000 requires that all engineering program graduates beable to demonstrate “an understanding of professional and ethical responsibility.1 ” It isleft up to individual institutions to implement this required outcome in light of what isfrequently a very

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

Edward Sobiesk, United States Military Academy; William Suchan, United States Military Academy; Roland Trope, United States Military Academy

Tagged Divisions

Engineering Ethics

transferof the work. This places Internet users in a unique and complex situation -- almost anythingdownloaded or copied from the Internet without permission makes the user susceptible toviolating copyright law.Violation of copyright law is not a foreign concept in the 21st Century. Many recent legal casesin the headlines have brought online piracy into the consciousness of high school and collegestudents. According to the Recording Industry Association of America, online piracy is definedas “…the unauthorized uploading of a copyrighted sound recording and making it available tothe public, or downloading a sound recording from an Internet site….”1 While we certainly wantour students to be knowledgeable about issues such as online piracy, its well

Conference Session

Teaching Ethics II

Collection

2007 Annual Conference & Exposition

Authors

Emine Atasoylu, Eastern Mediterranean University

Tagged Divisions

Engineering Ethics

substantial equivalency to must demonstrate thattheir graduates have an understanding of professional and ethical responsibility 1. This can beachieved by offering an engineering ethics course or by incorporating ethics throughout thecurriculum 2,3. Cyprus, a beautiful Mediterranean country, has in recent years been referredto as “the island of universities” due to its impressively large number of universities despiteits small size and population. Table 1 shows the universities with engineering programs inboth the North and South side of Cyprus 4,5.AimThe aim of this study was to compare the ethical knowledge of practicing engineers who hadgraduated from the various engineering programs in Cyprus having received an ethics courseduring their training

Conference Session

Engineering and Sustainability

Collection

2007 Annual Conference & Exposition

Authors

Brock Barry, Purdue University; Aman Yadav, Purdue University

Tagged Divisions

Engineering Ethics

caseapproach and their influence on students’ critical thinking skills about ethical issues in Page 12.1394.4engineering. Future research needs to assess whether this approach to teaching ethics (i.e, case- 3based instruction) has the hypothesized benefits of increasing students’ awareness aboutengineering ethics as well as increase their moral reasoning. Thus, rigorous research methodsshould be utilized to design investigations that compare the outcomes resulting from variousethics instruction methods, including case-based instruction.References:1

Conference Session

Engineering Ethics and Global Issues

Collection

2007 Annual Conference & Exposition

Authors

Roobik Gharabagi, St. Louis University

Tagged Divisions

Engineering Ethics

Conference Session

Engineering Ethics III

Collection

2008 Annual Conference & Exposition

Authors

William Jordan, Baylor University

Tagged Divisions

Engineering Ethics

are not the only people who are trying this bottom-up approach. Non-engineeringexamples of such an approach to poverty are described in the excellent book1 by Shannon Daley-Harris and Jeffrey Keenan.Criteria for Successful Engineering Service Projects—Preliminary WorkSuccessful projects do not just happen. If the project is to be successful there are some thingsthat need to be done before the project can be implemented. They are:1. Have contacts in the country who are interested in having us do the project and who can act as a resource.2. Know enough details about this project so that the design work can be done during the academic year at our university.3. Raise enough money to pay for travel to the country and to purchase the needed

Conference Session

Engineering Ethics I

Collection

2008 Annual Conference & Exposition

Authors

M.P. Sharma, University of Wyoming; Robert W. Peters, University of Alabama at Birmingham

Tagged Divisions

Engineering Ethics

, government, and national laboratories is a must. The proposal solicitation lists the following stated activities and specific areas of interest: “The extent of integration of sustainability into the engineering curricula at institutions of higher education in the United States may be identified by several key activities and indicators including but not limited to: (1) curricula development activities such as new core courses or electives or amending existing courses to include sustainability themes; (2) centers and institutes on campus related to sustainability; (3) conferences related to sustainability developed and hosted by faculty, departments, or engineering schools; (4) institutional support and funding for research relating engineering