Conference Session

Ethics in different disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

students graduating from engineering programsmust have an understanding of how ethics work in the real world and how ethical problems canaffect an engineer’s entire professional career. This course will focus on the ethics of engineeringpractice. As part of the course students will be expected to consider the effects of their actions(and failure to act) including the economic, environmental, political, societal, health and safetyconsequences of their work, while also keeping in mind the manufacturability and sustainabilityof their structures and products.This course was originally developed in the context of a curriculum design course. It was createdwith the intention of further development using the results of a program of rigorous research

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jani C. Ingram, Northern Arizona University; Angelina E. Castagno, Northern Arizona University; Ricky Camplain; Davona D Blackhorse, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

American students to work with her as a Navajo principal investigator on the project and building an interdisciplinary, collaborative team of scientists with expertise in analytical chemistry, geoscience, cancer biology, and social sciences are also important to her research. She is a member of the Navajo Nation (born to the N´aneesht’ e´ zhi clan) and is involved in outreach activities for Native American students in undergraduate and graduate research. She is the principal investigator of the Partnership for Native American Cancer Prevention and the director of the Bridges to Baccalaureate program. She was named the 2018 recipient of the American Chemical Society Award for Encouraging Disadvantaged Students into

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

David K. Ware; David J. Ahlgren, Trinity College; Harvey F. Silverman, Brown University

Tagged Divisions

Engineering Ethics

whereworks. Are there ethical issues lurking here?This example requires the students to explore the notion that an individual’s personal interestsmight be at odds with the company’s interests, or might at least appear to be. Thus, thediscussion typically touches on the importance of “appearances”, and on strategies that can beused to mitigate conflicts, or potential conflicts, of interests, beginning usually with the“sunshine” strategy – i.e. bringing the conflict or potential conflict to the attention of thecompany (placing it in the “sunshine”) so that further mitigation efforts can be taken. Recusal –the removing of oneself from a decision-making role in which the conflict or potential conflictcould play a role -- is also discussed. Finally, the

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luan Minh Nguyen, Iowa State University ; Cristina Poleacovschi, Iowa State University; Kasey M. Faust, University of Texas at Austin; Kate Padgett Walsh, Iowa State University; Scott Grant Feinstein; Cassandra Rutherford, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

and is good for exposing students to a more general background of ethics; however,this sacrifices the disciplinary context covered by the within-the-discipline method [30]. Theacross-the-curriculum method presents students with ethical dilemmas repetitively in multiplecourses during their engineering education; while effective, this method calls for a commitmentamong faculty members to conduct ethics discussions in their courses [30]. Lastly, an effectiveapproach of bridging engineering with societal concerns involves the use of a curriculum modelwith a range of required courses that have ethics components which highly emphasize engineeringethics and the role of engineers in society [11], [30].However, despite such efforts, it continues to be

Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica R. Edelson, Duke University; Micalyn Struble, Duke University; Reya Magan, Duke University; Ann Saterbak, Duke University

Tagged Divisions

Engineering Ethics

FoundationsQuestionnaire (MFQ) [1] and a novel instrument focused on the intersection of technology andethics developed by faculty at Duke University. With data collected in Fall 2020, we analyzedstudent survey data and found few significant results. In summary, the suite of developedmodules that are embedded into the first-year engineering design course should lead to thedevelopment of an ethical mindset at the outset of students’ engineering education.Overview of Ethics Education in EngineeringDespite a consensus that ethics is an important topic for engineering students, its incorporationinto undergraduate courses remains mixed [2] [3] [4]. Currently, the ABET Student Outcome #4in Criterion 3 requires that graduates have “an ability to recognize ethical and

Conference Session

Professional and Regulatory Issues in Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Graeme W Troxell, Colorado State University; Wade O. Troxell, Department of Mechanical Engineering, Colorado State University, Fort Collins, Colorado 80523-1374

Tagged Divisions

Engineering Ethics

, and many people they care about, are members of the public that frequently comeinto some sort of contact with engineered things. There are a number of professional benefits enjoyed by engineers and ultimatelymade possible by broad adoption of a code of ethics. An example Davis offers, via ananalysis of Robert Lund’s decision to “think like a manager” rather than an engineer ishow engineers qua engineers are, due to their code, more empowered to reject anemployer’s request. Lund, then the vice-president of engineering at Morton Thiokol—the company responsible for the O-rings whose failure led to the Challenger disaster in1986—found himself in the unfortunate position of being pulled away from hisprofessional obligations by other

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

. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity.Dr. Nathan E. Canney, Seattle University Dr. Canney teaches civil engineering at Seattle University. His research focuses on engineering educa- tion, specifically the development of social responsibility in engineering students. Other areas of interest include ethics, service learning, and the role of the public in engineering decisions. Dr. Canney re- ceived bachelors degrees in Civil Engineering and Mathematics from Seattle University, a masters in Civil Engineering from Stanford University with an emphasis on structural

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Rehabilitation, SUNY Upstate Medical University, Syracuse, NY. Registered Professional Engineer (Ohio). Robinson’s ethics teaching style comes from an amalgam of academic, industrial (Bell Labs), governmen- tal (VA) and clinical experiences, plus an interest in ethics from his undergraduate days.Ms. Loretta Driskel, Clarkson University Since the late 1990’s Loretta’s passion has been to create engaging, diverse teaching and learning ex- periences for students and faculty. As the senior instructional designer at Clarkson University, she has presented at conferences such as the Online Learning Consortium and over the past two decades, she has also presented at a wide variety of other venues including ADEIL; Sloan-C

Conference Session

Panel: A Conversation About Ethics Education and Resources

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato; Taft H. Broome Jr., Howard University; Legand L. Burge Jr., Tuskegee University; Rachelle Hollander, National Academy of Engineering; Michael C. Loui, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Ethics

at Tuskegee University. He received his B.S., M.S., and Ph.D. in electrical engineering from Oklahoma State University in 1972, 1973, and 1979, respectively. He has served on the faculty of George Washing- ton University, Tuskegee, Regis College, Johns Hopkins, Bowie State University, and the U.S. Air Force Academy, and now as Dean since 1999 at Tuskegee University. In this position, he is responsible for efficient and effective operations of the college. Burge brings leadership to more than 700 students, 66 faculty, and 21 staff members, and effective and efficient management of a modest research and develop- ment program for the college. The college continues to be a top 10 producer of engineering graduates who

Conference Session

Engineering Ethics Division Poster Session: Neuroethics and Secondary STEM Classrooms

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Clapper Bergsman, University of Washington ; Sara Goering, University of Washington; Eric H. Chudler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

the University of Washington in Seattle in 1985. He has worked at the National Institutes of Health in Bethesda, Md. (1986-1989) and in the Department of Neurosurgery at Massachusetts General Hospital in Boston, Mass. (1989-1991). Chudler is currently a research associate professor in the Department of Bioengineering and the executive director of the Center for Neurotechnol- ogy. He is also a faculty member in the Department of Anesthesiology & Pain Medicine and the Graduate Program in Neuroscience at the University of Washington. In addition to performing basic neuroscience research, he works with other neuroscientists and classroom teachers to develop educational materials to help K-12 students learn about

Conference Session

Engineering Ethics Outside the Classroom

Collection

2010 Annual Conference & Exposition

Authors

Traci Nathans-Kelly, University of Wisconsin, Madison; Sandra Courter, University of Wisconsin, Madison; Kevin Anderson, University of Wisconsin, Madison; Christine Nicometo, University of Wisconsin, Madison; Thomas McGlamery, University of Wisconsin, Madison

Tagged Divisions

Engineering Ethics

ofmoments, continually, all day long. The chance for students to see that engineering work is rifewith ethical, moment-to-moment choices is a rich lesson indeed. It is the small daily ethicalchoices that an engineer makes that could determine profit, credibility, safety, reliability, andprofessional integrity. The moments where an engineer has to allow personal ethics (get him outof the hole) to trump organizational ethics (avoid liability) is the moment we want to explore inethics training.We learned from the engineers at EngPro and Porter/Young that ethics training needs to bescaled to the worker; the same advice can be taken for undergraduate education. What will theyneed to understand about engineering, codes of ethics, and personal decision

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

engineering programs in the nation, we are building an innovative program aligned with the university mission of Pro Humanitate (For Humanity). We are committed to educating the whole person and the whole engineer with fearlessness and virtuous character. With inclusion being a core value, our engineering team represents 60% female engineering faculty and 40% female students, plus 20% of students from ethnic minority groups. Prior to joining Wake Forest University, Olga served as a Program Director at the National Science Foundation in the Division of Undergraduate Education and founding faculty of the Department of Engineering at James Madison University. As a 2009 NSF CAREER Awardee, her expertise and interests focus on

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

. Page 26.87.10  a career in computing  attending graduate school  other/undecided such as a non-computing career, part-time graduate studies, or an entrepreneurial activityA number of self-assessment and psychometric questionnaires such as the Myers-Briggs TypeIndicator are used in the course to help students better recognize their talent and interest areas.Students are also encouraged to join various professional societies such as IEEE or ACM to stayinformed with the latest state of the computer technology and a possible means for networkingwith their peers. Other activities that could help their careers such as attending various job fairs,graduate school forums, internship at local industry and devoting their

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

, dispositions, and worldviews. His dissertation focuses on conceptualizations, the importance of, and methods to teach empathy to engineering students. He is currently the Education Di- rector for Engineers for a Sustainable World, an assistant editor for Engineering Studies, and a member of the ASEE Committee on Sustainability, Subcommittee on Formal Education.Ms. Sarah Aileen Brownell, Rochester Institute of Technology Sarah Brownell is a Lecturer in Design Development and Manufacturing for the Kate Gleason College of Engineering at the Rochester Institute of Technology. She works extensively with students in the mul- tidisciplinary engineering capstone design course and other project based elective courses, incorporating

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

are acceptable, etc.” [16] But given the dominant, privileged and isolatedposition of the ES, engineering students and faculty in those courses do not feel the need to takethese negotiations seriously, as the ES supposedly live in the abstract.ESJ criteriaYet, as far as we know, engineers have no framework to guide them through these interactions.Grounded on the above definition of SJ, we have proposed criteria aimed at guiding engineers torecognize and map human and non-human, engineering and non-engineering elements involvedin problem definition and solution with social justice at the core. Although each criterion byitself is important, as we explore below, the criteria are interconnected. The six SJ criteriainclude 1. listening

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

social justice could vary by community context.In general, the survey responses on the definition of social justice did provide evidence of thestudents’ prior exposure to social justice elements (RQ1). The range of conceptualunderstandings about social justice from the student survey resembles a range of understandingsamong those in the engineering and social justice research community, even though theresearcher understandings tend to be more robust [1], [7], [15]. SQ2. Envisioning your own future career, what social justice concerns do you anticipate that you will need to consider as you design engineering solutions?In response to this question, many students identified an element of design decisions that protectfrom harm, with the object

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Knowledge does. Most curriculum leave untouched what ethical situations an engineer might face in the future, and the BOK is a great resource to learn about these circumstances before there are consequences. Not only do I think this is important for civil engineering students in general, but this is a topic that I personally feel I lack a thorough understanding of. The only class that has impressed upon me the important of making strong, personal, moral decisions in the future is my philosophy ethics class, which was not a part of my engineering curriculum.”As this assignment preceded the full case study, I hoped that this student might revise thisopinion that no engineering course asked him to consider ethical issues.By the end

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

Although this case appears on numerouswebsites, the Murdough Center site offers, in addition to a well-written case, various shortresponses and survey results about the case.Healy cautions against designing a “thin” case, one that omits needed information or “assumestoo much.” Such cases may be “short, easily posed, and attention-getting. . . .” While some thincases may be dramatic and attract student interest, they are atypical of what graduates can expectin daily life. Thin cases do not deal with issues stemming from “partiality,” a typical human traitin ordinary life where someone is partial to one or more persons. Thin cases also usually dealwith win-lose decisions. This type of decision does not prepare students for trying to findwinning

Conference Session

Ethics and Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

William Joseph Frey, University of Puerto Rico, Mayagüez; Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Marcel J. Castro-Sitiriche, University of Puerto Rico, Mayagüez; Fatima Zevallos, University of Puerto Rico, Mayagüez; Denisse Echevarria, University of Puerto Rico, Mayagüez

Tagged Divisions

Engineering Ethics

and political as well as technical problems.In particular, the framework of Downey and Lucena can be applied to make students aware thatengineers can find meaningful work that focuses on community development projects, and that aknowledge base exists that can provide them with appropriate training. Of course, we don’texpect that all students will take careers that explicitly operate in developing countries, but somelessons of development engineering practice can still inform student decisions in evenconventional situations. We can explore this in three contexts.1. Engineers could work within multinational corporations (MNC) in both preventive andproactive capacities. From the prevention standpoint, they can serve as a kind of

Conference Session

Engaging Ethics, Internationally

Collection

2017 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Colorado School of Mines; Brent K Jesiek, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

approach still leaves two questions unresolved.First, it is unclear whether it is realistic to expect that the global codes of ethics be used to guideengineering practice in different countries, beginning with their introduction to students informal coursework and later as guidelines for conduct in the workplace. Second, given thatAmerican societies encourage their members to apply their codes of ethics universally, theirforeign colleagues might know very little (if anything) about these codes. It might therefore beineffective or unfair for two sides of a collaboration to have an unbalanced understanding of thecodes of ethics that are supposed to guide their collaborative engineering practice. And third,there is the question of how to avoid

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Rogers P.E., North Dakota State University; Orlando R. Baiocchi, University of Washington, Tacoma; Paulo F Ribeiro, UNIFEI

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

c American Society for Engineering Education, 2015 ENGINEERING ETHICS IN TECHNOLOGY AND SOCIETY COURSESIntroductionUniversity technology and society courses provide students with the opportunity to studyprofessional or engineering ethics, but ethics seen in a different context from that of a formalengineering ethics course. Ethics can be the unifying core for such courses. The formalprofessional ethics course might follow one or more of several possible approaches: (i) use ofrelevant moral virtues as guides to making decisions, (ii) emphasis on consequences to allstakeholders, or (iii) application of rules or codes that must be followed. These approaches canlead to conflicting solutions. An

Conference Session

Integrating Engineering Ethics into the Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Edward Glynn, Villanova University; Frank Falcone, Villanova University; Mark Doorley, Villanova University

Tagged Divisions

Engineering Ethics

. Page 15.683.1© American Society for Engineering Education, 2010 Implementing Ethics Across Engineering CurriculaAbstractThis paper explores the origins, rationale and implementation of a faculty developmentworkshop in ethics for engineering faculty. This is part of the development of an ethics acrossthe curriculum approach to prepare undergraduate engineers for their professionalresponsibilities. The workshop emerged from research into the “best practices” of ethicseducation for engineers, sponsored by the Dean of the College of Engineering and conducted byan ethics faculty member and a Philosophy Ph.D. candidate. The results of that research pointedtoward the ethics across the curriculum approach, which the Dean endorsed. The

Conference Session

Teaching Approaches for Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard Raridon, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato; Deborah K. Nykanen P.E., Minnesota State University, Mankato; Marilyn C. Hart, Minnesota State University- Mankato; Winston Sealy, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

similar sit[uations]in the future) This semester’s project gave a larger picture view of consequences of unethicaldecisions.”Faculty ReflectionThe MAX Scholars seminar is led by four faculty members and a graduate student, with diverseareas of expertise and backgrounds including engineering, engineering technology, computerscience, biology and experiential education. This team selected the ethical framework for theseminar and facilitated discussions with individual students and groups, as needed. Severalobservations were noted, which are overall consistent with student feedback.Working with actual topics rather than case studies appeared to be more engaging for students.They seemed to have an easier time making a personal connection with the

Conference Session

Engineering Ethics: Using Case Studies

Collection

2009 Annual Conference & Exposition

Authors

William Loendorf, Eastern Washington University

Tagged Divisions

Engineering Ethics

engineers make, professional obligations, codes of ethicalconduct, and contemporary issues. This is followed by class discussions of real world casestudies applying this knowledge. Then two assessment methods are used to determine thestudents understanding of engineering ethics, an in-depth essay exploring two case studies and awritten examination evaluating four case studies. During the last academic year, over 200students from six classes have participated in this program. The results from the essays andexaminations indicate that students have a fundamental foundation, from which they can build abetter understanding, of how to handle real world ethical engineering challenges.IntroductionEngineers make numerous decisions every day that affect the

Conference Session

Engineering Ethics Issues Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

with the built-inconnections to the material that students bring to the class, important questions can be addressedrelated to technology‟s benefits and harms and who benefits or is harmed.1 Similarly, sciencefiction can be used for teaching mechanics and heat transfer as well as raising issues about theecological impact of “alien” resource use across the galaxy.2 Issues related to balancing theteaching of science fiction and technology in a single course and the benefit of working with aninterdisciplinary team (i.e., faculty from science and humanities) are presented by Layton, who isa member of an English department, and calls for the development of more classes like the onedescribed here.3 He also presents issues that may make it easier for

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

somewhat between academic semesters as enrollment inclasses shifted. Students participated as many semesters as they desired, and many remained withone project for a full year to several years.Procedures We conducted in-depth semi-structured interviews with 69 team members, comprisingthe majority of the 77 team members total. Interviews averaged about an hour (range: 28:04- to1:11:49, mean=M = 52:47 minutes). The interview protocol contained questions about the team’sproject and goals, specific decisions and considerations that were made, and the role of ethics ingeneral and specific to the project. Follow-up and probing questions were offered to expand onthese descriptions or ask about specific instances observed during design team

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heng Li, Zhejiang University; Yanjie Xie, Zhejiang University; Shuxin Yang, Chinese Society for Engineering Education (CSEE); Ruixue Xu, Zhejiang University

Tagged Divisions

Engineering Ethics

, imagination and practice3.2.2 “Pedagogy” Dimension: Teaching the Ideas, Knowledge and Skills of InclusiveInnovative to Engineering Students(1) Interdisciplinary coursesIn order to ensure that a series of interdisciplinary courses can be established with highquality, D-Lab courses are taught by faculty and lecturers from across the Institute – fromengineering to architecture and planning to management. At the same time, D-Lab classesfeature instructors from a rich range of backgrounds – an instructor could be a socialentrepreneur, an industrial designer, a humanitarian aid worker, a public-school teacher, anengineer, a social scientist, or a coastal ecologist. D-Lab instructors have taken many pathsthrough their careers and bring complex, fascinating

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Grant A. Fore, Indiana University Purdue University, Indianapolis; Justin L. Hess, Purdue University; Andrew Katz, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

, and issues of power in STEM education discourse. He is also an Anthropology doctoral candidate at the University of Cape Town, where he was previously awarded a Master’s degree. His dissertation research is focused on exploring the ethical becoming of architecture students within courses utilizing community-engaged pedagogies.Dr. Justin L Hess, Purdue University Dr. Justin L Hess is an assistant professor in the School of Engineering Education at Purdue University. Dr. Hess’s research interests include exploring empathy’s functional role in engineering; advancing the state of the art of engineering ethics instruction; and evaluating learning in the spaces of design, ethics, and sustainability. Justin received