Conference Session

Engineering Ethics IV

Collection

2008 Annual Conference & Exposition

Authors

B. Kyun Lee, LeTourneau University; Paul Leiffer; R. William Graff, LeTourneau University

Tagged Divisions

Engineering Ethics

AC 2008-1791: PSYCHOLOGICAL CONSIDERATIONS IN TEACHINGENGINEERING: AN ETHICAL MANDATE TO PRODUCE RESPONSIBLEENGINEERS.B. Kyun Lee, LeTourneau University B. KYUN LEE is a professor in the School of Engineering and Engineering Technology at LeTourneau University, where he taught since 1988. He received his B.S. degree from Young Nam University, M.S. and PH.D. from Oregon State University in mechanical engineering. Prior to joining LeTourneau University, he was a research and development engineer at Hyundai Motor Company. His professional interests include system dynamics, control, and applied mechanics. Email: kyunlee@letu.eduPaul R. Leiffer, LeTourneau University PAUL R. LEIFFER

Conference Session

Ethical Behavior in Academia and Beyond

Collection

2014 ASEE Annual Conference & Exposition

Authors

Edward J. Eckel, Western Michigan University

Tagged Divisions

Engineering Ethics

individualdepartments who wish to address these issues within a disciplinary framework. Who better toilluminate the rhetorical nature and expectations of engineering writing than the engineeringfaculty, and in particular the thesis/dissertation advisors? Faculty who attempt to start thisconversation with their graduate students should be prepared, however, for some initialresistance, along with pleas of “I know this already.”More importantly, graduate programs may need to consider integrating this kind of plagiarismawareness and writing instruction more completely into the graduate curriculum, to make surethat all students are adequately prepared for the rigors of the thesis or dissertation literaturereview.57 Otherwise these programs risk sending their

Conference Session

Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Greg Rulifson P.E., Colorado School of Mines; Cassidy Laurel Grady, Colorado School of Mines; Nicole M. Smith, Colorado School of Mines; Linda A. Battalora, Colorado School of Mines; Emily Sarver, Virginia Tech; Carrie J. McClelland P.E., Colorado School of Mines; Rennie B. Kaunda , Colorado School of Mines; Elizabeth Holley, Colorado School of Mines

Tagged Divisions

Engineering Ethics

experiential learning could result in greater immediate changes, but not sustainedones.Third, we found that not all courses were effective in moving students to a place where theyrecognized CSR as a sociotechnical practice. Students in the social science course tended toprioritize community training as an example of excellent CSR, while many of the engineeringcourses prioritized local hiring. Neither of those areas of practice necessarily involves changingbusiness activities to become more responsive to stakeholders, and each of those areas ofpractice tends to focus on either the social or technical extremes of CSR practice rather thanclearly integrating the two. Educators in all disciplines need to continue countering this dualism,and towards

Conference Session

New Media for Ethics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Valerie H. Summet, Rollins College; Rebecca A. Bates, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

reasoningoutcomes, we turn to ways in which instructors can incorporate ethics into individual courses.Teaching students to analyze situations by applying normative ethical frameworks has long been avaluable strategy in ethics instruction and one which allows students to analyze a variety ofsituations they may find themselves in over the course of their professional careers. In response tothe need to integrate ethics education into a packed technical curriculum as well as facultytrepidation when teaching ethics, we present a series of readings designed to provide studentswith an engaging fictional scenario to serve as a basis for discussing ethical dilemmas in a contentdriven course.Science fiction has long served as a venue for writers to experiment with

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; David Zhao; Alexandra Danielle Kulich, Tufts University; Madeline Polmear, University of Colorado, Boulder; Nathan E. Canney, CYS Structural Engineers Inc.; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Paper ID #25567Student Views on their Role in Society as an Engineer and Relevant EthicalIssuesDr. Angela R. Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Environ- mental, and Architectural Engineering (CEAE). She has served as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty director of the Sustainable By Design Residential Academic Program, a living- learning community where interdisciplinary students learn about and

Conference Session

Engineering Ethics Division - Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Frank E Falcone, Villanova University; Edward F. Glynn P.E., Villanova University; Mark Edward Graham, Villanova University; Mark Doorley Ph.D., Villanova University

Tagged Divisions

Engineering Ethics

rudimentary or elementary level. We can alsoconclude from the results that most faculty agree that more should be done to implement furthera deeper and more thorough culture within the College which supports and embraces EthicsAcross the Curriculum as primary and essential throughout the undergraduate educationalexperience.  To discover what faculty might currently already be doing in classes with ethics.The results indicate that some faculty members are currently addressing ethics in some of theirclasses. However, the current general approach to ethics in engineering courses is viewed assecondary or peripheral. It is often an ‘addendum’ or perhaps addressed on a superficial level. Inmost instances, ethics is not presented as an integral

Conference Session

Engineering Ethics - Courses and Curricula

Collection

2009 Annual Conference & Exposition

Authors

Brock Barry, United States Military Academy; Matthew Ohland, Purdue University

Tagged Divisions

Engineering Ethics

AC 2009-224: ENGINEERING ETHICS CURRICULUM INCORPORATIONMETHODS AND RESULTS FROM A NATIONALLY ADMINISTEREDSTANDARDIZED EXAMINATION: BACKGROUND, LITERATURE, ANDRESEARCH METHODSBrock Barry, United States Military Academy Brock E. Barry is a post-doctoral research assistant in the School of Engineering Education at Purdue University. Dr. Barry received his Ph.D. in Engineering Education from Purdue University and holds a B.S. degree in Civil Engineering Technology from the Rochester Institute of Technology and a M.S. degree in Civil Engineering from the University of Colorado at Boulder. Dr. Barry has accepted a position as an Assistant Professor within the Department of Civil & Mechanical

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

Tagged Topics

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

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

Paper ID #15871On the Integration of Ethical, Legal, and Societal Issues into a Computer Sci-ence Senior Design Capstone ProgramDr. Shawn Bowers, Gonzaga University Dr. Bowers is the Chair and an Associate Professor of Computer Science within the School of Engineering and Applied Science at Gonzaga University. He graduated with a PhD in Computer Science from the OGI School of Science and Engineering at OHSU. He was a postdoctoral researcher at the San Diego Supercomputer Center at UCSD and an Associate Project Scientist at the UC Davis Genome Center prior to joining the faculty at Gonzaga. His research interests are in the

Conference Session

Engaging Ethics in Teams and Communities

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Pennsylvania State University, University Park; Eduardo Mendieta, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park

Tagged Divisions

Engineering Ethics

Accreditation Criterion 3, Student Outcomes, includes“an understanding of professional and ethical responsibility”[1]. Thanks to thisrequirement, engineering schools in the U.S. have integrated ethics into theirundergraduate curricula, and a number of them have achieved impressive success [2].However, it is unclear whether ethics education in undergraduate engineering adequatelyprepares students for ethical challenges they might encounter as graduate students. Afterall, engineering ethics education at the undergraduate level often focuses on ethical issuesthat arise in the professional context. By comparison, graduate students in engineeringface ethical challenges of different sorts, such as norms in the research community andthe broad social impact of

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mahsa Ghorbani, Colorado State University; Anthony A. Maciejewski, Colorado State University; Thomas J. Siller, Colorado State University; Edwin K. P. Chong Ph.D., Colorado State University; Pinar Omur-Ozbek, Colorado State University; Rebecca A. Atadero, Colorado State University

Tagged Divisions

Engineering Ethics

engineering. Then we provide a background on the way we integratetechnical content into knowledge integration activities and how we plan to integrate ethics intothat framework. Finally we talk about a method to assess the effectiveness of our study.Ethics Education in EngineeringOne of the major thrusts in engineering education is to develop students’ professional skills thatgo beyond the traditional technical curriculum [3]. Ethics education is a very important part ofany engineering program. ABET requires that all programs seeking accreditation mustdemonstrate that their graduates have an understanding of professional and ethical responsibility[4].Integrating professional skills into the technical content of engineering curriculum has alwaysbeen a

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Engineering Ethics

implementation of the intervention has been published [27], [28]. Theintervention was taught on the same day in all three classes (in October 2017 approximately sixweeks into the semester). The intervention was not students’ only exposure to ESI; it was oneelement in a growing initiative towards ethics across the curriculum. The chemical andengineering department integrated ESI in multiple core courses including first-year introduction,junior design, and senior capstone design.The intervention was an in-class activity that explored hydraulic fracturing from differentperspectives. The intervention followed the same format in all three courses. Each 75-minuteclass period began with an introduction of the activity and series of pre-activity questions for

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Schroeder, University of Southern California

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

thatinterdisciplinary study grants students an increased ability to recognize preconceived biases andconsider alternative viewpoints—an extremely powerful tool when working with ethics [14].Research also demonstrates that interdisciplinarity enhances comfort with ambiguity andimproves critical thinking.[12, 13] Because interdisciplinarity emphasizes integration, it aids in the development ofcreativity: rather than focusing on fixed phenomena within a discipline, interdisciplinarityencourages students to make connections between distinct disciplines. With a focus onconnection-building, as opposed to knowledge acquisition of specific disciplinary skills andpractices, students are pushed to think creatively. Interdisciplinarity encourages interrogation

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gokhan Egilmez, University of New Haven; Phillip A. Viscomi, University of New Haven ; Maria-Isabel Carnasciali, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

ethics module in Ethics Seminar course by assessing theimpact of the integrated e-learning module on: 1. knowledge of code(s) of ethics 2. using code(s) of ethics for ethical reasoning 3. conducting ethical reasoning 4. FE exam ethics section preparedness 5. ethical behavioral growthOnline Ethics ModuleThe University of New Haven developed a series of 18 online learning modules as part of their effort todevelop the entrepreneurial mindset of their engineering and computer science students [18]. Theuniversity’s plan is to integrate the modules into core engineering, and applied science courses and doesnot plan to use the modules outside off core classes. Content experts developed the modules with an onlineeducation

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

problem, for which studentsmust share responsibility for the actualization of a creative resolution. This speaks directly toproject-based and problem-based learning. But it just as much speaks to the value of engagementbeyond the walls of the university. Without some external engagement in the curriculum,projects and problems remain reason-based and/or hypothetical. For example, an imagined end-user does not speak back; however, someone with direct experience of an engineered technologymay have something to say about where problems within a given device lie. Ethics educationarguably has the same problem if the extent of ethical training remains in the student’simagination and if ethics is not something consciously lived out within the context of

Conference Session

New Media for Ethics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua Gargac, University of Mount Union

Tagged Divisions

Engineering Ethics

content.Unlike the majority of the engineering curriculum, professional ethics is neither calculation- nordesign-intensive. Covering this content through traditional lecturing and text-based readingassignments often fails to fully motivate this generation of tech-savvy students to learn to theirfull potential. Improvements to course design and content delivery can improve studentengagement [5-9]. These strategies include developing interactive course activities [6],incorporating multimedia resources [7-9], and integrating practical experiences into the deliveryof the course content [9]. Specifically, recent papers have suggested incorporating a multi-modalapproach to teach ethics using popular media [10].Bearing this in mind, a short ethics module was

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Karen C. Davis, Miami University

Tagged Divisions

Engineering Ethics

Electronics Engineers, “IEEE Code of Ethics.” [online] available: https://www.ieee.org/about/corporate/governance/p7-8.html, [accessed 6/29/19].[20] E. Burton, J. Goldsmith, and N. Mattei, “How to Teach Computer Ethics through Science Fiction,” Communications of the ACM, vol. 61, no. 8, pp. 54-64, 2018.[21] R. Tractenberg, K. FitzGerald, and J. Collmann, “Evidence of Sustainable Learning from the Mastery Rubric for Ethical Reasoning,” Education Sciences, vol. 7, no. 1, 2016.[22] R. Tractenberg, R, “Institutionalizing Ethical Reasoning: Integrating the ASA's Ethical Guidelines for Professional Practice into Course, Program, and Curriculum,” Collmann, J., Matei, S.A. (eds.) Ethical Reasoning in Big Data: An

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

2015, the College of Engineering decided tocontinue the workshops for incoming graduate students. Current activity includes updating thecontent of future workshops based on continuing assessment of student learning and thecontent of participant questions for the panelists.IntroductionIncorporating ethics teaching within the graduate curriculum has been a topic of continuingand active studies since society has an extremely high level of expectations from practicingengineers. In 2015, one of the revisions of the criteria for accreditation of engineeringprograms in U.S. academic institutions proposed by Accreditation Board for Engineering andTechnology (ABET) included a change from the earlier, "understanding of professional andethical

Conference Session

Awareness, Expectations, and Recognition of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Católica de Chile; Andrés Strello, Pontificia Universidad Católica de Chile; Francisca Castro, Pontificia Universidad Católica de Chile; Mar Pérez-Sanagustín, Pontificia Universidad Católica de Chile

Tagged Divisions

Engineering Ethics

, interviewees associated the ability to apply ethical codeswith ethical training activities such as case discussions. This is aligned to what has beendocumented in literature9. Furthermore, quantitative results revealed that this is an aspect to beimproved within the research site. Most respondents were aware of the existence of ethical codesbut they did not know how to apply them. Faculty should collaborate with school authorities inorder to explore how to integrate the teaching of ethical codes in the core curriculum courses17.This also applies to the reinforcement of codes of conduct. Although respondents were able torecognize potential ethical issues in engineering education, there was a high percentage ofstudents’ misconducts observed such as free

Conference Session

Engineering Ethics II

Collection

2008 Annual Conference & Exposition

Authors

Rose Marra, University of Missouri; Demei Shen, University of Missouri; David Jonassen, University of Missouri; Jenny Lo, Virginia Polytechnic Institute and State University; Vinod Lohani, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics

. (2003).”Epistemological Development: An Implicit Entailment of Constructivist Learning Environments”. In Seel, N.M., & Dijkstra, S. (Eds.), Curriculum, Plans and Processes of Instructional Design: International Perspectives (pp. 75-88). Mahwah, NJ: Lawrence Erlbaum.42. Davis, E. A., & Linn, M. (2000). Scaffolding students’ knowledge integration: Prompts for reflection in KIE. International Journal of Science Education, 22(8), 819–837AcknowledgementThe authors would like to acknowledge the National Science Foundation Grant #DUE-0618459that provided funding for this project. Page 13.622.17 Appendix A. Perry’s scheme of

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra Erwin; Jason Borenstein, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology; Colin Potts, Georgia Institute of Technology; Ellen Zegura, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Paper ID #22891Undergraduate STEM Students and Community Engagement Activities: Ini-tial Findings from an Assessment of Their Concern for Public Well-beingAlexandra ErwinDr. Jason Borenstein, Georgia Institute of Technology Dr. Jason Borenstein is the Director of Graduate Research Ethics Programs and Associate Director of the Center for Ethics and Technology at the Georgia Institute of Technology. His responsibilities in- clude administering a Responsible Conduct of Research (RCR) policy for all new doctoral students at Georgia Tech and instructing undergraduate and graduate courses on topics at the intersection of science

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

avenue forstudents to learn these concepts. However, the downside to this is that students cancompartmentalize this information and fail to connect it with the rest of the curriculum, as that’show the course was designed. On the other hand, an across-the-curriculum model in which ethicaland global concepts are integrated into many disciplinary courses provides a model in whichstudents can connect their ethical knowledge to their disciplinary work. And while an across-the-curriculum program for these integrative concepts might lead to a lack of depth of continuity, manyfaculty do not have the competencies to teach these concepts even if they wanted or were requiredto [3]. This lack of a shared vision is one of the many barriers that researchers

Conference Session

Engineering Ethics Division Technical Session - Ethics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of New Mexico; Jordan Orion James, University of New Mexico; Vanessa Svihla, University of New Mexico

Tagged Divisions

Engineering Ethics

and students designing to learn. c American Society for Engineering Education, 2019 Ethical Reasoning in First-Year Engineering DesignAbstractPurpose. Ethics is too-often relegated to a stand-alone course taken late in engineeringprograms, rather than effectively integrated into core coursework [1, 2]. Faculty sometimes haveconcerns that such integration will be challenging for students to manage or might distract themfrom core content. However, ethics-across-the-curriculum helps students understand the linkbetween the engineering work and its positive and negative impacts and also see ethicalconsiderations as part of engineering, rather than an add-on [2, 3]. In this study, therefore

Conference Session

Engineering Ethics III

Collection

2008 Annual Conference & Exposition

Authors

David Godfrey, U.S. Coast Guard Academy; Todd Taylor, U.S. Coast Guard Academy; Corinna Fleischmann, U.S. Coast Guard Academy; Daniel Pickles, U.S. Coast Guard Academy

Tagged Divisions

Engineering Ethics

. Page 13.1161.1© American Society for Engineering Education, 2008 TEACHING ENGINEERING ETHICS IN A MULTI- DISCIPLINARY ENVIRONMENTAbstractMost engineering faculty will agree that student engineers need a strong foundation inengineering ethics. Incorporating professional ethics into an already crowdedengineering curriculum can be difficult. The engineering faculty at the United StatesCoast Guard Academy (USCGA) have implemented a multi-disciplinary approach toteaching ethics outside of the classroom environment. Our “Engineering Ethics Lunches”bring students and faculty from all four engineering disciplines: Electrical, Civil,Mechanical and Naval Architecture/Marine Engineering together in small groups todiscuss ethics

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

the sensitivity and judgment of microethics andmacroethics, sensitivity to diversity, and interest in promoting organizational ethical culture—atthe end of their engineering studies than they were at the beginning. As such, many studies havefocused on developing and improving the curriculum surrounding ethics through, for instance,exposing students to ethics case studies. However, such ethics courses often present a narrow andsimplified view of ethics that students may struggle to integrate with their broader experience asengineers. Thus, there is a critical need to unpack the complexity of ethical behavior amongstengineering students in order to determine how to better foster ethical judgment and behavior.Promoting ethical behavior among

Conference Session

Engineering Ethics II

Collection

2008 Annual Conference & Exposition

Authors

Brock Barry, Purdue University; Vincent Drnevich, Purdue University

Tagged Divisions

Engineering Ethics

students were likely to encounter in professional practice 5, 6. EC 2000 Criterion 3fstates that an outcome of accredited engineering and technology programs should be graduateswho can demonstrate an understanding of professional and ethical responsibility 7. Subsequent Page 13.1299.2to the EC 2000 implementation, the engineering education literature has generated a largevolume of material that discusses a variety of pedagogical methods and curriculum integrationmethods 1, 2, 6, 8, 9. However, the literature appears to be lacking in long-term studies of trends inethical judgment among engineering students.Much of the instructional material

Conference Session

Professional Issues in Ethics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

A. Dean Fontenot, Texas Tech University; Richard A. Burgess, National Institute for Engineering Ethics

Tagged Divisions

Engineering Ethics

currently works as a Research Associate and Deputy Director at the Murdough Center for Engineering Professionalism (MCEP) and National Institute for Engineering Ethics (NIEE) at Texas Tech University. He oversees the day to day operations of the center’s distance learning courses for both engineering students and practicing engineers. Additionally, he provides lectures on ethical theory and other topics in an on-campus engineering ethics course. Burgess was also a member of the Ethics in the Curriculum Task Force for Texas Tech’s Quality Enhancement Plan. The Quality Enhancement Plan was a crucial component of Texas Tech’s accreditation with the Southern Association of Colleges and Schools. A theme throughout these roles

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elizabeth A. McBride-Pluskwik, Iron Range Engineering, a program of Minnesota State University, Mankato; Puteri S. Megat Hamari, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

Ph.D. in Organization and Management is from Capella Uni- versity, Minneapolis. Elizabeth enjoys exploring and photographing the natural beauty of northern Min- nesota’s wilderness with her family and friends.Dr. Puteri S. Megat Hamari, Minnesota State University, Mankato Dr. Puteri S. Megat Hamari is currently an Assistant Professor in Integrated Engineering at Minnesota State University. Mankato. She is with the Twin Cities Engineering, a project-based learning program where students are taught through collaboration in small groups on industry sourced engineering projects. In addition to teaching engineering core competencies using project-based pedagogy, she also guides students in professional development. Dr

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

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brendon Lumgair P.Eng., University of Calgary

Tagged Divisions

Engineering Ethics

a long running online course experienced“a significant overall improvement in learning and learner attitude in the treatment course…[that] used integrated formative assessment as opposed to a more extensive reliance onsummative assessments in the control course.”. This assessment strategy had also been found tobe beneficial for the online flipped classroom delivery of mechanical engineering courses (Hugo& Brennan, 2016).While it is possible to issue many small assessments in a traditional in-person course they wouldall need to be hand-marked by TAs (unless they were completed on a computer during classtime). Online quizzes can be set up in an LMS to provide a range of input variables forcalculation questions. Each student is issued a