Conference Session

Moral Development, Engineering Pedagogy and Ethics Instruction

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

Biological SystemsEngineering (BSE). There exists a collaborative effort between some faculty of EngE and BSE, Page 11.735.2which is funded under the department-level reform (DLR) program of the NSF. The goal of theDLR project between these two departments is to reformulate curricula within the EngE and BSEprograms by using a theme-based spiral curriculum approach. The twentieth-centurypsychologist, Jerome Bruner, proposed the notion of a spiral curriculum in which basic ideas arevisited repeatedly in an increasingly complex manner. 1 Figure 1 provides a visual description ofthe spiral curriculum being implemented by EngE and BSE faculty

Conference Session

New Horizons in Academic Integrity

Collection

2006 Annual Conference & Exposition

Authors

William Jordan, Baylor University; Bill Elmore, Mississippi State University

Tagged Divisions

Engineering Ethics

. Page 11.562.3Results and InterpretationsOur general observation is that the amount of cheating is probably underreported. We do notknow of a motive for a student to admit cheating, when he has not done so. However, somestudents may have had a motive to deny cheating for fear that they might be caught.The results to the basic question of whether or not they have cheated are shown below in Table1. The values for frequency of cheating are reported as percentages of the total number ofrespondents. Table 1 Have you ever cheated in college? Number Never Once Few Frequently Often as of (%) (%) Times

Conference Session

New Horizons in Academic Integrity

Collection

2006 Annual Conference & Exposition

Authors

Murali Krishnamurthi, Northern Illinois University; Jason Rhode, Northern Illinois University

Tagged Divisions

Engineering Ethics

, tutorials, and online modules on academic integrity. Theeducational materials online on academic integrity fall under three categories: (1) policyinformation on academic dishonesty (numerous universities), (2) simple tutorials on academicintegrity with examples and quizzes (York University, Penn State University, Indiana University, Page 11.1047.2Virginia Tech, University of Southern California, Radford University) and (3) multimediatutorials with audio, stills, and interaction (Rutgers University, University of Guelph).The quality of educational materials on academic integrity available online and their accessibilityto a wider audience vary. Many

Conference Session

Engineering Practice for a Moral World

Collection

2006 Annual Conference & Exposition

Authors

Gene Moriarty, San Jose State University

Tagged Divisions

Engineering Ethics

Page 11.1288.4values for J: -3, -2.5, -2.0, 0, -2, -1, -3, 0, 1, -2.5, which yields an average of -1.5. On a minus 3three to plus three scale, this is not a very good number. If honesty, for example, were at issue,we must conclude that dishonesty pretty much prevailed.Of course, most problems of engineering ethics involve multiple values. I might want to produceproducts that are safe and at the same time environmentally sustainable. These are both ways tocontribute to the good. Again, if I call these values J1 and J2, I would like to have values of plus-three for both. Or if there are three values of interest, I would like to attain the maximum of threevalue functions, say J1, J2, and J3. The

Conference Session

New Horizons in Academic Integrity

Collection

2006 Annual Conference & Exposition

Authors

Trevor Harding, Kettering University; Cynthia Finelli, University of Michigan; Donald Carpenter, Lawrence Technological University

Tagged Divisions

Engineering Ethics

decision making for the development ofa theoretical model of this process. The current paper will present a detailed analysis of severalof these variables, building on previously published results5,6. This paper does not, however,intend to identify practical recommendations for dealing with cheating in the academic orworkplace settings.Figure 1 provides an overview of the variables and their interactions that will be discussed in thispaper. This figure is not based on a theoretical understanding of the issue, nor is it a completeand necessarily accurate depiction of the decision making processes used by engineeringundergraduate students. Rather, it is intended as a guide to the reader so that they may moreeasily follow the analyses and conclusions

Conference Session

Moral Development, Engineering Pedagogy and Ethics Instruction

Collection

2006 Annual Conference & Exposition

Authors

Kirsty Mills, University of New Mexico

Tagged Divisions

Engineering Ethics

annually, and cross listed in the School ofEngineering and the College of Arts and Science. First offered in the Fall semester of 2005, itattracted 9 students, 2 from the Department of Electrical and Computer Engineering, and 7 fromthe Department of Chemistry. As a required core course in an upcoming highly interdisciplinaryNanoscience and Microsystems graduate curriculum, enrollment is expected to increasesignificantly. The course is also to be disseminated via the web portal of the NSF-fundedNational Nanotechnology Infrastructure Network (NNIN), a network of 13 universities whichmakes nanotechnology user facilities available to industry and to academe, and which hassignificant education and ethics components.The course has five elements: 1

Conference Session

Moral Development, Engineering Pedagogy and Ethics Instruction

Collection

2006 Annual Conference & Exposition

Authors

Yilmaz Hatipkarasulu, Texas A&M University; James H. Gill, Jr., Jr., Louisiana State University

Tagged Divisions

Engineering Ethics

were able to be carried onto a more qualitative, complex andfuzzy platform16.The idea behind the systems thinking concept is to study things in a holistic way while aimingto gain insights into the whole through the interactions and processes between the elementsthat comprise the whole "system". In light of this definition, the first step to establish thesystems approach framework is to describe the structure for the built environment. Figure 1illustrates the major building blocks of the system that starts with public defining the need andends with the delivery of the full project for use. Page 11.598.4Figure 1. Built Environment System Flow and

Conference Session

New Horizons in Academic Integrity

Collection

2006 Annual Conference & Exposition

Authors

Adly Fam, University at Buffalo, SUNY; Indranil Sarkar, University at Buffalo, SUNY; Khaled Almuhareb, University at Buffalo, SUNY

Tagged Divisions

Engineering Ethics

, we will denote this probabilityas just Pc.One of the results of the analysis is to determine the minimum needed Pc to achieve a desiredeffective control on cheating without being too intrusive. An unnecessarily large Pc couldinterfere with the healthy academic atmosphere in the class without necessarily leading tosignificant increase in control over cheating, as will be evident from the following analysis.We assume that the probability of getting caught in a given activity (e.g. a quiz or homework) isindependent of the probability of getting caught in any other activity. Therefore, the probabilityof getting caught at least once in n incidents is given by:This is plotted in figure 1 for various values of Pc for a range of n up to 40. It is

Conference Session

Awareness, Expectations, and Recognition of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Geoff Pfeifer, Worcester Polytechnic Institute; Kristen Billiar, Worcester Polytechnic Institute

Tagged Divisions

Engineering Ethics

facultymember was better able to discuss the ethical theories. Further, 80% of students said that theyhad learned something new from the lecture led by the philosophy faculty member (Jackson,Jasensky, Liang, Moore, Rogers, Pfeifer & Billiar, 2015). This finding is consistent with thosereported in other studies which also found, as mentioned at the outset of this paper, that manyengineering faculty feel that ethics is better taught by those with expertise in such matters (Haws,2001). But this work also pushes beyond such divisions in disciplines in that it seeks to pairexperts in engineering with experts in philosophy and ethics in order to 1) better teach both thetheoretical aspects of ethical thinking in the context of the course and engineering

Conference Session

Interactive Approaches to Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

question was followed by an open-ended response opportunity. As the purpose was to identify how the program could be improved,responses to the first questions that were either “no” or “somewhat” were particularly noted. Asample of the responses are provided in Table 1.To further examine the fidelity of the simulation in providing a more generalizable ethicaldilemma and not just a legal focused simulation, students were also asked to rate the degree towhich they felt the role play was representative of a real ethical dilemma by responding on a 4-point agreement scale to the question: “The interview allowed me to experience an ethicaldilemma as it might actually occur.” Agreement showed a mean rating of 3.57 (SD = .61)indicating that students at

Conference Session

Integrity and the Problem of Cheating

Collection

2017 ASEE Annual Conference & Exposition

Authors

Irene B. Mena, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

Tagged Divisions

Engineering Ethics

understanding of students’ perceptions and habits with regard toacademic integrity.The purpose of this study is to learn about engineering students’ perceptions of and experienceswith academic integrity at the start of their undergraduate experience (post K-12). It answers thefollowing research questions: (1) How do students define academic dishonesty? (2) What is thefrequency with which they witness and participate in academically dishonest behaviors?, and (3)What are the motivations for engaging in these behaviors?A survey was administered to all first-year engineering students enrolled in the University’srequired first-year engineering course (ENGR 0011) in the Fall 2016 semester. The survey wasadministered at the beginning of the semester to

Conference Session

Engineering Social and Human Ethical Impacts

Collection

2017 ASEE Annual Conference & Exposition

Authors

L. Eric James, University of Southern Maine; Alexander Curry Smith, University of Southern Maine

Tagged Divisions

Engineering Ethics

the Cost Benefit Analysis Using the Triple Bottom Line Multiplier Smith, Alexander & James, Eric Accepted for publication in the conference proceedings of the American Society for Engineering Education 124th Annual Conference, June 25-28, 2017Identifying ethical situations and having an understanding of ethical decision making are keygoals of the engineering education. There are two common traps prevalent in the teaching ofethics to engineering students. The first is the mis-identification of a situation as an ethical issue.The example of this is the use of the Tacoma Narrows Bridge Collapse [1]. In that case, therewas not an

Conference Session

Technology and Design in Engaging and Analyzing Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Mark Stephen LaCour Jr., Texas Tech University; William M. Marcy P.E., Texas Tech University; Richard A. Burgess II, Texas Tech University

Tagged Divisions

Engineering Ethics

engineeringethics course, we have found that ethical issues and questions like these deeply engage students.It would be beneficial to students and consistent with the mission of engineering education todevelop this enthusiasm into rigorous and informed ethical reflection. In this project we explorehow an intelligent machine, specifically, IBM Watson Natural Language Classifier (Watson-NLC), can assist in this work.Ethics is a fundamental topic in engineering education [1] that is consistent with ABET goals forengineering students: 3f. An understanding of professional and ethical responsibility; 3h. Thebroad education necessary to understand the impact of engineering solutions in a global,economic, environmental, and societal context. Teaching ethics in

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

prevalent contemporary approaches to engineering ethics in global context.More specifically, this paper first argues that discrepancies in efforts to situate engineering ethicsin global context often derive from different understandings of what constitutes the global.Second, this paper argues that these different understandings have led to four partially distinctapproaches to engineering ethics in global context, namely: (1) global ethical codes, ordeveloping a code of ethics that is expected to be applied across cultures; (2) functionalist theory,which posits some fundamental, shared characteristics internal to the engineering profession thatapply globally and might prove foundational for creating ethical codes; (3) cultural studies,which

Conference Session

Engaging Ethics, Internationally

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Pennsylvania State University, University Park; Wei Zhang, Zhejiang University; Shuxin Yang, Chinese society for engineer education(CSEE)

Tagged Divisions

Engineering Ethics

differencesbetween engineering ethics education in the US and China. We also summarize somelessons engineering educators in both nations might learn from each other.Historical Pathways for Engineering Ethics in the US and China The evolution of the concept engineering ethics in the US reflects the concerns,ambitions, and worries of the engineering profession as the latter grows and adjusts itselfto changing historical context in the past one and a half centuries. The earliest engineersin the U.S. were trained not in technical schools but in actual engineering projects. Forexample, the building of the Erie Canal in the early 1800s provided the “field school” fortraining the first batch of civil engineers in the US [1]. During the second half of the

Conference Session

Technology and Design in Engaging and Analyzing Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

clearly reflect values, and, as they areabsorbed into the culture, contribute to changing societal norms. Langdon Winner examined thisargument in his seminal 1986 The Whale and the Reactor. As Winner notes, the meaning oftechnology extends beyond simple usage; technologies play a role in reshaping that activity andhence changing its meaning.1 This echoes a sentiment expressed two decades earlier by MarshallMcLuhan, that our tools reshape who we are as humans. The relationship is reciprocal: we shapeour tools and they, in turn, shape us.2If technological artifacts are indeed value-laden and shape cultural mores, this has significantrepercussions for engineering educators. Our students cannot design in a vacuum; they mustconsider how that

Conference Session

Faculty Views of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

curriculummore generally. It draws on quantitative data from a survey administered to engineering facultyat a nationally representative sample of 31 institutions (n = 1,389 usable faculty responses). Thisanalysis seeks to uncover variables that help explain the following: 1) how much facultyemphasize ethical issues in engineering practice in their most frequently taught undergraduateengineering course, 2) how much they emphasize the effect of beliefs and values on ethicaldecisions, and 3) the extent to which they believe the engineering curriculum should addressethical issues in multiple courses. Predictor variables included faculty departmental affiliation,rank, gender, years teaching at the college level, years working outside of academia

Conference Session

Technology and Design in Engaging and Analyzing Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kenneth W. Van Treuren, Baylor University; Cynthia C. Fry, Baylor University; William M. Jordan, Baylor University; John Edward Miller, Baylor University

Tagged Divisions

Engineering Ethics

experience joy in their work. Students need to have apassion for their profession and in this paper we will discuss the reasons and preparations that canhelp students see this connection. It is the desire of the faculty to see their students findmeaningful employment, but more importantly, to find this passion for work as they begin theirprofessional journey.Preparation for the WorkplaceThe primary focus of any college or university degree program is on the requirements for theirdegree. For engineering and computer science, the standard used to evaluate programs is set bythe Accreditation Board for Engineering and Technology (ABET).1 ABET accreditsapproximately 3,700 programs at over 750 colleges and universities in 30 countries. TheirCriteria for

Conference Session

Interactive Approaches to Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leslie Dodson, Worcester Polytechnic Institute; David DiBiasio, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; John Bergendahl, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Glenn Gaudette, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; Curtis Abel, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

traditional and non-traditional coursework andassignments designed to generate an understanding of what life was like in theindustrializing northeast around the turn of the nineteenth century. Students learned to“address complex social problems with creativity, cross-cultural communication skills,and an appreciation for diverse viewpoints” (Boudreau et al., 2016, p.9), while inhabitingthe roles of people from a range of socio-economic classes, professions, religions, ethnicgroups and neighborhoods. Below, in Table 1, we summarize five sets of assignmentsand activities that teach “engineering content in a complex social environment whereethical questions are part of engineering practice” (ibid.). Table 1. Summary of sample modules used in

Conference Session

Professional and Regulatory Issues in Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar V Nedunuri, International Center for Water Resources; Ning Zhang, Central State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

its adherence to the ABET-Student Outcomes f- An understanding ofprofessional and ethical responsibility and i- A recognition of the need for, and ability to engagein life-long learning defined by the Engineering Accreditation Commission. This curriculum hasalso to satisfy the expectations of environmental engineering professional societies such asASCE and American Academy of Environmental Engineers and Scientists (AAEES) withrespect to E&P.At the authors’ institution, the following performance indicators are identified to assess thestudent outcomes f and i (Table 1).Table 1: Performance indicators for ABET student outcomes f and iOutcome Performance Indicatorf f1 Knows code of ethics for the profession f2

Conference Session

Engineering Social and Human Ethical Impacts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering); Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Debra S. Fuentes, Brigham Young University; Stephanie Claussen, Colorado School of Mines; Gregg Morris Warnick, Brigham Young University

Tagged Divisions

Engineering Ethics

) and types of interventions (e.g., formal ethics instruction, service learning programs, etc.) that have positive (or negative) impacts on foundational measures and understandings of social and ethical responsibility, and O3) Identify specific student characteristics that can be leveraged to grow programs oriented toward social and/or ethical responsibility, while increasing program alignment with – and impacts on – participating individuals.In order to accomplish these objectives, this study involves a longitudinal mixed-methods designcollecting and analyzing quantitative and qualitative data from undergraduate engineeringstudents at four universities over a four-year period as shown in Figure 1. The purpose of thisstudy is

Conference Session

Engaging Ethics in Teams and Communities

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Torres, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Megan Kenny Feister, California State University, Channel Islands; Patrice Marie Buzzanell, Purdue University, West Lafayette (College of Engineering); Danielle Corple, Purdue University; Katharine E. Miller, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

a coherent grouping of similar ways of experiencing thephenomenon among (typically) more than one individual.For Zoltowski et al.’s study, analysis of the data yielded seven qualitatively different ways inwhich the students experienced human-centered design (categories) within the context of“designing for others”. An overview of the categories of description is given in Table 1. Table 1. Categories of Description of Students' Experience of Human-Centered Design10 Category of Description (Human-Centered Design Summary is...) Design is not human-centered, but technology-centered design. The focus of the design is on the technology and solving the technical

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashraf Ghaly P.E., Union College

Tagged Divisions

Engineering Ethics

ethics, technology and societywhere an entanglement of complex moral issues required a fresh insight into how toaddress the concerns of competing parties in a way that is mutually satisfactory to all.Students were given scenarios in which they were assigned different roles and were toldthat tough decisions had to be made. Those that did not have the spirit of accommodationwere uncomfortable but, faced with the prospect of getting entrapped in an even biggermoral dilemma, they ended up seeking a reasonable outcome. Students rated the coursevery highly and commended its attempt to find realistic and coherent ways towardresolving moral problems.Tags: Moral dilemma, dispute resolution, creative middle way, rational thinking.1. IntroductionFaced with

Conference Session

Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Charles J. Robinson, Clarkson University

Tagged Divisions

Engineering Ethics

Enhanced Biomedical Engineering Education and for Engineering Ethics Competitions — Ethical Twists and Cost Assessment RequiredAbstractThis paper builds on an important didactic element of course described at the 2011 ASEEconference.1 This present paper expands on its emphasis on story writing and reflection, but withan added ethics twist. A great short story requires superb character development, an excellentplot often with a seminal event and with twists, ethical dilemmas and an outcome. For ourbiomedical and rehabilitation engineering (BmRE) course, we also require a triage component,diagnosis, treatment and a cost-of-care analysis. The fact that the students themselves developedthe story line internalized the ethical

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Peter Wesley Odom, Purdue University - Department of Engineering Education; Carla B. Zoltowski, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Engineering Ethics

Report on Scale Validation Results for the Engineering Ethical Reasoning Instrument (EERI) AbstractAs evidenced by the ABET criteria and numerous publications, the growing need to foster ethicalawareness and judgment in engineering students is pronounced. Despite this, the ability todefinitively show accreditation boards, such as ABET, that good work is being done is scarcelyachievable since the most effective methods of evaluation are too time consuming. In an effort tostandardize at least some means by which ethical reasoning can be measured in engineeringstudents, a team researchers developed the Engineering Ethical Reasoning Instrument (EERI) [1].This instrument was based on a second

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

, assessment methods related to these outcomes that rely onLikert-type responses or structured assignments may be susceptible to social desirability orpositive response bias. When prompted, students will normally agree that ethics are importantand can select the correct answer for simple ESI questions. But what do engineering andcomputing students quickly draw to mind in relation to ESI? To explore this, students were askedto respond to two open-ended survey questions: (1) How do you view your role in society as anengineer or computer scientist? (2) List the ethical issues that you think are relevant to engineersand/or computer scientists. It was of interest to determine if student responses would vary fromthe beginning to the end of a term or across

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong Joint Institute; Horst Hohberger, University of Michigan - Shanghai Jiao Tong University Joint Institute

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

high-profile incidents related tobuilding, transportation, manufacturing, and bioethics scandals.[1]–[4] This has resulted in aperception that Chinese companies and industries are problematically unsafe and potentiallyunethical. Central to these concerns would be the education of engineers.1In addition to the record number of Chinese students studying abroad [5], Chinese institutions oftertiary education now graduate more STEM majors than any other country in the world.[6], [7]China became a member of the Washington Accord in 2016 [8], requiring that engineeringgraduates achieve “Comprehension of the role of engineering in society and identif[y] issues inengineering practice in the discipline: ethics and the professional responsibility of an

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

addition to ASEE, she is active in the Association for Practical and Professional Ethics and the Association for Business Communication. c American Society for Engineering Education, 2019 Plastics: Floating Ethical FlotsamIntroduction“I just want to say one word to you. Just one word,” confides family friend Mr. McGuire tonewly minted graduate Benjamin Braddock. “Plastics. There’s a great future in plastics.”“Think about it,” he intones to a bewildered Ben. “Will you think about it?” [1].Plastics have come a long way since The Graduate and a confused Dustin Hoffman. From itsinitial days to current times, plastic has become indispensable, interwoven into the very fabric ofour lives. It is

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Ohio State University; Lisa Elanna Burris, Ohio State University; Nan Hu, Ohio State University; Natassia Brenkus, Ohio State University

Tagged Divisions

Engineering Ethics

, assessment plan, andinstruction design of this module. We also share thoughts on adopting this module in otherengineering programs.Literature ReviewEthical Leadership (EL)A recent and emerging body of literature investigates the ethical dimension of leadership (Brownet al., 2005; Brown and Treviño, 2006; Den Hartog, 2015; Bachmann, 2017). Brown et al. (2005)defines EL as “the demonstration of normatively appropriate conduct through personal actionsand interpersonal relationships, and the promotion of such conduct to followers through two-waycommunication, reinforcement, and decision-making.” This definition encompasses four aspects;namely, an ethical leader 1) models ethical behaviors; 2) gives voices to others in theorganization; 3) creates a

Conference Session

New Media for Ethics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allen R. White, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Ethics

competing demands that are not, in and of themselves, moral or ethical decisions.Putting students into those situations without the subsequent consequences to their job, career, orpsyche allows them to explore the causes of and alternatives within realistic ethical situations inaddition to the consequences.Role-playing games (RPGs) allow players to assume the role of the character they are playing,their player character (PC), and act in the game world as if they were their PC. Research hasshown that RPGs can be experienced so realistically that players even store memories fromgames in the same region of the brain that they store events that happen in real-life [1]. Theyhave been shown to be effective in phycological therapy [2], in college