Conference Session

Approaches to Teaching Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Engineering Ethics

Page 25.1039.3continually return”[14]. Statements about aims naturally reflect the belief and value systems ofthose that make them so it is not to be expected that there will be a set of aims that will satisfy alloutcomes even within the education of engineers [15]. But this does not deny the importance oftrying to formulate aims because to cite Noddings again “we need to talk about aims becauseaims provide criteria by which we judge our choices of goals, objectives, and subject content.” Ifwe change the direction of the discussion such that developing aims is “directed (moregenerally) at the larger society and its policies” then “as we ask deeper questions about ouraims- why are we doing X? – we uncover new problems and new possibilities for

Conference Session

Engineering Ethics II

Collection

2008 Annual Conference & Exposition

Authors

Richard Theis, Embry-Riddle Aeronautical University, Prescott; patricia watkins, Embry-Riddle Aeronautical University Library; Mary Angela Beck, Embry-Riddle Aeronautical University

Tagged Divisions

Engineering Ethics

wecontinually improve our engineering curriculum.After reviewing the ABET standards, we determined that as a future-oriented university valuingthe worth of sustainability education, we must evaluate engineering courses to see howsustainability might be most effectively or most creatively introduced into the currentengineering curriculum, i.e., what the most effective pathways of learning might be. However,engaging in such a project requires a rigorous self-reflection process by all the stakeholders—faculty, staff, students, administrators—to successfully implement such curricular changes.Assessment of stakeholder attitudes is therefore critical to a study such as this.This paper will report on a research project that will: 1) extend the idea of

Conference Session

Topics in Engineering Ethics IV

Collection

2009 Annual Conference & Exposition

Authors

George Catalano, State University of New York, Binghamton; Caroline Baillie, Queens University, Kingston

Tagged Divisions

Engineering Ethics

AC 2009-1236: ENGINEERING BASED ON LOVEGeorge Catalano, State University of New York, BinghamtonCaroline Baillie, Queens University, Kingston Page 14.543.1© American Society for Engineering Education, 2009 An Engineering Based on LoveAbstractA recent death of a beloved member of one of our immediate families has served as acatalyst for our reflection on not only the nature of our work but also upon our approachto the issue of reforms in engineering and engineering education which are desperatelyneeded. In engineering we often speak of development and now of sustainability. Far toooften it seems that the model used in engineering in general and in

Conference Session

Engineering Ethics Division - WIP Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong Joint Institute; Charlemagne Manuel

Tagged Divisions

Engineering Ethics

-studies in part two. Thesequestions serve two related ends: first, causing participants to reflect on their own knowledge andexperience, fostering critical thinking skills in relation to and better retention of contents; second,for research purposes, to better understand what users know and think about concepts and contentsrelated to ethics, technology, and society (Fig. 5 and Fig. 6).Fig. 5 Free-response questions about ethicsFig. 6 Free-response questions about cultureQuestions appearing at the end of the case studies concern each of the ten steps of the case-studyprocedure outlined in chapter two of Global Engineering Ethics (Fig. 7 and Fig. 8).Fig. 7 Step one of the case-study procedureFig. 8 Step two of the case-study procedureVersus

Conference Session

Engineering Ethics Division Technical Session - Ethics Decision-Making

Collection

2019 ASEE Annual Conference & Exposition

Authors

Harold W. Walker, Worcester Polytechnic Institute

Tagged Divisions

Engineering Ethics

fields of Business and Law [11,12,13]. Behavioral Ethicsintegrates traditional educational approaches to ethics with personal and professional reflection(i.e. what moral foundations do we and our profession bring to an ethical decision), anexploration of biases and stumbling blocks (e.g., loss aversion, ethical fading, etc.), and anemphasis on developing effective habits and strategies to avoid these decision making pitfalls.These insights can be applied at both the personal and institutional level.This paper describes the introduction of Behavioral Ethics into an engineering curriculum, usingethical questions centered on risk and public safety as an example. To guide the identification oflearning outcomes, a Behavioral Ethics rubric was

Conference Session

Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chris Swan, Tufts University; Alexandra Kulich, Tufts University; Reece Wallace, Tufts University

Tagged Divisions

Engineering Ethics

of Ethics, it is clearthat the Code highly reflects deontological theory; i.e., it consists of a series of doctrines thatengineers must follow, with intrinsic morality tied to each behavior. In other words, the Code ofEthics can be seen as a reflection of an engineer’s duty to society.A difference from this dominate theoretical approach can be seen to emerge in the review of 108articles and conference papers on macroethical education in engineering. Articles were reviewedand sorted based on the three main “families” of ethical theory: utilitarianism, deontology, andvirtue ethics. This review showed that explicit reference to these three families of theoryoccurred in 41 of the 108 articles reviewed – 14 predominately noted utilitarianism

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

when it really needs it”. To make matters worse, Holly is reprimanded since corporatesimply wanted each branch to submit signed paperwork from each employee proving they hadcompleted the training. Overall, this episode presents a rather pessimistic view of both theeffectiveness and usefulness of ethics trainings.Following the episode, the class engaged in a Think-Pair-Share activity. First, each studentcompleted a worksheet of reflection questions (Tab. 1) independently. Then the students wereasked to discuss their answers in groups of 3-4 students. Finally, the instructor led discussionwith the whole class. Through these questions, the students reflected upon their expectations forthe module (question 1), personal experience with misconduct

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

accomplished, or the province of philosophyor theology, but part and parcel of the identity of a professional engineer. The witness ofengineering faculty, who explore with students in the midst of technical classes, the ethicaldimensions of reporting data, working in groups, signing their name to a report, as well as amyriad of other possibilities, will begin to shift the student culture so that it reflects acommitment to ethical professionalism in the practice of engineering.Alumni SurveyIn order to get a clear sense of what engineers think are the relevant issues in professionalengineering practice, the workshop organizers surveyed the CoE alumni and alumnae via anemail in January, 2009. The survey consisted of two questions designed to identify the

Conference Session

Engineering Ethics: Using Case Studies

Collection

2009 Annual Conference & Exposition

Authors

Didier Valdes, University of Puerto Rico, Mayaguez; Erika Jaramillo Giraldo, University of Puerto Rico; Jorge Ferrer, University of Puerto Rico, Mayaguez; William Frey, University of Puerto Rico, Mayaguez

Tagged Divisions

Engineering Ethics

axis of truth. Ethical treatment of humans and animals whoare subjects of research projects as well as concern for the impact of research on the naturalenvironmental reflect issues that pertain to the axis of social responsibility. This double axisframework responds to the ethical objective of stimulating moral awareness by helping studentsto classify and identify ethical issues in research.The “Aberdeen Three” case [4] provides another example of how ethical issues arise duringresearch in engineering. Three engineers, with important R&D positions in a chemical weaponsplant, ignored inspections on the handling and disposal of toxic wastes. One of the tanks in theplant containing sulfuric acid leaked onto the soil and percolated into a

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

three main moral theories studentsstudied were utilitarianism, ethical egoism, and rights ethics.Students also reflected on ethics as part of an electronic portfolio assignment. This electronicportfolio is owned by the student while he/she is enrolled at this university. BSE intends to useelectronic portfolios to encourage students to reflect on and maintain a record of theireducational experiences. Lastly, students worked in teams to perform research and present ethicsrelated material within the context of recent concerns and events related to natural disasters suchas hurricanes, tsunamis and earthquakes; this presentation assignment is presented in acompanion paper. 3 This basic ethics instruction creates a foundation for ethics instruction

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kirsten S Hochstedt, Penn State University; Sarah E Zappe, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park; Tricia Bertram Gallant, University of California, San Diego; Robert G. Melton, Pennsylvania State University, University Park; Shiyu Liu, Pennsylvania State University

Tagged Divisions

Engineering Ethics

.)On the other hand, there was an increase on the post-assessment in several responses, mostnotably for the following coding categories: needed for future career (to obtain, do well in) (pre- Page 26.1542.10assessment: 13%, n = 7; post-assessment: 29%, n = 16) and needed for safety, legitimacy, beingqualified in engineering (pre-assessment: 7%, n = 4; post-assessment: 18%, n = 10). To a lesserextent, coding categories accurately reflect what you know, academic record (pre-assessment:13%, n = 7; post-assessment: 20%, n = 11) and to recognize those who deserve credit (pre-assessment: 7%, n = 4; post-assessment: 13%, n = 7) were also more often

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

A. J. Hamlin, Michigan Technological University; Valorie Troesch, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Jonathan T Riehl, Michigan Technological University; Douglas E. Oppliger P.E., Michigan Technological University; Mary A. Fraley, Michigan Technological University

Tagged Divisions

Engineering Ethics

Engineering CourseAbstractAt Michigan Technological University, a phenomenological approach has been used to teachengineering ethics in a one-credit semester long course taken primarily by 3rd and 4th yearstudents for the past three years. In this course students examine what it is to be an ethicalengineer through a series of readings about ethical engineers, personal interviews with engineers,and their personal reflection about their own character and values. From these experiences,students begin to encounter the “essence” of an ethical engineer. They were asked to experience,as much as possible in a classroom setting, the phenomenon of being an ethical engineer. Pre-and post-test results of the Defining Issues Test-2 (DIT-2, a validated and

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Fiegel, University of Iowa; Beth Rundlett, University of Iowa; A. Allen Bradley Jr., The University of Iowa; Katelyn Rose Murhammer, University of Iowa

Tagged Divisions

Engineering Ethics

understanding. N2-score = P-score – [3 × (average rating on preconventional issues – average rating (2) on postconventional issues) / standard deviation of pre- and postconventional issues]The N2-score equation uses the responses to the first ranking task (i.e., rate importance of all 12questions), with the most important given 4 points down to no importance given 0 points. Thefactor of 3 is used to weight the second component because the component has about one-thirdthe standard deviation of the P-scores [16]. The N2-score has a maximum score of 110 with thehigher score reflecting the participants prefer to base their reasoning on the post-conventionalschema over the pre-conventional schema [17].In accordance with Institutional Review

Conference Session

Engineering Ethics II

Collection

2008 Annual Conference & Exposition

Authors

Christopher Papadopoulos; Andrew Hable, University of Wisconsin - Milwaukee

Tagged Divisions

Engineering Ethics

(e.g., the purchase of paint)defense-related goods and services. However, these estimates do not include defense-related purchases by agencies other that DOD, such as DOE or NASA; whether or not thedata reflects effort related to defense sales to foreign governments is unclear. Furthermuddying the data is the fact that some of the engineering effort reflected in the DODdata is provided by engineers in foreign countries under contract with US companies.With these caveats in mind, our complied data indicates that about 8.8% of professionalengineering effort is devoted to defense-related activities – about 3 times higher than forthe overall workforce defense effort (2.8%). Some specializations, such as aerospaceengineering and electrical

Conference Session

Case and Scenario in Engineering Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; John R Luchini

Tagged Divisions

Engineering Ethics

of scientific measurements. Anaccurate measurement reflects the true value (possibly within an error range or degree ofconfidence), while a precise measurement is consistent and repeatable.14 It is possible for ameasurement to be highly accurate but not precise (repeatable), or to be very precise but notaccurate (reflecting the true value). Figure 1 depicts the difference between accuracy andprecision in scientific measurement. Figure 1: Accuracy is the proximity of measurement results to the [reference] true value; precision, the repeatability, or reproducibility of the measurement. Figure and caption from Pekaje/Wikipedia.15The initial lesson on accuracy versus precision was developed by Dr. John R. Luchini as part of aguest lecture

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

natural product of the learning process, and one of themost commonly used cognitive strategies to promote students’ thinking21, 22. A question reflectsthe level of thought entailed to answer it and therefore they can be ranked23. Questioning iseffective in facilitating thinking21. Various studies showed that questions were effective foreliciting metacognition in terms of planning and reflection in web-based learningenvironments24, and that questions were effective in fostering ill-structured problem solving Page 13.622.4processes20, 25. Additionally, problem solving is influenced by various factors including cognitive andmetacognitive

Conference Session

Engineering Ethics Issues Part One

Collection

2011 ASEE Annual Conference & Exposition

Authors

Claire Komives, San Jose State University; Moira M. Walsh, Independent Scholar

Tagged Divisions

Engineering Ethics

illuminated the forms of their own activity, by identifying and exposing its limitations, and provided a way of posing further questions about practice. They had already asked themselves: “What ends am I pursuing, as a family member, in the work place, as member of this or that organization?” Aristotle gave them the resources for asking “But what is it all for? What is my end qua human being?” And Aristotle’s reflections on the human qualities needed to achieve worthwhile ends, on the virtues, coincided with and deepened their own reflections. [...] The only other thinker to whom such workers responded in a similar way was Marx. He too had asked their questions.” 9Aristotle (384-322 BC) was a student of

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

Engineering Technology. In 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, 2017 Ethics and ArtifactsIntroductionEngineers design stuff. And some of this stuff—cell phones, microwave ovens, automobiles—ispart and parcel of our lives. We can hardly imagine life without technology, all products ofengineering ingenuity. But is technology merely a tool or a representation of social, political, andethical values? Do our artifacts reflect culture or help to create it? Or do technologies do both?This paper explores the latter proposition: that artifacts

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

, become inherently about social justice.Interestingly, this separation of institutional locations where engineering science and research areallowed to live (and not to live) is reflected in NSF’s Research Experiences for Undergraduates(REU) program. Of the 640 REU sites currently listed, only 4 include community colleges(nsf.gov).The processes and people involved in this definition also influenced what went in theengineering curriculum and what stayed out. For example, Rolston and Cox argue that by takingthe “mind out of the shop” and into the university, engineering educators throughout the 20thcentury recreated a class division with significant social justice dimensions: “The shift in focus of engineering training from the job

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

reinforced a meritocracy ideology within the profession. Cech argues that, inorder to accommodate social justice education, that a “cultural space” must be created withinengineering by addressing depoliticization and meritocracy.In a discussion on diversity in engineering, Riley notes that engineering’s lack of significantdiversity may be reflective of fundamental issues within the profession rather than theavailability and use of effective recruitment and retention tools; Lucena [8] has raised this issueas well. Concerns about diversity may at first appear to be political rather than technical innature. Downey et al. [9] has argued that in a global world, engineers need to be able to workwell with people who think differently, and diversity within

Conference Session

Sustainability and Humanitarian Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Engineering Ethics

% among civil engineering students and 26-29% of the environmental engineering students. In the special topic papers written by the civilengineering students for Homework 6, significantly more students discussed sustainability inrelation to their topic in the semesters that the course included a sustainability module (21-24%vs. previous 5%). In the final reflective essays at the end of the semester (homework 7), 60-86%of the students mentioned ethics; there were not specific trends over time or differences betweenthe civil and environmental engineering courses. The semesters with the sustainability modulesignificantly increased the discussion of sustainability by the students: 5% civil engineers beforethe module vs. 52 and 76% after the module

Conference Session

Awareness, Expectations, and Recognition of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

give them opportunities to reflect on the need to identify complex situations in futuresettings, as well as a safe environment in which to explore, make mistakes, and discuss thebroader ramifications of various engineering decisions in authentic contexts. Ultimately the goalis to better prepare young engineers to tackle ethically the current and future challenges thathave tended to be underemphasized in traditional engineering curriculums.Thus, broadly, our study asks “​What impact does giving engineering students authentic butplayful role-playing experiences in the context of examining the ethical, social, andsocietal impacts of engineering solutions have on their knowledge, attitudes, andabilities to act ethically as engineers?”As most

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michelle Marincel Payne, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Ethics

mixed messages about the importance of professional licensure.In the Civil Engineering department at Rose-Hulman Institute of Technology, professionallicensure and/or significant engineering design experience for faculty is traditionally highlyvalued. ABET requires that design courses be taught by faculty who are professional engineers, orwho have qualification by degree and experience. This paper discusses the ethics of teachingtechnical content without licensure from the perspective of senior practicing civil engineers, andthrough personal reflection. This paper also shows initial survey data of the percent of faculty withprofessional licensure.To discern the ethics of licensure among faculty and whether or not faculty licensure plays a

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

. 7.Reflect on which virtues apply. 8.Consider relevant relationships. 9.Develop a list of potential responses. 10.Use moral imagination to consider each option based on the above considerations. 11.Choose the best option. 12.Consider what could be done in the future to prevent the problem” [18].To indicate to the engineering audience that the process for ethical decision makingresembles the process of solving open-ended design challenges in engineering—a processmany an engineer is well familiar with—the authors rearranged the 12 steps into a 5-stageprocess using the language of engineering design (see Figure 1).  Figure 1 A Design-based Process for Ethical

Conference Session

Engineering Ethics Division - WIP Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; William M. Marcy P.E., Texas Tech University; Lakshmojee Koduru; John Richard Schumacher, Texas Tech University ; Micah Iserman, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

application of LIWC is whether the pre-defineddictionaries that LIWC draws on are appropriate for the texts that are being analyzed. The essaysthat students compose in specific courses, for instance, may more strongly reflect concepts (assignaled by the words they use) in that course, and those concepts may not have been adequatelyanticipated in the development of LIWC.An emerging supervised method for text analysis uses naïve Bayesian computations. The methodis based on an extension of Bayes theorem and is used to create classifiers that identify predictorsthat are able to classify old and new instances. For instance, after training on a set of newspapereditorials written from reactionary and liberal perspectives, a Bayesian classifier can be used

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

reflect on ethical issues. Codes of ethics define normativebehavior for a professional practitioner, but a code cannot solve all problems and may even haveconflicting concepts for a given situation. “Ethics education often requires a different kind ofeducation from understanding and applying an established body of knowledge” [20, p. 58]. Byalso exposing students to different kinds of ethical schools of thought (descriptive ethics) andhaving them practice interpreting ethical issues using these theories, they have the opportunity toquestion and explore beyond their own assumptions. In addition, the practice supports thedevelopment of skills and habits that train students to utilize resources and processes for ethicaldecision-making.In support of

Conference Session

Ethics Integration in the Engineering Curriculum

Collection

2006 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Jennifer Mullin, Virginia Tech

Tagged Divisions

Engineering Ethics

number of EngE faculty, including Lo and Lohani, have been collaboratingwith faculty members in other engineering departments and the school of education to undertakereformulation of the GE program using a spiral curriculum approach1. This effort is part of adepartment-level reform (DLR) project from the NSF. One of the spiraling themes relates to“ethics.” The intended approach is to cover general ethics related topics reflecting contemporaryengineering issues in the GE program and include discipline specific “ethics” issues in upperlevel courses. Faculty members from the Biological Systems Engineering (BSE) department areparticipating in this DLR project and are working with EngE faculty to reformulate thecurriculum of the bioprocess option

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

integrated ethics instruction as part of their professionalismcompetency that they participate in every week. An ethical scenario is introduced by a facultymentor to the student group for discussion and reflection. This scenario is either a situationwhich they may encounter in their college or young adult lives, or an ethical situation arisingfrom the team’s semester-long project. The faculty believe that this method results in deeperlearning of the implications from decisions that affect real people and real projects.The students debate the moral reasoning of different viewpoints and try to arrive at a conclusionthat is agreed upon by all. However unanimity is not required, and students often draw differentconclusions about the ethical

Conference Session

Sustainability and Humanitarian Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ryan C. Campbell, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

Engineering Ethics

) identify and apply specific scientific principles (i.e., equations derived exclusively from the engineering sciences) to the problems, 5) deploy mathematical strategies to solve these equations, 6) produce a single "correct" solution on which they are graded, 7) reflect back on the answer and ask whether it makes sense in the physical world.Students are rarely taught how to consider non-technical issues throughout this process: theymay even learn that such issues are irrelevant and unimportant. Engineering students are thustaught a reductionist approach to design that deliberately limits problem scope to technicalconcerns and both excludes and devalues broader considerations [4]. Similarly, Moriarty [6 , pp. 90]describes the

Conference Session

Engineering Ethics and Justice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Engineering Ethics

scholarly reflection, professional practice,and activism is worthy of attention by engineering educators. Not only do such activities pointto areas of potential interest and relevance to prospective engineering students, but they connectin interesting and important ways with contemporary engineering educational reform initiatives,such as those revolving around liberal education in engineering; problem- and project-based andservice learning, as well as engineering ethics.Approaches to Social Justice in EngineeringFor the purposes of this paper, a range of contemporary approaches to social justice inengineering education are categorized not around the context of intervention but instead aroundthe underlying intervention strategy. Four such strategies