Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jagadish Torlapati, Rowan University; Sarah K. Bauer, Rowan University; Cheng Zhu, Rowan University

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Diversity

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Engineering Ethics

reliable ethicalpractices. Engineering ethics is defined as: “(1) the study of moral issues and decisionsconfronting individuals and organizations involved in engineering and (2) the study of relatedquestions about moral conduct, character, policies, and relations of people and corporationsinvolved in technological activity” [1]. Engineering ethics has been increasingly emphasized inengineering curricula. The Accreditation Board of Engineering and Technology (ABET) hasspecific student outcomes related to ethical considerations. Despite the need for ethical decision-making among the undergraduate civil engineers, incorporating ethics into the curriculum hasnot been an easy task.In some academic institutions, ethics courses could be offered by a non

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Schroeder, University of Southern California

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Diversity

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Engineering Ethics

possibilities in all areas of human life. The utopias were a blue-sky project;students were constrained only by the limits of their imagination and their understanding ofcourse concepts. The summative project is a key example of the alternative learningmethodologies employed in this seminar, and the paper describes in depth how students fulfilledassignment goals, using examples from student projects. This paper illustrates the benefits ofemploying a humanities-based approach when teaching engineering ethics.IntroductionSince the adoption of the ABET EC 2000, ethics education in engineering has developed to agreat degree. The revised ABET criteria cited a need for students to achieve an “understanding ofprofessional and ethical responsibility [1, 2

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

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Diversity

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Engineering Ethics

the profession, and ethicaldilemmas with a limited scope [1], [2], [3]. In contrast, macroethics concerns sustainability, publicpolicy, and broader impacts such as human rights [1], [4], [5]. At many institutions, ethics is not arequired course for engineering students; instead, students are often instructed to memorizeabstract ethical codes, likely causing them to take ethics less seriously [6], [7]. That is, memorizingabstract ethical codes does not provide a solid foundation for providing solutions to ethicaldilemmas. As such, many students tend to draw from personal experience rather than from theirprofessional ethical education when facing ethical dilemmas, which can lead to undesirableoutcomes [6], [7], [8]).Troublingly, Cech (2014

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph Benin, U.S. Coast Guard Academy; William Randall, U.S. Coast Guard Academy

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Engineering Ethics

, research and presentations, and a final project, students learnedabout, explored, and sought to discern the ethical implications of cybersecurity within thecontext of society, especially as it pertains to military and law enforcement. Student feedbackvalidated that the course challenged them, offered them an opportunity to present their views,and extended what they had learned in their classic ethics class into the cyber domain. Basedupon lessons learned, adjustments are being made for the second offering of this course in orderto improve the flow and delivery of the class and the evaluation criteria. Changes are also beingmade to account for the increased class size from single to double digits.1. IntroductionAs engineering and technology become

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Donald Winiecki, Boise State University; Lynn Catlin P.E., Boise State University; Harold Ackler, Boise State University

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Engineering Ethics

// Site-based conference canceled due to COVID-19 // Presented in Online Venue provided by ASEE) https://tinyurl.com/Winiecki-etal-ASEE-2020 1 Developing and Applying Knowledge and Skills in Ethics & Professional MoralityAbstractEven without a focused interest in the topic, as we enter the third decade of the 21st Century onewould have a difficult time ignoring the steady flow of stories reporting tragic consequencesarising from engineering decisions that appear to have omitted ethical components, and of ethicaldilemmas arising from contemporary engineering

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute; Mitch Cieminski, Rensselaer Polytechnic Institute

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Diversity

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Engineering Ethics

institution,Rensselaer Polytechnic Institute, for incoming first-year engineering students. The paper is theresult of early steps in the implementation of a longer-term, NSF-funded research project thatextends the inquiry to the development of students’ understanding of ethics over the entire arc oftheir undergraduate educational experience [1].Our argument unfolds in five steps. In the section that follows this introduction, we situate ourinquiry within the broader field of engineering ethics research, connecting in particular to workon “macroethics” [2] as it intersects with scholarly work in our primary fields of science andtechnology studies (STS) and engineering studies. The next section reviews in greater detail thisproject’s research design

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samuel Aaron Snyder, Virginia Tech; Indhira María Hasbún, Virginia Tech; Jessica Deters, Virginia Tech; Diana Bairaktarova, Virginia Tech

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Diversity

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Engineering Ethics

and ThingOrientations.Introduction In an empirical study of Stanford engineering students and practicing engineers, McGinn[1] identified a disconnect between the ethics education that engineering students were receivingand what practicing engineers outlined as necessary to be successful professionals [1]. Severalprofessional engineering organizations, such as ABET and NAE have outlined ethics as a keycomponent of engineering education that needs improvement [2],[3]. Current methods forengineering ethics education, such as case studies and discussions on codes of ethics, may not beadequately preparing students to behave as ethical professional engineers, and student ethicalmisconduct remains as high as ever [4],[5],[6]. Despite an

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Indira Nair, Carnegie Mellon University; William M. Bulleit, Michigan Technological University

Tagged Divisions

Engineering Ethics

such anintegration of ethics into engineering education.Background and MotivationThe rules of professional practice in engineering until the early 1900’s were conditionedby the fact that engineers looked on themselves as loyal to a firm or a larger entity such asthe military or public works that employed them. Historically, engineering as a field –rather than a “profession” --and then as an academic discipline, originated from theseroots in the late 1740’s with the establishment of the first “civil” (as opposed to“military”) engineering department in France in the École Polytechnique in 1794 [1], [2].The American Society of Civil Engineers was founded in 1852 and is the oldestengineering society in the United States. The professional ethics of

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Engineering Ethics

: increasing reasoning skills, developing ethical motivation, evidencing ethical sensitivity. While thisfocus has been important for analyzing and shaping the ways that engineers develop, it often ignores thevalue positions from which individual start in favor of attention to frameworks that can shape continueddevelopment.Recent work coming out of team science research, however, highlights a new direction that is ripe forattention and consideration in engineering ethics: that “members may differ in their values and motivations, shapedby their unique areas of expertise, organizational contexts, or life experiences” [1]. This observation that thoseworking in teams, as engineers often do, need to work across value and motivation differences suggests

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shiloh James Howland, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Carla B. Zoltowski, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Randall Davies, Brigham Young University

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Diversity

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Engineering Ethics

responsible engineers has been recognized byABET [1], the National Academy of Engineering [2], many engineering educators [3], [4], [5],and even the popular press [6]. However, questions persist regarding how best to developengineering students’ understandings and abilities related to social and ethical responsibility [7],[8], [9], [10]. Challenges in facilitating these understandings include being aware of thepreconceptions and perceptions that students bring into college, and also how the broad set ofexperiences and influences they encounter during their undergraduate education may impact thedevelopment of their understandings of what it means to be a socially and ethically responsibleengineer.Despite the changes in ABET standards and efforts to

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

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Engineering Ethics

ever heard of the1915 Eastland sinking, which resulted in the deaths of 844 passengers. The ship rolled overwhile docked in the Chicago River, partially due to the weight of extra required lifeboats inresponse to legislation passed following Titanic [1]. And even well-known historical cases canharbor new information: for example, most people assume that the barriers separating the classesin the Titanic were tall, unscalable, and locked, as commonly depicted in popular films. In fact,they were about waist-high and easily surmounted, as revealed in Daniel Buckley’s testimonyduring inquiries following the event [2]. They only existed because of U.S. immigration policies,not White Star Line regulations.Second, embedding history in the study of

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Grant A. Fore, Indiana University-Purdue University of Indianapolis; Justin L. Hess, Indiana University-Purdue University of Indianapolis; Brandon Sorge, Indiana University-Purdue University of Indianapolis; Mary F. Price, Indiana University-Purdue University of Indianapolis; Martin A. Coleman, Indiana University-Purdue University of Indianapolis; Thomas William Hahn, Indiana University-Purdue University of Indianapolis; Julie Adele Hatcher

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Engineering Ethics

potential impact of this study in light of existing ethics education research within STEM.Keywords: Philosophical Ethics; Community-Engaged Learning; Faculty Development1. Introduction To support the development of an exemplary generation of STEM professionals, currentundergraduate STEM instruction must draw on students’ dispositions towards ethical thoughtand action. Yet, there is currently no consensus on the most appropriate or effective model forSTEM ethics instruction [1, 2]. This project seeks to increase the role that community-basedlearning, faculty engagement, and institutional intentionality play in the formation of ethicalSTEM undergraduates. The primary goal of this project is to develop interdisciplinarypartnerships to build and

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kenneth L. d'Entremont, University of Utah; Andrew S. Merryweather, University of Utah

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Diversity

Tagged Divisions

Engineering Ethics

product-safety challenges of our ever-changing, complex world.IntroductionThe National Society of Professional Engineers (NSPE) has in its Code of Ethics, as its firstFundamental Canon, the admonition: Hold paramount the safety, health, and welfare of thepublic [1]. This ideal is widely regarded as being the ethical, moral, or simply the right thing todo. It resonates with most members of society including practicing and soon-to-be-practicingengineers of all disciplines.Although the above is recognized and accepted, today’s engineering students are given littleinstruction and guidance in their formal engineering educations about designing andmanufacturing safe products or about practicing engineering ethically. Most engineeringstudents are told

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rider W. Foley, University of Virginia; Araba Dennis, University of Virginia; Kathleen Eggleson, Indiana University School of Medicine-South Bend; Anderson Sunda-Meya, Xavier University of Louisiana; Kathryn Haas, Saint Mary's College, Indiana

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Diversity

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Engineering Ethics

gender, race, and ethnicity. Thus, efforts to quantitatively assess, andsubsequently increase, diversity in STEM fields are focused primarily on demographiccategories. Myopic focus on demographic diversity may mask homogeneity in other respectsamong the students admitted into STEM fields. For example, there is evidence that individualswho are typically attracted, selected, and retained by engineering programs tend to expresscertain personality characteristics of Introversion, Intuition, Thinking, and Judging (INTJ) asdefined by Myers-Briggs Type Indicator (MBTI) [1]. As STEM-based education programs, engineering in particular, prioritize an increasedemographic diversity, student recruitment efforts pay less attention to personality and

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

licensure as a result of construction andinfrastructure failures in the late 1800s and early 1900s. These catastrophes and a need to restrictsurveying and engineering work to those trained in these areas (not lawyers, prospectors, etc.) ledCalifornia to pass surveyor requirements in 1891, and Wyoming to adopt an engineering statute in1907. The remaining United States adopted similar statutes over the next 40 years [1]-[3]. In the1950s and 1960s the National Council of Examiners for Engineering and Surveying (NCEES),working with state boards, developed national exams. While it took until 1984 for all state boardsof examiners to use uniform Fundamentals of Engineering (FE) and Principles and Practice ofEngineering (PE) exams, the need and motivation

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; William M. Marcy PE, Texas Tech University; Lakshmojee Koduru, Texas Tech University

Tagged Divisions

Engineering Ethics

technology. Theintent is to internationalize the curriculum of this course and provide an interface foruniversity students to learn about and benefit from cultural differences associated withethical thinking.1.2 Machine-Based Tools to Analyze User SubmissionsA premise that characterizes thinking in multiple domains is that the language that aperson uses reveals much about the person. Pennebaker and King [1] proposed that “theway people talk about things reveals important information about them” (p. 1297). Thelinguist, Edward Sapir, believed that "language and our thought-grooves areinextricably interwoven, [and] are, in a sense, one and the same" (in [2], p. 43).Machine tools for analyzing the content of language productions are based on thispremise

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

students in research groups. This paper presents a user-oriented approach to building a community of ethicseducators in graduate engineering education. We begin the paper by reporting our “userstudy” of engineering faculty’s current approaches, challenges, and needs for teachingethics to graduate students at a large, public research university. Findings of the userstudy guided our design of a workshop on “Ethical Literacy and Ethical DataManagement” that helped engineering faculty members develop conceptualunderstanding and instructional skills for teaching ethical inquiry that are related toparticular areas of engineering research. Design of the workshop sought to meet three objectives: 1) helping participatingfaculty members develop basic

Conference Session

Engaging Ethics, Internationally

Collection

2017 ASEE Annual Conference & Exposition

Authors

Prakash G Bapat, Business Ethics Foundation; Aravind Joshi, Business Ethics Foundation; Pradeep Kashinath Waychal, Guruji Education Foundation; Nupur Kulkarni

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Diversity

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Engineering Ethics

and academics institutes. We sought their views as theywere at the helm of affairs and, perhaps, role models for today’s youth and impacting theirthought processes. We devised a questionnaire, sent them in advance and then conductedaudio-visual interviews. Since the CEO’s had decades of successful experience, we alsoincluded open-ended questions to provide them adequate space for genuine expression.The present level of ethics averaged to 2.87 and the 2020 prediction stood at optimistic 4.5,on the scale of 1 to 7 (7 being the best). We also asked CEOs, reasons for present poor rating,optimism for 2020, the causes behind present status and of course the remedial measures.The major reasons included pressure to achieve results, especially short

Conference Session

Faculty Views of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney, Seattle University; Madeline Polmear; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Christopher Swan, Tufts University; Elizabeth Simon, Seattle University

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Engineering Ethics

shown in Table 1.Table 1. Participant demographic distribution for total survey response group and free-response group Demographic Percentage of total Percentage of response response population population with write-in (N=1448) response (n=406) Gender Male 63 62 Female 32 36 Prefer not to say 3

Conference Session

Professional and Regulatory Issues in Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ryan D Watts, Purdue University West Lafayette; Andrew O. Brightman, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Engineering Ethics

unnecessary delays, frustration,and potential harm due to lack of oversight. Comparison of the evaluations of the tool with PDPand the final DHFs for the same projects will be used to determine effectiveness of the fivequestions tool at early evaluation.Five Questions:1. Are any humans included in the testing plan?2. Is the data collected directly about the person(s) in any way? (e.g. physical, demographic, capabilities, etc. including personal identification information; name, picture, age, SES, etc.)3. Is the data collection from testing / evaluation resulting in any type of tables or graphs?4. Is there a plan to publish or present the results in any public format?5. Is there any risk of harm to any persons in any way? (If yes please

Conference Session

Integrity and the Problem of Cheating

Collection

2017 ASEE Annual Conference & Exposition

Authors

Teresa Ryan, East Carolina University; Bernd Steffensen, University of Applied Sciences Darmstadt; Colleen Janeiro, East Carolina University

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Diversity

Tagged Divisions

Engineering Ethics

of how they have to be guided.1 IntroductionExamination of literature in the English and the German speaking world about cheating byuniversity students reveals a remarkable difference. In the English language literature, there existsan extensive body of research looking back over many decades. A comprehensive national studyby Bowers in 1964 1 and, four decades later, a thorough overview by McCabe et al. 2 provide agood entry point to the many hundreds of individual studies. Citation indices from GoogleScholar, for example, indicate that more than a few of these pivotal works have been referenced300 3,4 , 500 5,6 or even 900 7 times at the time of this publication. Clearly, the topic has beenwidely discussed across the English-speaking

Conference Session

Engineering Social and Human Ethical Impacts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark L. Bourgeois, University of Notre Dame

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Diversity

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Engineering Ethics

tends to focus almostexclusively on distinctive professional responsibilities – that is to say, ethical issues that arecommonly presented by the immediate practice of the work typical of each. For undergraduates,this is professional ethics in an industrial or consulting context.1 For graduate students, whosetraining is preparation for a career in research, this is typically research ethics, implicitly in anacademic context.2 Thus, both construe the responsibilities of the engineer relatively narrowly.In particular, the concerns of each taper dramatically as the borders of the immediate work siteare crossed. While some focus is of course necessary and appropriate, the present narrowness hasarguably become unhealthily myopic, particularly

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Engineering Ethics

the professional and personal dimensions of engineers’ responsibilities[1]–[4]. Knowledge of how engineering students understand the contested and controversial fieldof corporate social responsibility (CSR), including its intersections with those other domains ofresponsibility and the potential tensions that exist among them, is less well developed. This paperaddresses that gap by analyzing the first year of research assessing the introduction of CSR-themed content into courses at three universities: Colorado School of Mines, Virginia Tech, andMarietta College.In this paper we offer a preliminary analysis of the pre- and post-module survey responses ofover 600 students in targeted mining engineering, petroleum engineering, design, and liberal

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brendon Lumgair P.Eng., University of Calgary

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Engineering Ethics

Engineering’s (NAE) Center for Engineering Ethics and SocietyAdvisory Group and Infusing Ethics Selection Committee selected 25 Exemplars of EngineeringEthics Education (NAE, 2016). In evaluating the applicants’ submissions they looked for ninekey characteristics. The following are examples of how online learning and webinars could beutilized as tools to help institutions deliver the NAE’s exemplary characteristics 1, 4, 7, and 9. 1. Provides an interactive format that encourages active learning: Synchronous online learning is when the instructor or TAs meet with students live in real-time through webinars / web conferencing or simple text chat. When used properly, these tools can be highly interactive. Discussion forums allow for

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Ethics

situational variables interact with the cognitive component to determine how anindividual is likely to behave in response to an ethical dilemma" (Trevino, 1986, p. 602). Thismodel considers two groups of variables to moderate the effect of cognitive moral developmenton ethical behavior: (1) individual variables and (2) situational variables. Ego strength (strengthof self-regulating skills), field dependence (i.e., the degree one depends on external referent toguide one's behavior), and locus of control (i.e., the degree one perceives one has control onone's life events) are the three individual variables. Situational variables are then categorizedunder three main categories: (1) characteristics of the work, (2) organizational culture, and (3

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

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Engineering Ethics

Paper ID #25272Critical Approaches to CSR as a Strategy to Broaden Engineering Students’Views of StakeholdersDr. Jessica Mary Smith, Colorado School of Mines Jessica M. Smith is Associate Professor in the Engineering, Design & Society Division at the Colorado School of Mines and Co-Director of Humanitarian Engineering. She is an anthropologist with two major research areas: 1) the sociocultural dynamics of extractive and energy industries, with a focus on corpo- rate social responsibility, social justice, labor, and gender and 2) engineering education, with a focus on socioeconomic class and social responsibility

Conference Session

Engineering Ethics Division Technical Session - Ethics Decision-Making

Collection

2019 ASEE Annual Conference & Exposition

Authors

Luis Fernando Cruz; Wilfrido A. Moreno P.E., University of South Florida; Joel Howell, University of South Florida

Tagged Divisions

Engineering Ethics

, Wilfrido Alejandro Moreno1,2,3 1 Complex Systems & Education Network – ISTEC (SCED-ISTEC) 2 University of South Florida(USF) - Electrical Engineering Department 3 Ibero-American Science and Technology Education Consortium (ISTEC)ABSTRACT The proposed framework for ethics training, allows for a contextualized and meaningfulThe contemporary society characterized by learning model for new engineers favoring theinter/multi/trans-disciplinary, globalization, inter/multi/trans-disciplinary with

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

Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Education / Spencer Post- doctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences

Conference Session

Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yousef Jalali, Virginia Tech; Christian Matheis, Guilford College; Vinod K. Lohani, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

theimportance of engineering ethics. Educators have begun incorporating engineering ethics incurricula in a variety of formats: as a component in introductory or capstone courses, a centralelement in stand-alone courses, and/or through deliberate integration across curriculum [1], [2].The main approaches in teaching of ethics continue to use case studies or case-based discussionssupplemented by moral theory and/or professional codes of ethics. Service learning is anotherapproach that has increasingly been used and reported as an effective pedagogical strategy ininstruction of engineering ethics [3]-[5]. In the U.S., the main driver in incorporating ethics inengineering curriculum was the changes in ABET engineering criteria requirements on

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University Purdue University, Indianapolis; Grant A Fore, Indiana University Purdue University, Indianapolis; Brandon H Sorge, Indiana University Purdue University, Indianapolis; M A Coleman, Indiana U Purdue U Indianapolis; Mary F. Price; Thomas William Hahn, IUPUI

Tagged Divisions

Engineering Ethics

instruction. Yet, standard instruction may have myriad impacts onstudents' ethical development. This study explores students’ ethical formation when ethics is aperipheral or non-intentional aspect of instruction in departmental courses in BiomedicalEngineering and Earth Science. The research question that we seek to address is, “In whatdifferent ways and to what extent does participation in departmental engineering and sciencecourses cultivate STEM students’ ethical formation?” To address our research question, wedisseminated a survey to students before (pre) and after (post) their participation in one of 12courses offered in Earth Science or Biomedical Engineering during the Fall 2017 or Spring 2018.The survey included four instruments: (1) the