Conference Session

Ethics in different disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig T. Evers P.E., Minnesota State University - Mankato

Tagged Divisions

Engineering Ethics

, he has also witnessed and worked withindividuals for whom other priorities have replaced the Code of Ethics. The results can be, andhave been in many cases, tragic, not only in terms of corporate performance, but moreimportantly in terms of life and limb for workers made victims of unethical and irresponsibleactions.In the last cycle of ABET2 accreditation for our department and its programs, we wereencouraged to make ethics and its instruction a more integrated part of our curriculum. ThePhilosophy department has an excellent freshman-level course in ethics which also meets ageneral education requirement for graduation. Lacking such a course in our own programofferings, we strongly encourage our undergraduates to take this course, although

Conference Session

Contemporary Issues in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

Alejandra J. Magana, Purdue University, West Lafayette; Donna Riley, Smith College

Tagged Divisions

Engineering Ethics

(2001) discussed the role of the NNI as abroker in coordinating research and development in nanotechnology together with public hopesand fears. They also commented that the NNI should embrace the goal of building capacity forpublic dialogue. Roco and Bainbridge also addressed the need for honesty when genuine risksare identified.Education and human development. Nanotechnology and its social, cultural scientific andtechnological consequences create an opportunity to integrate education across science,technology, social sciences and humanities (Roco and Bainbridge 2005) 7 . The end-result maybe informed, educated publics emerging from our high schools and colleges, able to shape thedirection of nanotechnology in beneficial ways (Roco and

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

. [Accessed: 18-Apr-2018].[8] N. McCarthy, “The countries with the most STEM graduates,” Forbes, 02-Feb-2017.[9] F. Falcone, E. Glynn, M. Graham, and M. Doorley, “Engineering Ethics Survey for Faculty : An Assessment Tool Engineering Ethics Survey for Faculty : An Assessment Tool,” 120th ASEE Annu. Conf. Expo. Atlanta, June 23-26., 2013.[10] M. J. Murphy, “Ethics Education in China: Censorship, Technology and the Curriculum,” Teach. Ethics, vol. 16, no. 2, pp. 233–241, 2016.[11] I. Van de Poel and L. Royakkers, Ethics, Technology, and Engineering: An Introduction. Malden: Wiley-Blackwell, 2011.[12] “Engineering Ethics | Engineering Systems Division | MIT OpenCourseWare.” [Online]. Available: https

Conference Session

Ethical Cases and Curricula

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna Kavuturu, St.Joseph’s College; Mehmet Cetin, Temple University

Tagged Divisions

Engineering Ethics

areas can pose ethical issues. The development of new products and services inthe 21st century demands unprecedented interdisciplinary collaboration and teamwork. Scientistsand engineers are actively involved from the concept design stage to the completion stage of aproject requiring significant involvement in safety and environmental issues that have an impactnot only on the workplace but also society at large4.Ethics is an important subject and should be an integral aspect of any scientist’s or engineer’sactions. However, very few teachers include ethics as a significant part of their courses. Over the Page 25.836.2past several years

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

that The pedagogical intentionality should be oriented togoes beyond an isolated process of intellectual, develop ethical behaviors in the student during theemotional or motor skill functions. It is the whole process of formation as an engineer and notexpression of a whole, that is changing and open to to dictate isolated or elective courses of ethics tomultiple possibilities. The challenge of education is complement the engineering curriculum. Theto carry out pedagogical strategies that really traditional teaching of theoretical courses in ethicsmodulate the bio-psycho-social complexity of the characterized by the teaching of the history of ethics,student in order to facilitate his/her

Conference Session

Engineering Ethics Outside the Classroom

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

AC 2010-1283: IN-SITU ETHICS: THE ETHICAL SENSIBILITY THATENGINEERS BRING TO THEIR WORKTraci Nathans-Kelly, University of Wisconsin, MadisonSandra Courter, University of Wisconsin, MadisonKevin Anderson, University of Wisconsin, MadisonChristine Nicometo, University of Wisconsin, MadisonThomas McGlamery, University of Wisconsin, Madison Page 15.709.1© American Society for Engineering Education, 2010 In-Situ Ethics: The Ethical Sensibility That Engineers Bring To Their Daily WorkEngineering educators often acknowledge that engineering ethics should be integral toundergraduate skills curriculums. In fact, the body of work regarding teaching

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

Tagged Divisions

Engineering Ethics

provide the students with an opportunity 46 0.50 to use their skills and capabilities to a good human end, which is why most of the students entered engineering programs.” Multiple When integrating ethical “I think it is better to teach this concept Courses discussions throughout across the curriculum a little in every curriculum is discussed class rather than one single class. When it has a particular class, the students end

Conference Session

Engineering and Sustainability

Collection

2007 Annual Conference & Exposition

Authors

Brock Barry, Purdue University; Aman Yadav, Purdue University

Tagged Divisions

Engineering Ethics

, this provides us with a good starting point to thinkabout how cases can be effectively integrated in engineering ethics as an instructional method.ConclusionWhile case-based instruction is clearly the most commonly employed method of ethicsinstruction in the engineering curriculum, it is by no means the only method. Other methods ofintegrating ethics into the engineering curriculum include the use of external course work (e.g.,philosophy classes), service-learning projects, team-based senior design course work, and theacross the curriculum approach (integration of ethics in multiple courses throughout theacademic career). However, we know little about whether or not the use of case studies is betterthan the other methods of ethics

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Colorado School of Mines; Maria Brunhart-Lupo, Colorado School of Mines

Tagged Divisions

Engineering Ethics

appropriateways to respond when ethically difficult decisions need to be made in the workplace.The focus of this study is on student responses to an open-ended question in the survey whichasked students to list two primary behaviors or actions that engineers must follow whenperforming their professional duties. Across the two samples, the most popular responses relatedto integrity, safety, honesty, and improving human welfare/society. While the workshop leadersemphasized that the study of ethics involves personal values or morals as applied to dealing withother people, it is notable that responses involving society were not the most frequent answersgiven during either semester. This might indicate that these students, as members of themillennial

Conference Session

Engineering Ethics Issues Part One

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig Titus, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Margaret Huyck, Illinois Institute of Technology; William C. Oakes, Purdue University, West Lafayette; Jill L. May, Illinois Institute of Technology

Tagged Divisions

Engineering Ethics

., & Oakes, W. C. (2006). Integrating Engineering Education and Community Service: Themes for the Future of Engineering Education. Journal of Engineering Education, 7-11.12. Titus, C.P., & Zoltowski, C.B. (2010) “Integrating Ethics Curriculum Within a Service-Learning Design Context”. Proceedings of the 2010 ASEE Annual Conference, June 2010.13. Shuman, L. J., Besterfield-Sacre, M., & McGourty, J. (2005). The ABET professional skills. Journal of Engineering Education, 94(1), 41-55.14. Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Harvard UP.15. Heron, W. T. (2007). An examination of the moral development and ethical decision-making of information technology

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

interventions have proven effective atachieving myriad ethics-related learning goals [3-6]. However, as a cursory review of thesearticles will reveal, the specific learning objectives and associated strategies for integrating ethicsinto the engineering curriculum vary widely. As a result, there is not a single proven recipe forsuccess in promoting engineering students’ ethical formation, nor is there an agreed upon end.In 2001, Haws [7] identified six prominent strategies utilized by engineering instructors forachieving ethics-related learning objectives. These included (1) professional codes of ethics, (2)humanist readings, (3) theoretical grounding, (4) ethical heuristics, (5) case studies, and (6)service learning. More recently, Hess and Fore [8

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

has taught business and engineering ethics at the University of Puerto Rico at Mayaguez for the last 19 years, currently in that university’s College of Business Administration. His areas of research include engineering ethics, moral psychology, computer ethics, as well as research and business ethics. He is currently a Co-PI on the GERESE project in research ethics and Co-PI on another NSF project devoted to developing an online toolkit of modules and cases for use in ethics across the curriculum initiatives . Page 14.307.1© American Society for Engineering Education, 2009 Case analysis: a

Conference Session

Approaches to Teaching Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael H.G. Hoffmann, Georgia Institute as Technology; Jason Borenstein, Georgia Institute of Technology

Tagged Divisions

Engineering Ethics

Engineering at Georgia Tech pairs each group of six to eightstudents with a facilitator [24]. This means that problem-based learning environments can bemuch more resource intensive than traditional instruction. In times of limited resources, thisposes a serious threat to the quality of ethics education.The AGORA- net approach addresses this problem by providing a web-based softwareapplication called ―AGORA- net: Participate – Deliberate!‖. The AGORA- net softwareguides the activities of small groups of students (about four students per group) whocollaborate on challenging problems and cases. The guidance and ―scaffolding‖ provided bythe software allows the integration of an AGORA- net component in classes without the needof facilitators; an

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lorraine G. Kisselburgh, Purdue University, West Lafayette; Justin L. Hess, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Jonathan Beever, University of Central Florida; Andrew O. Brightman, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

lack of a consistent and coherent ethical reasoning approach that is suitablefor responding to ethical issues that pervade engineering practice. We argue that reflexiveprinciplism (RP) as an applicable ethical reasoning approach, a view we have elucidated inearlier work8. Furthermore, we posit that in order for this principlist approach to becomereflexive for engineers, engineering educators need an integrated and facile pedagogicalframework that can be engaged repeatedly at various locations in an engineering curriculum. Inthis paper, we describe the characteristics and the efficacy of such an integrated model forenhancing the ethical reasoning of engineers: the SIRA framework. The core elements of thisinnovative approach are discussed

Conference Session

Industrial, Professional, and Practical Contexts of Engineering Ethics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yilmaz Hatipkarasulu, University of Texas at San Antonio

Tagged Divisions

Engineering Ethics

deliver and assess the ethics anddecision-making components of the curriculum, which includes lecture modules,homework/exam questions, an interactive decision-making game, and multiple case studies. Thecase study presented in this paper is one of the components we utilized in the last decade.SUMMARY AND CONCLUSIONSEthics, social responsibility, and trust are critical issues for designers, architects, engineers, andcontractors. Today's fast-paced and competitive business environment experiences a wide rangeof social and economic pressures, making ethical identification and behavior ever more critical.Professional degree programs carry the responsibility of shaping tomorrow's professionals andindustry leaders through the higher education system

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

to teach,especially in ways that capture students’ interest and attention. A variety of approaches areimplemented including dedicated courses inside and outside of engineering, as well as weavingethical case studies throughout the curriculum 3-5. Creative approaches to teaching engineeringethics including argumentation, eye-witness role playing, videos, engineering ethics lunches, andeven an engineering ethics board game have previously been presented 6-10. The objective of thisassignment was to combine the common practice of integrating an ethics unit into a first yearIntroduction to Engineering course with the innovation of a creative fiction assignment requiringthe students to generate and reflect upon an ethical dilemma of personal

Conference Session

Peace, Conflict, and Sustainability: Addressing Global and Ethical Issues in Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert J Muscat, Global Peace Services USA; Angela R Bielefeldt, University of Colorado, Boulder; Donna M Riley, Virginia Tech; Rebecca A Bates, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Engineering and Public Policy

Paper ID #13321Peace, Conflict and Sustainability: Addressing Global and Ethical Issues inEngineering EducationDr. robert j muscat, Global Peace Services USA Robert J. Muscat is an economist specializing in problems of conflict in developing countries. He was formerly Chief Economist of the US Agency for International Development, and has consulted for the World Bank and UN agencies. He has authored books and articles on Thailand, development aid and con- flict, aid effectiveness, malnutrition, and other subjects.He received his PhD in economics from Columbia University. He is currently an independent scholar, living in

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ryan C. Campbell, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

Engineering Ethics

integrity here iscohesiveness, joining together, or integration. Thus, just as good care results from the fourphases being well-aligned and collectively appropriate, the four moral elements must fit togetheras an integrated whole in a way that is sensitive to context and addresses the conflict inherent inany moral situation, be it micro- or macro-ethical, as traditionally understood. The Integrity ofCare can also be considered a disposition [15, p. 8] that provides a motivational dimension of careethics, to which the four phases and moral elements add operational “legs” for enacting theprocess of care. Tronto’s framework for care ethics is roughly summarized graphically inFigure 2 and can be described as an interconnected and sometimes overlapping

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jake Walker Lewis, University of Colorado Boulder; Madeline Polmear, University of Florida; Daniel Knight, University of Colorado Boulder; Chris Swan, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

, particularly with ASCE and some of the professional organizations [such as] bringing in somebody from the outside and doing a talk on engineering ethics and why it’s important.It seems that a faculty advisor for professional societies could serve an important role by invitingguest speakers to specifically describe ethical issues important in their work. Integration of thistopic into multiple presentations versus an explicit focus on ethics in a single presentation mightbe more meaningful by allowing students to see that ethical issues are common in a variety ofwork settings.Undergraduate research includes a variety of ethical dimensions [12]. Faculty advisors can playan important role in bringing these issues to the attention of students. Brad

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

Phenomenology and the Political (Rowman and Ziˇ Littlefield International, 2016).Prof. Kristen Billiar, Worcester Polytechnic Institute Kris Billiar is Professor and Head of Biomedical Engineering at Worcester Polytechnic Institute. He earned a B.S. in Mechanical Engineering at Cornell and an M.S.E. and Ph.D. in Bioengineering at the University of Pennsylvania. His current research interests are soft tissue mechanics and mechanobiology. Dr. Billiar is a Fellow of both ASME and AIMBE and a member of ASEE. c American Society for Engineering Education, 2017Teaching Ethics in Engineering: A “Blended” Approach of Theory and PracticeIntroduction Though accrediting boards such as the

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

consideration? Another hypothesis was that the ethical dilemmaspresented increased students’ integration and appreciation of the biomedical engineering fieldregardless of comment modality.Biomedical engineering ethics can certainly be taught face-to-face, in a hybrid setting or com-pletely online — but how well? Did ethics instruction suffer depending on modality? Our con-clusion seemed clear — It didn’t matter especially if each method employed a blended learningmanagement system like Moodle or other similar platforms. An instructor receives qualitativefeedback in the classroom (i.e., a sense of how students are responding). Data from off-linegrading of responses can be assessed and quantified. In sum, the major consideration broughtabout by a switch

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

treating the end user as a person versus just the end user. I: Okay. R: More than a technical spec. Like more like an actual person.Brittany’s multiplistic understanding of ethics is situated in her focus on the user. That is,focusing on the user forced inclusion of multiple possibilities for the “right” way to proceed indesign. This finding suggests the possible relationship between a human-centered focus andhigher order orientations in ethical development. Furthermore, the context of the service-learningcourse possibly shaped this integrated view of ethics and HCD. The course, in her estimation,provided a view of the user that shifted

Conference Session

Case and Scenario in Engineering Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edwin R. Schmeckpeper P.E., Norwich University; Michael B. Kelley P.E., Norwich University; Ashley Ater Kranov, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Ethics

Idaho, and worked as an engineer in design offices and at construction sites.Dr. Michael B. Kelley P.E. P.E., Norwich University B.S.C.E., 1974, Norwich University M.S.C.E., 1976, (Environmental Engineering), Purdue University P.E., Commonwealth of Virginia, 1979 to present. Ph.D., 1996, (Environmental Engineering), Rensselaer Polytechnic Institute Colonel, US Army (Retired) 15 years of undergraduate teaching experience at the US Military Academy and Norwich University. Currently an Associate Professor, Department of Civil and Environmental Engineering, David Crawford School of Engineering, Norwich University.Dr. Ashley Ater Kranov, Washington State University Dr. Ashley Ater Kranov is an adjunct associate professor

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

more than two decades. This paper describes thedevelopment of the curriculum; lessons learned from the classroom; and an analysis of studentartifacts from the most recent offering as part of an engineering undergraduate research programat Michigan State University. The lesson materials are provided in appendices, in order to allowother educators to adapt these materials for their own classrooms.Background: Ethical Practices in ResearchKenneth D. Pimple summarized the responsible conduct of research (RCR) as the search for“truth, fairness and wisdom.”1 This search for truth means considering whether the data aregathered and presented in a manner that is consistent with the physical world. Fairness considersthe accompanying social relationships

Conference Session

Ethical Behavior in Academia and Beyond

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Southern Polytechnic State University (ENG); Beth Stutzmann, RLC- Research Learning Community, Southern Polytechnic State University; Margaret Loraine Lowder, Southern Polytechnic State University; Mir M. Atiqullah, Kennesaw State University; Rajnish Singh, Southern Polytechnic State University; Craig A. Chin, Southern Polytechnic State University

Tagged Divisions

Engineering Ethics

conducting studies were with Attilio Poto; Dr. Matthew Mailman; Dr. Scott Nelson. ”Taking weekly lessons at Symphony Hall in Boston, where the greatest of musicians throughout time have stood, was awe-inspiring and magical.”Dr. Margaret Loraine Lowder, Southern Polytechnic State UniversityDr. Mir M. Atiqullah, Southern Polytechnic State UniversityDr. Rajnish Singh, Southern Polytechnic State UniversityDr. Craig A Chin, Southern Polytechnic State University Craig A. Chin received his Ph.D. in electrical engineering from Florida International University in 2006. He is currently an Assistant Professor in the electrical and computer engineering technology at Southern Polytechnic State University. His research

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, Delft University of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Paper ID #32600The Relations between Ethical Reasoning and Moral Intuitions amongEngineering Students in ChinaDr. Rockwell Franklin Clancy III, Delft University of Technology Rockwell F. Clancy is a lecturer at TU Delft. Before joining Delft, he was an Associate Teaching Professor in engineering ethics and philosophy at the University of Michigan-Shanghai Jiao Tong University Joint Institute and Research Fellow in the Institute of Social Cognition and Decision-making, both in Shanghai Jiao Tong University. His research and teaching interests include engineering ethics, moral psychology, philosophy of technology, Chinese

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Stafford Sands II, Florida Gulf Coast University; Annie R. Pearce, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Min Jae Suh, Sam Houston State University; Christine Marie Fiori, Drexel University

Tagged Divisions

Engineering Ethics

client resources, and ethical theorySinha et al. [12] Discusses topics of construction law and Suggests situating ethics in a required course Discusses evaluation of student contracts, legal systems and maxims of law, on engineering ethics, required course with portfolios that contain samples of societal values and morality, professional engineering ethics integrated, across the student essays analyzing ethical practice, and employer obligations curriculum, or via an integrated humanities issues demonstrating student ability and social

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

Waleed Abulfaraj, King Abdulaziz University; Mohamed Hassan, Alexandria University, Egypt

Tagged Divisions

Engineering Ethics

appropriatecontent? What teaching methods and curriculum models are preferable? Which works best:required course, ethics across-the-curriculum, integration of ethics and science, technology andsociety, or integration of the liberal arts into the engineering curriculum? Which outcomeassessment methods are most suitable?According to a “Survey of Ethics-Related Instruction in U.S. Engineering Programs”4, it wasfound that only 27 percent of ABET-accredited institutions listed an ethics related courserequirement, even though an increasing number of philosophers, engineers, and ethicists focustheir research and teaching on engineering ethics. What complicates the problem is that differentfaculty have provided varying definitions for what “understanding ethical

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Landon Bassett, University of Connecticut; Jennifer Pascal, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Kevin D. Dahm, Rowan University; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University

Tagged Divisions

Engineering Ethics

in engineering education. His research interests include engineering global competency, cur- ricula and assessment; pedagogical innovations through game-based and playful learning; spatial skills development and engineering ethics education. His funded research explores the nature of global com- petency development by assessing how international experiences improve the global perspectives of en- gineering students. Dr. Streiner has published papers and given presentations in global engineering ed- ucation at several national conferences. Scott is an active member in the Center for the Integration of Research, Teaching, and Learning (CIRTL) both locally and nationally, as well as the American Society for

Conference Session

Engineering Ethics Division Technical Session - Ethics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gunter Bombaerts; Karolina Doulougeri, Eindhoven University of Technology

Tagged Divisions

Engineering Ethics

course, a part of the overall curriculum of their major. If you know it helps you for the other courses, then I think it’s more interesting and more motivational to do it. (BMT student) The reason that most students did not like this course, including me, was that the subject had to do very little with our bachelor program. Learning history should not be a part of an applied mathematics program. (AM student)According to students, USE Basic is a course very different from the other courses in theirmajor studies. As a result students are reluctant to engage in deep learning and invest less timeand effort in studying and participating in the course activities. Make it more technical. You are teaching this course