Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of New Mexico

Tagged Divisions

Engineering Ethics

science students decide differently from their peers in other disciplines when facingcomputing ethics dilemmas. This study expands on previous research on ethical decision makingamong computing majors. The findings of this research have important implications for researchand practice. For example, it examines the arguments from previous literature regarding thedifferences of ethical decision making among different professions. Moreover, it will haveimportant implications for design of ethics courses in undergraduate level.The data is collected from two groups of students in a large Midwestern University: (1) 33computer science undergraduate students enrolled in a course on computing professional ethics,and (2) 40 undergraduate students enrolled

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

pointed at their wayof looking at reality and at their own professional identity. It pointed at the difficulties ofgeneral courses to offer educational methods that were interpreted differently from studentgroups of different departments. And it pointed at differences at basic competences needed todive into deep learning and to be motivated by what is offered by the course. Solutions arediscussed.IntroductionFuture engineers are not only expected to have technical knowledge, skills, and abilities, butalso a foundation in professional and ethical practices [1]. One important challenge foreducators is that students show large differences in how they perceive courses and what theireducational needs are [2]. In this article we focus on a large first

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

bring together existing resources but (1) to develop inclusive online educational modulesfor an engineering ethics course. This would require less preparation on the part of instructors and,for that reason, the modules would be easier for instructors to assign and students to use; (2) totrack student performance on the modules, at the same time collecting information aboutbackground knowledge of and views about ethics.The nature of the site is modelled on a combination of one hosted by Cornell University, withmaterials and exercises about plagiarism[1], as well as ones maintained by the University ofVirginia[2], [3], Harvard University[4], and the MIT[5], [6], to collect information related to moralpsychology and applied ethics. Although the

Conference Session

Engineering Ethics Division - WIP Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Soheil Fatehiboroujeni, Indiana-Purdue University; Atsushi Akera, Rensselaer Polytechnic Institute; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Alan Cheville, Bucknell University; Jennifer Karlin, Minnesota State University, Mankato; Sarah Appelhans, University at Albany; Thomas De Pree, Rensselaer Polytechnic Institute

Tagged Divisions

Engineering Ethics

and ethics. Nonetheless, due to the empirical focus of our project on the prac-tice and the discourse of change and reform in engineering education, in this paper we focus on theexisting literature that report on initiatives implementing or evaluating instructions on engineeringethics. These efforts demand allocation of resources and commitment of educators within a degreeprogram, if not administrators from without.A recent systematic survey of literature on engineering ethics interventions from 2000 to 2015has identified the following categories for “justification or identification of the need for the ethicalintervention” 5 . 1. ABET Accreditation 2. University, School, or Departmental Efforts 3. National

Conference Session

Engineering Ethics Division - WIP Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joseph Martel-Foley, Wentworth Institute of Technology

Tagged Divisions

Engineering Ethics

ProjectImplicit platform to encourage students to explore their own implicit biases [3]. The primarygoal of this module is to improve awareness of implicit attitudes and their potential effects onengineering teams while simultaneously learning basics of coding.IntroductionAccording to the dual process model of cognition, there are two types of decision makingprocesses that humans utilize to navigate the vast amount of information they are exposed to on adaily basis [1]. In life and throughout evolutionary history, quicker reactions have beenadvantageous to survival, whether recognizing and leaving a dangerous environment or havingintuition for a solution to a design problem. This first system is automatic, subconscious and iscreated as a sum of

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

, environmental, and societal contexts https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering- programs-2019-2020/#GC3.Through these ABET criteria, engineering education is clearly tasked with addressing the broadimplications of engineering practice. This is often achieved through the discussion ofengineering case studies [1] [2], including classic conflict problems like that portrayed in thevideo “Gilbane Gold,” which was produced by the National Society of Professional Engineers(NSPE). Instilling ethical thinking into engineering students is also achieved through aconsideration of the types of cases they are likely to encounter in professional practice.Discussion among students and making judgments are

Conference Session

Evaluation of Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

topics,such as ethics, which are related to the professional practice of engineering. These coursescommonly utilize case studies focusing on ethics as the basis for student discussions.1 Measuringthe student learning resulting from the case study process is often very subjective, difficult toquantify, inconsistent between evaluators, and costly to adminsiter.2,3Proficiency in engineering professional skills, such as ethics, as described in ABET criterion 3 -student outcomes 4, is critical for success in the multidisciplinary, intercultural team interactionsthat characterize 21st century engineering careers. These professional skills may be readilyassessed using a performance assessment that consists of three components: (1) a task that

Conference Session

Faculty Views of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Teresa Ryan, East Carolina University; Colleen Janeiro, East Carolina University; William E. Howard, East Carolina University; Patrick F. O'Malley, Benedictine College

Tagged Divisions

Engineering Ethics

of college are compared toupperclassmen to investigate shifts of these perceptions as the students progress through theircollege careers. As a supplement to the items that gauge the perception of these academicintegrity behaviors, the study also polls student respondents to self-report the number of timesthey have cheated. The ongoing work intends to administer the same instrument annually andreport on changes over time as well as comparison between programs.IntroductionThis paper first presents a brief review of prior work related to the current aims in Section 1. Thestudy design, the survey instrument, and a brief description of the institutions participating in thestudy are included in Section 2. Results and observations are in Section 3

Conference Session

Professional and Regulatory Issues in Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Graeme W Troxell, Colorado State University; Wade O. Troxell, Department of Mechanical Engineering, Colorado State University, Fort Collins, Colorado 80523-1374

Tagged Divisions

Engineering Ethics

, and there are still more practicingengineers who do not belong to a professional society at all. This raises the question as to how engineers are bound to a code of ethics, even ifthey eschew membership in a professional society. A number of views have beenproposed, but one of the more popular views begins by defining a profession as a groupof people who seek to cooperate in the service of a shared ideal [1]. A code of ethics is,on this view, essential for any group of people organized towards some ideal of serviceand whose activities are interested in benefitting non-members. This is too broad adefinition of profession, since it captures groups and activities that few would want toconsider professions. Furthermore, it makes no mention

Conference Session

Interactive Approaches to Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Craig E. Beal, Bucknell University; James G. Orbison Ph.D., P.E., Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

the FAA. The case study includes a discussion of thenear-certainty that software of any significant complexity will contain bugs, and that they aretypically repaired through software patches in subsequent updates.The implementation requires students to read a narrative segment and sidebar information as seenin Figure 1. They then choose the best course of action from a list of possible decisions. Once thestudents select an answer and submit it, they are provided with feedback as to the immediateconsequences of their decision, both in the simulated story as well as for their score for theactivity, as seen in Figure 2. A subsequent narrative and sidebar, specific to their decision, is thendisplayed, along with another set of decisions.There are

Conference Session

Engaging Ethics in Teams and Communities

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert J. Barsanti Jr., The Citadel; Ronald J. Hayne, The Citadel; Kevin C. Bower P.E., The Citadel; Johnston W. Peeples, The Citadel

Tagged Divisions

Engineering Ethics

measurement using hardware components. The project furtherrequires that the electrical signals are visualized in both the time and frequency domain toenhance concept understanding. The paper outlines an introduction to the modulation theoryalong with an overview of the necessary circuits and concepts. Additionally, suggested studentactivities, project assignment alternatives, along with detailed mathematical solutions areprovided.Keywords: Engineering communications, Circuit Projects, PSpice software.BACKGROUNDCourse projects are one of the seven high impact practices discussed by Koh in [1]. Additionally,hands on activities are noted to improve learning motivation and retention. For example, it isnoted by Zhan in [2] that the use of real world

Conference Session

Awareness, Expectations, and Recognition of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

accept personal responsibility and to be aware of ethical codes.  To compare results of these measurements among different students’ subgroups.Research site The research site consisted in a private and confessional institution of higher education inChile. Its engineering school is part of a multi-school campus. Despite the full academic andadministrative autonomy conferred by law in the 1930s, this institution claims a public role. Yet,it has a close relationship with the private sector and a strong commitment to entrepreneurshipand innovation. It attracts students with high scores according to the Chilean national admissionsystem for higher education, who in most cases were educated in private fee-paying schools (seeTable 1

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rosalyn W. Berne, University of Virginia

Tagged Divisions

Engineering Ethics

, all one has to do is torelax, make love, and hope: no devices, pharmaceuticals, instruments, or interveningprocedures are required. For others, however, the quest to birth a child can beemotionally arduous and financially taxing. According to the Centers for Disease Controland Prevention, up to 15 percent of couples are ‘unable to conceive a child with frequent,unprotected sexual intercourse over the course of a year,’ which categorizes them asbeing infertile [1]. Approximately 35% of infertility is due to male factors; 35% is due tofemale factors; 20% of cases have a combination of both male and female factors; and thelast 10% are unexplained causes [2] Many such individuals, and same-sex couples, havebeen successfully aided by laboratory

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

skills in the development of engineers, so that they are prepared to enter theworkplace. One critical component of this thread is exposing students to ethical considerationsthat they may encounter in their professional careers and preparing the students to deal withthem.This paper discusses the process by which we have identified how to deconstruct the componentsof a traditional delivery of ethics education and integrate them throughout the instruction oftechnical content. A well-established method to raise the perceived relevance of ethics educationin engineering is to provide discipline-specific case studies and industrial scenarios [1], [2]. Bycrafting case studies to the technical material that the students are currently studying, we aim

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samson Pepe Goodrich, East Carolina University; Teresa Ryan, East Carolina University; Colleen Janeiro, East Carolina University; Patrick F. O'Malley, Benedictine College

Tagged Divisions

Engineering Ethics

rate each scenario on a scaleranging from “serious violation” to “no violation”. Each scenario was meant to present varyingshades of ethical gray area among what behaviors are considered academic violations. The firstyear’s results generally indicated that faculty members perceived academic integrity violations asmore severe than students did. Among the students, freshmen rated the academic integrityviolations as somewhat more severe than upperclassmen, indicating a shift in student perceptionfrom the first year of college to the last year of college [1]. The goals of the second year ofresearch were to compare the results of three institutions: one public university and two religiousprivate institutions, one of which has a formal honor code

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Swetha Nittala, Purdue University, West Lafayette; Tasha Zephirin, Purdue University, West Lafayette; Shiloh James Howland, Brigham Young University; Dayoung Kim, Purdue University, West Lafayette; Andrew Katz, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

select results from an NSF-funded project aiming to address some of thesegaps in the literature. This longitudinal study was conducted across four universities and focusedon the ethical development of undergraduate engineering students. Preliminary analysis ofinterviews from the first phase of this study identified a number of major themes in the data set,two of which are important to highlight here: 1) influences on students’ ethical perspectives (e.g.,academic curricular, extracurricular activities, family, etc.) and 2) learned outcomes, defined asinsights, learning, or realizations related to ethics, morality, and values. Deeper investigation ofthe relationship between specific influences and students’ insights related to ethics can provide

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alireza Bolhari, Islamic Azad University, Tehran; Azadeh Bolhari P.E., Angelo State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

behavior is higher when one (an agent) perceives that other peoplewould recognize his or her behavior with lower possibility. The following formulademonstrates the equation: CUB≈ 𝑓([𝑃(𝑃𝐷𝑥 )]) where: CUB: Conducting Unethical Behavior Formula 1 P: Possibility PD: Perceived Disclosure of behavior xTo further clarify the mentioned theory, imagine Dr. Jefferson2, a general practitioner, whoworks in the Ministry of Health Affairs. Since the beginning of the project he has beenengaged with the business analysts team in development of a Fraud Detection System (FDS)as a "business person" to clarify system

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

their finalgrades, which indicates that the students’ positive response on their learning experience was found to beindependent of their letter grade.Key Words: ethics education, engineering ethics, online learning, survey, correlationIntroductionEthics is defined as the “science of morals” or the “study of morals”, which dates back to the famous workof Aristotle, “Nicomachean Ethics”[1]. Oxford defines the term as “Moral principles that govern a person'sbehavior or the conducting of an activity.” [2]. While its etymology addresses the field of study and themodern definition targets the individual, ethics is of the up-most importance for the individual, as well asthe organization that the individual works for, and for the community/society that

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Sleep P.E., Oregon Institute of Technology; Yasha Rohwer, Oregon Tech

Tagged Divisions

Engineering Ethics

asked toreview the code of ethics’ first canon. After reviewing the canon, students were directed toreflect on the conflict between safety and welfare and to keep this in mind during their designs.Groups of students from years 1, 2 and 3 of the undergraduate program were surveyed.The responses of students that did not review the canon were compared with those that did.Student responses were in the form of a number of helical piles to use for each design. Theproblems were designed to be technically similar. The responses show that students, across allyears in the program and independent of whether they reviewed the first canon, used a higherfactor of safety for the less wealthy client (the home) compared to the wealthy client (the pool).Using

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

[1].The engineering profession recognizes the importance of ethics through establishment of ethicalcodes of conduct. Every major discipline of engineering has an established “Code of Ethics.”The engineering profession also demonstrates a commitment to ethics education through theABET outcomes criteria (a-k). The ABET student outcome “(f),” in particular, requiresgraduates have an “understanding of professional and ethical responsibility.” The revised ABETstudent outcomes (1-7) have similar language, namely “an ability to recognize ethical andprofessional responsibilities in engineering situations and make informed judgments …” TheASCE “Body of Knowledge” echoes the ABET criteria and states that “civil engineers … needto demonstrate an

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida

Tagged Divisions

Engineering Ethics

important roles in engagingengineering students in professional and academic development. In the context of ethicsspecifically, philosophers and the philosophical ethics that derive from their work have regularlyhelped shape the theories, direction, and practices of many applied domains. On questions ofpatient and health care in the U.S., philosophers formed the core of early ethical work thatdeveloped into the robust domain of bioethics [1], [2], [3]. On questions of animal health andwelfare, philosophers led the charge in theorizing and arguing against an uncriticalanthropocentrism [4], [5], [6]. On questions of the environment, philosophers again have playedan early seminal role in setting the conceptual stage and framing the landscape of ethics

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elisa Warford, University of Southern California

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

first summarizes thetheory of care ethics as developed by Carol Gilligan and Nel Noddings and addresses critiques ofcare ethics as they relate to engineering. Next, it applies care virtues to engineering to suggestthat care ethics are appropriate values for engineering practice. It proposes that care ethics couldbe incorporated in canons that are based on virtue ethics and suggests revisions and additions tothe NSPE code of ethics that would reflect care ethics. The paper concludes by suggesting that astronger integration of care ethics into the codes of ethics may foster a more widespreadinclusion of care ethics in engineering ethics instruction.IntroductionSince Carol Gilligan’s [1] and Nel Noddings’ [2] groundbreaking work in the 1980s

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

endowed chair in Computer Science at Georgia Tech. Her research interests include computer networking, civic data and design, and teaching community engagement. c American Society for Engineering Education, 2018 Undergraduate STEM Students and Community Engagement Activities: Initial Findings from an Assessment of Their Concern for Public Well-Being1IntroductionIn response to findings from the Cech study on the “Culture of Disengagement” atAmerican engineering institutions [1], much unease emerged regarding how futureengineers might not be developing a mindset that places the public’s well-being as aforemost priority. The study indicated that engineering programs negatively impactthe

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

Distinguished Professor and Endowed Chair andDirector of the Susan Bulkeley Butler Center for Leadership Excellence. Currently she is working onPurdue NSF ADVANCE institutional change, global & local EPICS design teams, and individual engi-neering ethical development and team ethical climate scales as well as everyday negotiations of ethics indesign through NSF funding as Co-PI. [Email: pmbuzzanell@usf.edu & buzzanel@purdue.edu] c American Society for Engineering Education, 2018 Understanding Ethical Reasoning in Design Through the Lens of Reflexive PrinciplismIntroductionDespite increasing emphasis on understanding and developing ethical competence amongengineering students [1], [2

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Tech; Ingrid St. Omer, Virginia Tech

Tagged Divisions

Engineering Ethics

which to choose. The Accreditation Board for Engineeringand Technology (ABET) identifies it as a learning outcome for accreditation. [1] Revised ABETstandards for accreditation continue to include engineers’ ethical and professionalresponsibilities. [2]However, first year engineering students may not yet have the necessary knowledge orexperience to deal with the often ambiguous or partially known nature of problems involvingethical judgement in an objective manner. One way to build this experience is to introduceengineering ethics in the first year, with case study descriptions and prompts for ethical decisionssupported by available evidence. Our evidence was obtained from related reference materialsalong with students’ interpretations of a

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heng Li, Zhejiang University; Yanjie Xie, Zhejiang University; Shuxin Yang, Chinese Society for Engineering Education (CSEE); Ruixue Xu, Zhejiang University

Tagged Divisions

Engineering Ethics

tenet is achieved throughinterdisciplinary courses, technology development and community activities. In the end,engineering students can play the role of “product/service designer” and “technologypromoter” in inclusive innovation, and provide affordable products and service to poor areasthrough “knowledge creation” and “product innovation”.In conclusion, this paper offers suggestions for integrating inclusive innovation intoengineering ethics education in four aspects: (1) constructing the curriculum content systemsolving the poverty problem; (2) building a high-quality interdisciplinary teaching team; (3)using multi-functional collaborative external support network; and (4) innovative teachingmethods to expose engineering students to the “real

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

instruction is how to bring both a variety of ethical theories andmacroethical considerations into existing ethics education. Two major research questions wereexplored in this work. 1. How do ethics case studies breakdown with respect to engineering discipline, ethical dilemma and the various ethical theories? 2. To what degree do ethics case studies currently used in engineering education favor microethics over macroethics challenges and/or emphases?METHODSFor this study, 154 cases studies were examined from those developed by the National Society ofProfessional Engineer’s (NSPE) Board of Ethical Review (BER)8. These BER case studies weredeveloped to address specific areas of the NSPE Code of Ethics and are intended for teachingethical

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott A. Civjan, University of Massachusetts, Amherst; Nicholas Tooker, University of Massachusetts, Amherst

Tagged Divisions

Engineering Ethics

decisions engineers face in practice are far more common andmundane than implied by case studies, with typical examples cited in Harding et al. [1]. Ethicsinstruction that does not address these every day decisions may promote ethical fading whenthose decisions are required. This is reinforced by McGinn [14] survey results which concludedthat student ethical preparation was not sufficient for the ethical dilemmas that practicingengineers actually experience. Teaching students to internalize ethical decisions, ponder howthey personally arrive at their decision and raise awareness of the multitude of ethical dilemmasthey face may be more effective at altering future ethical decisions.It is important to distinguish between the teaching of morals, laws

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

professional responsibilities inengineering situations, and make informed judgements...” [1]. Typically, ethics education issummarized into four main goals: 1) to make students aware of professional expectations, 2) tosensitize students to potential ethical issues that may arise, 3) to improve the students’ ethicaldecision making, and 4) to motivate them to behave ethically [2].The recent unscrupulous activity at high profile companies like Volkswagen [3] and Boeing [4]underscores the need to better prepare students for their professional practice. Unfortunately,effectively forming ethically-minded students is challenging due to credit hour limitations in theengineering curriculum, low student engagement, and a lack of perceived value in the

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yousef Jalali, Virginia Tech ; Scott A. Civjan, University of Massachusetts Amherst

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

; Exposition,Seattle, WA.Roberts, L. (1997). One oppression or many. Philosophy in the Contemporary World, 4, 1/2, 41-47.Royce, Josiah. (1885). The moral insight, in The religious aspect of philosophy: A critique of thebases of conduct and of faith (pp. 131-170). Boston: Houghton, Mifflin and Company.Scarry, E. (1985). The Body in pain: The making and unmaking of the world. Oxford: OxfordUniversity Press.Shuman, L.J., Besterfield-Sacre, M., & McGourty, J. (2005). The ABET “professional skills”-Can they be taught? Can they be assessed? Journal of Engineering Education, 94, 1, 41-55.Zhu, Q., & Jesiek, B.K. (2017). A pragmatic approach to ethical decision-making in engineeringpractice: Characteristics, evaluation, criteria, and implications for