Conference Session

Engineering Ethics V

Collection

2009 Annual Conference & Exposition

Authors

John Ochs, Lehigh University; Lisa Getzler-Linn, Lehigh University; Margaret Huyck, Illinois Institute of Technology; Scott Schaffer, Purdue University; Mary Raber, Michigan Technology University

Tagged Divisions

Engineering Ethics

, 2009IntroductionA four-university collaboration has received National Science Foundation (NSF) Course,Curriculum and Laboratory Improvement (CCLI) funding for a three-year project with twoprimary goals: 1) to develop a database of reliable and valid measures for assessing attainmentof teamwork skills and ethical awareness in undergraduate students enrolled in multidisciplinaryproject based, design projects, and 2) to identify and describe ‘best practices’ from across theseinstitutions that improve the achievement of learning objectives and thereby increase programquality. Example learning objectives from one course are described as follows: “Studentsenrolled in these project courses will experience and demonstrate an understanding of ‘bestpractices’ in the

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Koehler, Wake Forest University; Olga Pierrakos, Wake Forest University ; Michael Lamb, Wake Forest University; Alana Demaske, Wake Forest University; Carlos Santos, Wake Forest University; Michael D. Gross, Wake Forest University; Dylan Franklin Brown, Wake Forest University

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Diversity

Tagged Divisions

Engineering Ethics

Character Education? A Literature Review of Four Prominent Virtues in Engineering EducationAbstractThe complexity of problems that engineers address requires knowledge, skills, and abilities thatextend beyond technical engineering expertise, including teamwork and collaboration, problem-solving, curiosity and lifelong learning, cultural awareness, and ethical decision-making. How dowe prepare engineering students to develop these essential capacities? One promising approachis to integrate character education into the undergraduate curriculum. Using an established andcommonly used taxonomy advanced by the Jubilee Centre for Character and Virtues at theUniversity of Birmingham, this paper explores the extent to which virtues are

Conference Session

Sustainability and Humanitarian Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Khanjan Mehta, Penn State University; Duarte B. Morais, North Carolina State University; Yu Zhao, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park

Tagged Divisions

Engineering Ethics

participate in the competition too. Students were recruited from specific classes inengineering, education and tourism management. The competition was promoted throughrelevant student clubs and mailing lists in all the colleges. Student volunteers helping with theorganization of the competition also made quick pitches in various classes with the instructor’sapproval.Teams could include between one and four members, and could integrate external advisors(faculty members, students, industry professional, etc). An objective of the competition was toeducate students on how to convey their ideas in a precise and concise manner. Articulatingcomplex ideas to a general audience is a crucial skill for entrepreneurs and social media likeYouTube provides an

Conference Session

Engineering Ethics III

Collection

2008 Annual Conference & Exposition

Authors

Jason Borenstein, Georgia Tech; Matthew Drake, Duquesne University; Robert Kirkman, Georgia Institute of Technology; Julie Swann, Georgia Tech

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Engineering Ethics

AC 2008-339: THE TEST OF ETHICAL SENSITIVITY IN SCIENCE ANDENGINEERING (TESSE): A DISCIPLINE-SPECIFIC ASSESSMENT TOOL FORAWARENESS OF ETHICAL ISSUESJason Borenstein, Georgia TechMatthew Drake, Duquesne UniversityRobert Kirkman, Georgia Institute of TechnologyJulie Swann, Georgia Tech Page 13.1270.1© American Society for Engineering Education, 2008 The Test of Ethical Sensitivity in Science and Engineering (TESSE): A Discipline-Specific Assessment Tool for Awareness of Ethical IssuesI. Introduction There has been much written about the need for integrating ethics into the science andengineering curriculum. Efforts to accomplish this task are ongoing

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sharon Tsai-hsuan Ku, University of Virginia; Xiafei Yang, University of Virginia; Sitong Wang, Chongqing University

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Diversity

Tagged Divisions

Engineering Ethics

curriculum. Third, it discusses the interview results and learning outcomes. The casestudy of “intellectual property right”, a deeply controversial topic in the US-China tradenegotiation is chosen to open up the ontological inquires toward global engineering ethics.Finally, the paper reflects on the question of ethical diversity in engineering education andexplain why we argue that global classroom could be an effective method for understanding theconstruction of differences, bridging cross-cultural barriers and overcoming biases in the era ofUS-China trade war.Engineering Ethics Education in the US and China Engineering ethics is a widely taught subject in the US university engineering school.Since 2000, the U.S. Accreditation Board for

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

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Diversity

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Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

human centered design, participatory development, and design for development themes. She was a co- founder of the non-profit Sustainable Organic Integrated Livelihoods (SOIL) which promotes ecological sanitation in Haiti.Dr. Richard A House, Rose-Hulman Institute of TechnologyDr. Alexander T. Dale, Engineers for a Sustainable World Alexander Dale is the Executive Director of Engineers for a Sustainable World (ESW) and an adjunct faculty member at the University of Pittsburgh. His academic background is in energy and water policy, life-cycle assessment, and sustainable design. As one of the re-founders of ESW, he has focused on expanding educational opportunities as well as new engagement for faculty and professionals

Conference Session

Ethics Instruction in Context: Civil and Construction Engineering and Engineering Technology

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

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Diversity

Tagged Divisions

Engineering Ethics

broad sense of professional responsibility… and engineering ethics is not usually taughtwith this kind of scope.” 13 p. 330Case study: Professional Issues CourseThe ASCE Body of Knowledge (BOK) presents aspirational vision for the education of civilengineering students.4 It articulates 24 outcomes and levels of achievement for each, detailingwhich should be achieved as part of an accredited civil engineering Bachelor’s degree. The civilengineering curriculum at the University of Colorado Boulder (CU) was lacking in some of theseBOK areas, such as sustainability and historical issues. Further, some members of the curriculumcommittee felt that robust direct assessment evidence of students’ knowledge of current eventsand contemporary issues (ABET

Conference Session

Ethics Instruction in Context: Civil and Construction Engineering and Engineering Technology

Collection

2016 ASEE Annual Conference & Exposition

Authors

George C. Wang, East Carolina University; John St James Stewart Buckeridge, RMIT University

Tagged Divisions

Engineering Ethics

of a “reduce, reuse and recycle”philosophy in construction and constructed facilities are clear imperatives. Our contention is thatconstruction management students must be fully cognizant of these imperatives. However ethicseducation for most construction management students currently lacks global and sustainabilitycomponents, and, further, curricula only require “micro-inserts” of ethics teaching without anysystematic or standalone course for professional education. This is contrast to engineeringprograms, such as civil, environmental, and computer engineering. This paper discusses thenature of the construction industry, globalized trends, sustainable development and confirms thenecessity for integrating ethics education into the curriculum

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Engineering Ethics

, and the hidden curriculum captures the beliefsand values that are implicitly transmitted through the learning environment [29]. Structuralelements, like the formal curriculum, codify and communicate the values of the educationalsetting [18]. The findings in this study indicated that the inclusion of ethics in courses outside ofthe engineering curriculum, such as Bible seminar and ROTC program, demonstrated theimportance of ethics in what it means to be a Christian and officer, respectively. This integration,however, appeared decoupled from engineering and thus what it means to be an engineer.Students across the three focus groups described limited exposure to ESI in their engineeringcourses, which speaks to the null curriculum. There are many

Conference Session

Innovative Approaches to Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vivian Liang, Worcester Polytechnic Institute; Zach Jasensky, Worcester Polytechnic Institute; Melvin Moore III; Jake Francis Rogers; Geoff Pfeifer, Worcester Polytechic Institute; Kristen Billiar, Worcester Polytechnic Institute

Tagged Divisions

Engineering Ethics

students and professors. However, to integrate ethicsmodules more thoroughly across the engineering curriculum a systematic approach is requiredwith proper accounting of teaching load for ethics/philosophy faculty who lecture in multiplecourses. For efficiency, an ethics case-study database with assignment and discussion questionsshould be maintained, and an online module could be explored with in-class facilitateddiscussion.Introduction With the rapid advancement of technology and integration within all aspects of our society,the ethical implications of our engineering decisions are growing in importance. Engineeringprofessionals have a duty to design and manufacture products that are used to improve the livesof others. In the workplace

Conference Session

Engineering Ethics Division Poster Session: Neuroethics and Secondary STEM Classrooms

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Clapper Bergsman, University of Washington ; Sara Goering, University of Washington; Eric H. Chudler, University of Washington

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Diversity

Tagged Divisions

Engineering Ethics

graduate students, but rather begins at the precollege level because“innovative methods to develop critical thinking, ethical sensitivity, and moral reasoning willprovide a strong foundation for students who might later pursue science as a profession, andbuild on that foundation for more experienced scientists” [1]. Although neuroethics is not a topicthat is regularly integrated into curriculum at the pre-college level, learning standards for scienceand technology education do provide an opportunity for these topics to be included in science,engineering, and technology classrooms.Ethics in the Next Generation Science Standards. Science teachers in the U.S. are directed byThe Framework for K-12 Science Education, the Next Generation Science

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Chris Swan, Tufts University; Nathan E. Canney, CYS Structural Engineers Inc.

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

activities. The survey also sought feedback onperceptions of the sufficiency of ESI education and broad perspectives regarding ESI. At theend of the survey, respondents were asked to provide their email address if they werewilling to be contacted for a follow-up interview. Of the 1448 survey respondents, 230indicated willingness to participate in an interview.The second phase of the study involved conducting interviews with educators to learn moreabout their ESI instructional practices and general perspectives regarding the integration ofESI into the engineering curriculum and educational experiences of engineering students.Between September 2016 and April 2017, 52 survey respondents were contacted forinterviews with the intention of conducting 36

Conference Session

Moral Development, Engineering Pedagogy and Ethics Instruction

Collection

2006 Annual Conference & Exposition

Authors

Donna Riley, Smith College; Ida Ngambeki, Smith College; Lionel Claris, Smith College

Tagged Divisions

Engineering Ethics

pursue Page 11.1287.11new ideas that emerge from the integration of personal experience, technical content, andconcepts in ethics.References 1. Mattei, N.J. Is covering ethics in an analysis class effective? ASEE Annual Conference Proceedings, 2005, p 9069-9079. 2. Dyrud, M.A. Four reasons for including an ethics component in engineering classes. ASEE Annual Conference Proceedings, 2003 p 2317-2322. 3. Dyrud, M.A. Training faculty for ethics across the curriculum. ASEE Annual Conference Proceedings, 2000, p 6409-6415. 4. Riley, D., Ellis, G., and Howe, S. “’To Move People from Apathy’: A multi-perspective approach to ethics across the

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

engineers face. We review recent empirical work on theethics of care and the role of empathy in engineering. Campbell (2013) asked howengineering “professors can teach students to care”. Other work (Walther et al. 2012;Hess et al. 2014) has begun to build a background of how we could begin this integration.We suggest that these approaches are more consonant with design approaches and hencefamiliar to engineering faculty. Engineering ethics can then integrate seamlessly intoengineering education.This paper considers a combination of the philosophical principles of pragmatism and theethic of care as a broad framework for integrating ethics in undergraduate engineering.Such an approach would integrate ethics into the teaching of engineering in a way

Conference Session

Graduate Ethics Education & Professional Codes

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nael Barakat, Grand Valley State University; Nadia Sunny, Grand Valley State University; Md Mehedi Hasan, Grand Valley State University

Tagged Divisions

Engineering Ethics

utilization of the device), 2) need for clinical trials (that bearsa possibility of the subject being harmed), and 3) confidentiality of the patients’ information(which constitute a significant source to improve future versions of the device, or health service).Through a discussion of these examples it is revealed that the code of ethics in its current broadformat, and the regulatory guidelines, are insufficient in helping out an engineer to make a safedecision and yet deliver a great device. As a solution, the paper recommends inclusion of a more thorough and integrated studyon the Code and FDA regulations, in biomedical engineering curriculums, as a way to equipbiomedical engineering students with ways to resolve similar ethical dilemmas

Conference Session

Engineering Ethics - Courses and Curricula

Collection

2009 Annual Conference & Exposition

Authors

Seamus Freyne, Manhattan College; Micah Hale, University of Arkansas

Tagged Divisions

Engineering Ethics

. Students see engineering ethics at both the start and end of the undergraduate program. We have an ethics module in the Introduction to Engineering course, Page 14.88.5 where instructors allot about three hours of class time, and we weave ethics into the capstone course. In between, students are required to take at least three courses offered by the religious studies department. I will discuss ethics in various courses by providing examples of situations in which ethics is a frequent concern. We have five courses in the curriculum that have distinct ethics modules. A few of my colleagues post

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology; Julie E. Sharp, Vanderbilt University

Tagged Divisions

Engineering Ethics

Paper ID #11190Ethics for BeginnersDr. Marilyn A. Dyrud, Oregon Institute of Technology Marilyn Dyrud is a full professor in the Communication Department at Oregon Institute of Technology and regularly teaches classes in business and technical writing, public speaking, rhetoric, and ethics; she is part of the faculty team for the Civil Engineering Department’s integrated senior project. She is active in ASEE as a regular presenter, moderator, and paper reviewer; she has also served as her campus’ representative for 17 years, as chair of the Pacific Northwest Section, and as section newsletter editor. She was named an

Conference Session

Engineering Ethics and Justice

Collection

2011 ASEE Annual Conference & Exposition

Authors

William M. Jordan, Baylor University

Tagged Divisions

Engineering Ethics

provided to students either byestablishing freestanding courses in engineering ethics or by integrating ethics across thecurriculum. Service learning can also provide help students to understand the impact of theirengineering work to help others, and it is a very effective way to teach students aboutengineering ethics.Whichever means is used to include engineering ethics in the curriculum, ASEE strongly sharesthe view that it is an essential element in the education of all engineers. Only those who areprepared to recognize their ethical responsibilities and to effectively solve ethical problems willbe able to responsibly carry out their roles as agents of technological change

Conference Session

Sustainability and Humanitarian Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

mainstream engineering education andthus even helps to shape the meaning of ABET F. This neglected dimension is care—an active,interpersonal compassion, empathy, or concern for the wellbeing of others—which we argue isnot simply a nice thing for engineers to do in some cases, but, when properly invoked, makes arich, meaningful, and needed contribution to the engineering education endeavor. The paperconcludes with suggestions about how to integrate topics of humanitarian engineering, and thenatural context for care that it brings, into the engineering curriculum.What is Humanitarian Engineering?Humanitarian engineering (HE) can be defined as the application of engineering skills orservices for humanitarian aid purposes, such as disaster recovery or

Conference Session

Engineering Ethics Division - Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Trevor Scott Harding, California Polytechnic State University; Donald D. Carpenter P.E., Lawrence Technological University; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Engineering Ethics

ethics education in the USA: Content, pedagogy and curriculum, European Journal of Engineering Education, 25(4): 303-313.5. Barry, B.E. (2009). Methods of Incorporating Understanding of Professional and Ethical Responsibility in the Engineering Curriculum and Results from the Fundamentals of Engineering Examination. Dissertation. Ann Arbor, MI: ProQuest LLC.6. National Council of Examiners for Engineering and Surveying (2010). Fundamentals of Engineering Exam. Retrieved from www.ncees.org/Exams/FE_exam.php.7. Finelli, C.J., Holsapple, M.A., Ra, E., Bielby, R.M., Burt, B.A., Carpenter, D.D., Harding, T.S., & Sutkus, J.A. (2012). An assessment of engineering students’ curricular and co- curricular experiences and their

Conference Session

Faculty Views of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

curricular content makes a difference in shaping the beliefs and expectationsstudents hold as they transition into their professional careers. Such an assumption is warrantedgiven the way other topics appear in the curriculum. For example, if an emphasis on teamworkand problem-solving were not perceived as relevant to professional practice, then one would notexpect them to receive as much attention as they do4,5. Similarly, engineering ethics is anothersuch pivotal topic, and therefore one would expect it to appear in undergraduate courses. Yet,this is not uniformly the case. To understand the discrepancy in engineering ethics coverage, thiswork focuses on some of the central actors in course content decisions – engineering departmentfaculty members

Conference Session

Approaches to Teaching Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Engineering Ethics

AC 2012-5378: PHILOSOPHY AND UNDERGRADUATE TEACHING ANDLEARNING: THOUGHTS AND PERSPECTIVES FOR ENGINEERINGEDUCATIONDr. John Heywood, Trinity College, Dublin John Heywood is Professorial Fellow Emeritus of Trinity College, Dublin, and formerly professor and Di- rector of teacher education in the university. He has a background in engineering and is a Fellow of ASEE and an SMIEEE. His book on Engineering Education: Research and Development in Curriculum and Instruction received an award from the American Educational Research Association. He has contributed several papers on philosophy and the design of the curriculum at ASEE and FIE, and is particularly inter- ested in the design of trans-disciplinary courses

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

engineeringethics” was observed (a) in situations where interview subjects articulate initiatives entailing engi-neering ethics intervention and their respective involvement in the process, or (b) in general whensubjects remark on engineering and its ethical and societal implications. This umbrella code rep-resenting various justifications or rationales of engineering ethics then probed further to identifynuances of “why engineering ethics” in each case. The low level codes, finally were integrated intoarguments used to rationalize promotion of engineering ethics education.3.1 Compliance Argument: Meeting RequirementsABET Engineering Criteria (EC) 2000, as well as the recent revisions modifying or clarifyingrequirements, explicitly mention ”an ability

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rigoberto Chinchilla, Eastern Illinois University

Tagged Divisions

Engineering Ethics

Paper ID #6367Collaboration between Private Sector and Academia: Are We CompromisingOur Engineering Programs?Dr. Rigoberto Chinchilla, Eastern Illinois University Dr. Rigoberto Chinchilla earned his Ph.D. in Integrated Engineering from Ohio University. He is an associate professor of Applied Engineering and Technology at Eastern Illinois University (EIU) since 2004. His teaching and research interests include Quality Design, Biometric and Computer Security, Clean Technologies, Automation and Technology-Ethics. Dr. Chinchilla has been a Fulbright and a United Nations scholar, serves in numerous departmental and university

Conference Session

Ethical Issues I: Sustainability and Environmental Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Roger Painter P.E., Tennessee State University

Tagged Divisions

Engineering Ethics

curriculum. Nevertheless,there is an obligation to prominently incorporate environmental justice issues into teachingenvironmental engineering. Environmental engineers are key decision makers in the NEPAprocess and often serve as liaisons between the public and industry/government. Furthermoreenvironmental justice issues are an integral part of environmental engineering education andshould be addressed to some degree in environmental engineering courses such assolid/hazardous waste management and regulatory oriented courses such as EnvironmentalImpact Analysis.There is a general consensus that minorities and low-income people experience disproportionateexposure to hazardous waste and pollution from waste management facilities. The intent

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

June Marshall, St. Joseph's College; John Marshall, University of Southern Maine

Tagged Divisions

Engineering Ethics

, “blind devotion to ethical codes will not address the ethical concerns of theengineering profession. The study of engineering ethics must therefore begin with thestudy of personal values. The final burden is upon the individual’s conscience andvalues.” 4 Engineering ethics curriculums should emphasize that all decisions-bothprofessional and personal-are based on one’s values. No one makes decisions of any kindin a moral vacuum; no decision is value-free. Beginning professionals need to be madeaware of this reality, as it is germane to developing professional integrity. Whenindividuals have had the opportunity to explore and develop their own moral autonomy,this moral framework then serves as an explicit roadmap for any decision they

Conference Session

Interactive Approaches to Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

work, posters, presentations and final projects), a pre/post analysis of a scenarioinvolving a hazardous chemical and a video-recorded session of teams analyzing anambiguous scene indirectly related to course content.Background and Context“Humanitarian Engineering Past and Present” is an experimental first-year, two-termcourse designed and taught by an interdisciplinary team of faculty from engineering,humanities, and entrepreneurship and innovation at Worcester Polytechnic Institute(WPI), a technology-focused university in Worcester, Massachusetts. The university isbest known for its 47 year-old project-based curriculum.“Humanitarian Engineering Past and Present” provides a deep, integrative learningexperience of benefit to both STEM and non

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

Tagged Divisions

Engineering Ethics

back to the existing work on engineering students’ attitudes and learningabout social responsibility to consider the opportunities and pitfalls of integrating CSR intoteaching and learning about social responsibility more generally.1. IntroductionCSR is a controversial concept, and interpretations of CSR are deeply informed by one’spersonal and political views [5]. Proponents of CSR, for example, view it as a vehicle fortransforming businesses to create shared economic, social and environmental value forthemselves and their stakeholders. In contrast, some skeptics from inside of the business worldview CSR as an intrusion on free market principles (see [6] for an early and famous example).And critics of capitalism in general argue that CSR

Conference Session

Engineering Ethics Outside the Classroom

Collection

2010 Annual Conference & Exposition

Authors

Dominic Halsmer, Oral Roberts University; Elliott Butay, Oral Roberts University; Ben Hase, Oral Roberts University; Sean McDonough, Oral Roberts University; Taylor Tryon, Oral Roberts University; Joshua Weed, Oral Roberts University

Tagged Divisions

Engineering Ethics

Page 15.563.2this definition of spirituality, it is hard to imagine anyone who would not be interested inthis pursuit, or who would not benefit from discussions of how their chosen disciplineinterfaces with spirituality. In a new book entitled Educating Engineers: Designing forthe Future of the Field2, the authors call for a broadening of engineering education byasserting “…that an approach that integrates knowledge, skill, and purpose [emphasismine] through a consistent focus on preparation for professional practice is better alignedwith the demands of more complex, interactive, and environmentally and sociallyresponsible forms of practice.” Human spirituality is intimately related to a sense ofpurpose, which governs human concerns and

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

. A., and Frey, W. J. (2003). An Effective Strategy for Integrating Ethics across the Curriculum in Engineering: An Abet 2000 Challenge. Science & Engineering Ethics, 9(4), 543-68.34. Barry, B. E., and Ohland, M. W. (2012). Abet Criterion 3.F: How Much Curriculum Content Is Enough? Science and Engineering Ethics, 18(2), 369-92.35. Streveler, R. A., Smith, K. A., and Pilotte, M. (2012). Aligning Course Content, Assessment, and Delivery: Creating a Context for Outcome-Based Education. K. Mohd Yusof, S. Mohammad, N. Ahmad Azli, M. Noor Hassan, A. Kosnin and S. K, Syed Yusof (Eds.), Outcome-Based Education and Engineering Curriculum: Evaluation, Assessment and Accreditation. Hershey, Pennsylvania: IGI