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

canbe influenced to change the moral choices that are made through rational thinking, but in themoment the moral decision will be intuitive. While Social Intuitionism acknowledges rare caseswhere reasoning or reflection can change an intuitive moral action [8], Dual Process Theoryexplicitly merges aspects of the two theories. Specifically, the theory holds that most moraldecisions occur over a time where there can be a dialogue between fast intuitive and slowerrational processes. Therefore, in the moment of making a moral decision one can rationalize aresponse that differs from the intuitive reaction.Pfieffer and Billiar [10] note that different well-developed ethical theories can result in equallyvalid opposing decisions. They recommend the

Conference Session

Ethics and Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christa Walck, Michigan Technological University; Jacqueline E. Huntoon, Michigan Technological University; Jim R. Baker, Michigan Technological University; Jean S. DeClerck, Michigan Technological University; Nora Allred, Michigan Technological University

Tagged Divisions

Engineering Ethics

dramatically.This is a great challenge, since intellectual property rights around the world reflect diversecultural norms and varying stages of economic development. Because today’s students aretomorrow’s policymakers, it is incumbent upon U.S. institutions of higher education engaged inresearch, which create intellectual property that is subject to U.S. laws, to deliver ethicseducation on U.S. intellectual property standards as a critical component of STEM graduateprograms.Active Learning and Asynchronous Learning NetworksUnderstanding intellectual property and scientific publishing is not a simple undertaking. Itrequires understanding and applying complex concepts to varied situations where the appropriateresponse is not always clear-cut. For example

Conference Session

Graduate Ethics Education & Professional Codes

Collection

2014 ASEE Annual Conference & Exposition

Authors

James Craig Hanks, Texas State University, San Marcos; Dominick Esperanza Fazarro, The University of Texas at Tyler; Jitendra S. Tate, Texas State University, San Marcos; Walt Trybula, Texas State University & Trybula Foundation, Inc.; Robert J.C. McLean, Texas State University

Tagged Divisions

Engineering Ethics

-institutional.Our project starts with the notion that ethical and social responsibility (and here we includesafety, health, and environmental considerations, among others) is an integral part of the practiceof engineers and technologists. Shaping engineering education with this idea in mind is attentiveto the role of identity in what people do,30 and can serve to provide intellectual, conceptual, andnarrative resources to assist professionals as they navigate their work world. Engineering,similar to other professions, has a language,18 and that language frames how practitioners thinkof themselves and their work.27 As Korte notes in a 2013 study, “the developing professionalidentities of new engineers are reflected in the narratives they construct regarding

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

important that engineers are prepared to face ethical dilemmas in their work before theygraduate from college. However, ethics instruction is a challenging task given the myriadsituations that may be encountered and variability in the extent that students are motivated tolearn about engineering ethics. One challenge in student motivation is the perception that ethicaldilemmas are uncommon and unlikely in most engineering work. Thus, student perceptions ofthe quality of the ethics instruction that they received may be skewed by their lack of foresightinto the future importance of these topics. A retrospective reflection of working engineers ontheir college ethics education can overcome this limitation and may provide perspectives that aredifferent

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Minha R. Ha, York University; Joshua Racette, McMaster University; Shinya Nagasaki, McMaster University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

that fallunder 1-3 of the learning outcome categories. Figure 3 presents the number of students who havehighlighted each of the learning outcome categories, from 2017 to 2019. Since one student coulddescribe up to three learning outcomes of the same category, the counts do not reflect the totalnumber of mentions per category.Combining all data from 2017 to 2019 (Fig. 3), the responses were categorized according to theiralignment to the five key learning objectives of the course (Appendix I): Reactor Physics Theory(11 of 29 students), Nuclear Fuel Life Cycle (9 of 29), Reactor Technology (12 of 29), NuclearSafety (8 of 29), and finally the Connection between the Nuclear Sector and Society/Public (15 of29). The societal aspect of nuclear

Conference Session

Teaching Ethics II

Collection

2007 Annual Conference & Exposition

Authors

Emine Atasoylu, Eastern Mediterranean University

Tagged Divisions

Engineering Ethics

assertion made by the Accreditation Board for Engineering andTechnology (ABET) that engineering curricula should include courses in engineering ethics.As a result of this study, an action has been suggested which targets provision of shortcourses or periodic seminars to increase awareness and to teach the skills on how to preventand how to deal with ethical issues, especially for those who haven’t previously received anytraining in engineering ethics. Another outcome of the study reflected that the difference incultural norms and laws in Cyprus might be yet another reason necessitating professionalethics education.IntroductionThe Accreditation Board for Engineering and Technology (ABET) requires that allengineering programs they accredit or give

Conference Session

New Horizons in Academic Integrity

Collection

2006 Annual Conference & Exposition

Authors

Adly Fam, University at Buffalo, SUNY; Indranil Sarkar, University at Buffalo, SUNY; Khaled Almuhareb, University at Buffalo, SUNY

Tagged Divisions

Engineering Ethics

then would reflect the probability of getting caught after cheatingincidents in quizzes only in this particular class. On the other hand, the incidents could becounted based on cheating activities in all classes that a particular student is taking and in all Page 11.153.4types of activities such as homeworks, quizzes etc. The counting of the incidents could also besomewhere in between the above extremes.Let = probability of getting caught at least once in n cheating incidents. denotes the probability of being caught in any given incident. This probability depends onthe degree of surveillance in the given environment. Henceforth

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Engineering Ethics

and technology-in-use as a reflection on, and an influence on social morals and social ethics.Mr. Lynn Catlin P.E., Boise State UniversityDr. Harold Ackler, Boise State University Dr. Harold Ackler is a Clinical Assistant Professor in the Micron School of Materials Science and En- gineering at Boise State University. He teaches advanced undergraduate laboratory courses and manages the senior capstone program in the Micron School. He received BS and MS degrees from the University of California at Berkeley and his PhD degree from the Massachusetts Institute of Technology (1997), all in Materials Science and Engineering. He has over 13 years of experience working in industry where he learned how important hands-on

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel J. Biezad P.E., California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

. Page 26.684.3The Axial Age and Greek Culture Students are often surprised to find that a relatively common set of spiritual beliefs emerged inwidely separated cultures during what Karl Jaspers2 labelled the “Axial Age” (800-200 “Beforethe Common Era” or B.C.E.), a development of pivotal importance to human thought. Centers ofcivilization in Asia and the northeastern Mediterranean produced Zoroaster, The Buddha,Confucius, Jeremiah, and Socrates (among other sages) who reflected on the fundamentalquestions of morality, death, and the afterlife. Out of these reflections the world’s great religionswere born, simultaneously and independently. In the pre-Axial Age humans had collaboratedwith divine powers through ritual and sacrifice to keep the

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

unfolded. Although theresponses varied, most students did an excellent job on this discussion. The in-class discussionlikely helped the students with their responses to this question. Overall, most students appeared to have devoted thoughtful consideration to the assignment.This was reflected in the strong grades received by the majority of the students: 63% of thestudents received an A (>90%) and 26% of the students received a B (80-90%); there was only asingle student who earned a C (70-80%) and one who received an F (50%). In order to encouragethe students to more fully explore these complex issues, they were instructed on four of the sixquestions that their answers should exceed a full page in length (single-spaced, 12-point font).Thus

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Greg Rulifson P.E., U.S. Agency for International Development; Angela R. Bielefeldt, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

why he left engineering, then the university altogether because he could not align hisown goals for systemic change with the many chemistry and math classes required of theengineering degree. He was much happier working with his hands, playing music, and gettinginto an Internet of Things startup company. Travis had more significant mental health challenges(medically diagnosed before entering college), and his story is further elaborated below.ConcussionsCombining both the physical and mental health issues were a surprising number of concussions.As referenced in the first section, traumatic brain injury is more common than may be expected,but it was still a surprising finding that three students: Miranda (yr2/reflect yr3), Tucker (yr

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Debartolo, Rochester Institute of Technology; Wade L. Robison, Rochester Institute of Technology; Sarah Aileen Brownell, Rochester Institute of Technology

Tagged Divisions

Engineering Ethics

individual peer evaluation of the ideas presented in another team’s projectposter. Second, it was used for team self-evaluation and review of their final draft. Finally,students were asked to reflect on the sheet in their final course reflections by responding to theprompt: “Consider your project and the ones you reviewed for your teammates, as well as thecase studies we looked at in class. Would this sheet help problem solvers catch problems oridentify risks before they happen? Give your suggestions for improvement.”Generally, the students found the sheet comprehensive and helpful for identifying issues theymight not have otherwise considered. One said, “Something as simple as this would have beenable to avoid, at the very least dampen, some of the

Conference Session

Engineering Ethics: Using Case Studies

Collection

2009 Annual Conference & Exposition

Authors

Marilyn Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

especially suited to this approach. As Kenneth Winston, faculty member at Harvard’sKennedy School of Government, suggests, “. . . students are forced to reflect as much on theenvironment of decision making as is the logic of the environment.”2 By doing so, they candevelop critical thinking and ethical decision-making skills. Because small cases are so limited,instructors can spend more time focusing on these skill sets.Cases also provide media for ethical problem identification and concrete instances for moraldeliberation. As Harris, Pritchard, and Rabins explain, “Through cases, we learn to recognizethe presence of ethical problems and to develop analytical skills necessary to resolving them.”3Finally, small cases may be more relevant to our

Conference Session

Technology and Design in Engaging and Analyzing Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Mark Stephen LaCour Jr., Texas Tech University; William M. Marcy P.E., Texas Tech University; Richard A. Burgess II, Texas Tech University

Tagged Divisions

Engineering Ethics

the importance of teaching ethics and promoting ethical reflection in a way that is both accessible and substantive. This is a challenge that Burgess is keenly interested in. He holds bachelor’s and master’s degrees in Philosophy and is currently a PhD student in Systems and Engineering Management program in the Texas Tech Industrial Engineering Department. c American Society for Engineering Education, 2017 Developing Machine-Assisted Analysis of Engineering Students’ Ethics Course AssignmentsAbstractOur research concerns engineering ethics education. We were drawn to this topic by a recentpaper titled “Do Ethics Classes Teach Ethics?”, but more so by ABET criteria 3f

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Peter Wesley Odom, Purdue University - Department of Engineering Education; Carla B. Zoltowski, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Engineering Ethics

] Kisselburgh, L., Hess, J., Zoltowski, C., Beever, J., and Brightman, A. (2016). Assessing a scaffolded, interactive, and reflective analysis framework for developing ethical reasoning in engineering students. In: American Society for Engineering Education Annual Conference. New Orleans, LA.[16] Douglas, K. and Purzer, Ş. (2015). Validity: Meaning and Relevancy in Assessment for Engineering Education Research. Journal of Engineering Education, 104(2), pp.108-118.[17] Bollen, K. (2014). Structural Equations with Latent Variables. New York, NY: John Wiley & Sons.[18] Gignac, G. (2009). Partial Confirmatory Factor Analysis: Described and Illustrated on the NEO–PI–R. Journal of Personality Assessment, 91(1), pp.40

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Schroeder, University of Southern California

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

place whereall their needs will be met. Similarly, caregivers, such as physicians, nurses, therapists andmedical or biological researchers, find a place where their efforts to aid those in need of care arenot hampered by real-world limitations in time and resources.Figure 4: Caring IslandAnalysis of DataAs mentioned earlier, the literature reflects the difficulties in identifying reliable assessment toolsfor ethics education. [7, 8] A mixed methods approach has been employed to gather data aboutstudent self-assessment of course efficacy overall and of individual aspects of the course.Students answered survey questions, in addition to filling out freeform comments. Feedback wassolicited from former students in GESM 121: Science, Literature and

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

almost uniformly taught asseparate from technical knowledge. These ideas were also accompanied by the theme pertainingto students generally receiving little exposure to ethical topics in their formal education. Twoexample quotes expressing these ideas were: “Our traditional engineering program tends to focus on technical design to the exclusion of sociocultural context. Awareness of the need to understand and reflect the needs and requirements of the client is growing, but still is infrequently taught in the classroom.” “I think many students graduate without placing a great deal of thought on these issues. Some are under the impression that material that does not require calculations is less

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

human sciences, but that the student16]. recognizes ethics as something inherent to his/her education as an engineer. At this point the professorSubsequently, the concept of ethics being proposed plays a decisive role; on the one hand, he or shein this work transcends the philosophical reflection must be pedagogically trained to facilitate theof morality or the theoretical study of the formation process and on the other hand, as part ofimportance of the values of general ethics. It the system, he or she has the responsibility offocuses on ethics applied to engineering. That is to modeling ethical

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

vital role in the wider ecosystem of engineering profession(for example legal protections and obligations of a PE) reflects concretely in conversations as arationale to promote education of professional ethics.3.2.2 Ethical Development of New TechnologyOne of the most essential and characteristic tasks of engineering is the design of new technologies.As the integration of increasingly complex technologies with numerous aspects of our social andprivate life expands and intensifies, importance of ethical decision-making in production of noveltechnologies becomes evermore crucial. We observed arguments of this kind in our data as arationale for attending to engineering ethics education that enables the engineering students toaddress social and

Conference Session

Case and Scenario in Engineering Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elisa L. Warford, University of Southern California

Tagged Divisions

Engineering Ethics

that engineering ethics instruction shouldchallenge students to question social structures of power and authority.5 Her courses thusincorporate readings from a wide range of disciplines and call on students to lead classdiscussions and write reflective papers about their learning process. Herkert also calls for newcourse materials to be developed and published, such as case studies related to macroethicsissues.3In answer to these calls for increased instruction in macroethics issues, this paper describes myendeavor to incorporate a case study approach into a macroethics unit in an advanced writingcourse for engineers. In this unit, I use a case study to introduce and discuss the macroethicsimplications of the 2015 Volkswagen diesel scandal, in

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

with ambiguity andconflicting viewpoints.Ladenson recommends that instructors guide the discussion without dominating it, arguing, orlecturing. He also warns that the discussion may not cover every aspect of the case thoroughlyand, if so, one should “just accept” that outcome. It is helpful if the instructor responds to studentcomments,28 although Valenchik recommends that instructors should not give in to the“professorial urge to respond to every student statement.”32 Asking questions will help keep thediscussion on track, clarify any confusing statements, and emphasize especially cogentcomments.28 After the discussion, the instructor can summarize the major outcomes of thediscussion, reflect on relevant comments, and ask for student feedback

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bijan Sepahpour, The College of New Jersey

Tagged Divisions

Engineering Ethics

the soon-to-be-graduates may have to do with the supplementalactivities and challenges incorporated into it.II – Revision of the Senior Professional Seminar at TCNJThe average class sizes at the School of Engineering at TCNJ are about 24 students - with arange of 18 to 30. The senior seminars however, are exceptions to this range. They do have thelargest enrollments ranging from 30 to 42 students. But this is by design as discussed here.Five years ago, we decided to re-evaluate and revise our senior seminar course. In this process,we designed and added a few more exciting challenges. These challenges, exposures, andadditional activities have provided the participants with the opportunity to: a) reflect upon andshow-case their future goals, b

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

.). Alternatively, it could reflect conscious orunconscious adjustment of risk assessment based on the likely frequency of occupancy. Peoplegenerally spend much more time in their homes than in their pools. For both these reasons, it isunderstandable that students would be more risk averse when designing a home versus a pool.To help mitigate this potential complication, future surveys should use the same kind sameproject, two homes for example, for the cases in the survey. In addition, students were not givena budget for the projects. When told that helical piles were used, students were told that eachwould cost the client $6,000.00.Discussion and Future WorkThese results may also reflect lack of significant focus on ethics and the process of

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

students to pedagogies of liberation encourages them to claim responsibility for theirdecisions and to see themselves as co-teachers in a community of scholars18. Critical thinkingand reflective action are methods used to understand situations and decide on which part of Page 25.836.3professional ethics to use to toggle the situation. These are also the outcomes of pedagogies ofliberation. Students who are taught from this perspective not only learn to think ethically but alsoto act ethically.Herreid16 stated that the use of case studies in teaching could be classified into four major types:(a) individual assignment; (b) lecture format; (c

Conference Session

Evaluation of Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jill L. May, Illinois Institute of Technology; Alan Mead, Illinois Institute of Technology; James Kemp Ellington, Illinois Institute of Technology

Tagged Divisions

Engineering Ethics

practical application. Moreover,most of the work on applied ethics has focused on individual level development.4 Little attentionhas been paid to how students think about ethics and make decisions at a team level. This lack of Page 24.537.2emphasis on different levels of ethical understanding may not be reflective of how applied ethicsare used in real life situations.Creating assessments for engineering ethics has presented a significant challenge. Assessmentsare often created for single interventions and cannot be applied consistently across thecurriculum.5 Little research has focused on how to effectively assess ethical interventions in

Conference Session

Teaching Approaches for Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard Raridon, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato; Deborah K. Nykanen P.E., Minnesota State University, Mankato; Marilyn C. Hart, Minnesota State University- Mankato; Winston Sealy, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

ethics in a disciplinary context and included anextensive discussion with a philosophy professor about ethical frameworks. The learningapproach was through ethical case studies, long used as an approach to teaching ethics (e.g.,Harris et al., 2013)11. Discipline-based teams discussed and critiqued ethical case studies andwrote reflections. The multidisciplinary context was examined through 1) class-wide discussionsand 2) multidisciplinary, small group discussions where students presented their discipline-basedcase to fellow scholars in other STEM disciplines. The second semester (fall 2013) usedmultidisciplinary projects to explore the broad topic of “garbage”. This is a topic important tosociety that STEM students, especially engineers, will

Conference Session

Ethics in different disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna K. S., St.Joseph's College, Bangalore, Department of English; Amithraj Amavasai

Tagged Divisions

Engineering Ethics

social justice issues, an important aspect of the engineering field. Engineers make decisionsthat affect societies. They must understand the impact these decisions have and carefullyexamine their own motives as well as those of their superiors. Exposing students to pedagogiesof liberation encourages them to claim responsibility for their decisions and to see themselves asco-teachers in a community of scholars15. Critical thinking and reflective action16 are aspects ofethics. These are also the outcomes of pedagogies of liberation. Students who are taught fromthis perspective not only learn to think ethically but also to act ethically.How to Teach with CasesHerreid13 stated that the use of case studies in teaching could be classified into four

Conference Session

Engineering Ethics Issues Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Martin S. High, Oklahoma State University; Steve Harrist, Oklahoma State University; Scott D. Gelfand, Oklahoma State University, Department of Philosophy

Tagged Divisions

Engineering Ethics

Inventory Report, will help the student engage in reflection inorder to determine what sorts of situations the student might find ethically challenging. Thestudent will then develop a personal plan (Adaptive-Strategies Report) addressing what strategiesthey might use in order to increase the likelihood that they will act ethically in challengingsituations (that is, the situations arrived at while developing the Personal Inventory Report). TheAdaptive Strategies Report will help the student: 1) recognize when an ethically challengingsituation; and 2) act ethically in ethically challenging situations (that is, apply the strategiesdeveloped for the Adaptive-Strategies Report). The products of this exercise – PersonalInventory Report and Adaptive

Conference Session

Engineering Ethics Issues Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine McComas, Cornell University; Nancy Healy, Georgia Institute of Technology

Tagged Divisions

Engineering Ethics

Page 22.851.3facilitating SEI research on NNIN users and technologies. It opens itself to outside SEIresearchers from outside the network for data collection, ethnographic study, experimentation,and other types of research. A fundamental objective of the federal SEI initiative is to developnational self-awareness and self-reflection regarding the impact of NSE research. We believethat this approach will allow for responsible development of this emerging field which has thepotential of influencing and impacting many aspects of society.To attain its broad-minded goals, NNIN has designed three primary activities to address SEI: 1)providing SEI education and engagement opportunities for NNIN users; 2) stimulating SEIresearch on NNIN users and

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donald Arthur Brown, Penn State University ; Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

, this program is important because if students mistake “factual” claims as“value-neutral” claims then they will not be able to reflect upon the value-laden nature ofthe claims.However, the goal of the program in another way is quite modest because it does notpresume to teach students to evaluate ethical questions in depth. Developing in-depthskills to evaluate ethical questions raised by environmental controversies is beyond thescope of this program because there is not usually enough time in the courses that thisprogram targets to devote to teaching deep ethical reflection about environmentalproblems.The program also seeks to develop a teaching module that will allow transferability tofaculty colleagues, who are not trained in ethics, to teach