Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong University Joint Institute; Charlemagne Manuel, University of Michigan Shanghai Jiao Tong University Joint Institute; Richard James Clancy, University of Colorado Boulder

Tagged Divisions

Engineering Ethics

aboutethics-related issues. These methods have been used to explore regional differences in valuesfrom obituaries, folk conceptual dualism, and the authorship and organization of texts, forinstance, but not the ethics-related views of engineering students.[1]–[3]Data for analysis comes from free-response, reflection questions about topics interspersedthroughout readings on global engineering ethics. These are hosted on https://cgae.sjtu.edu.cn, awebsite used for a semester-long, two-credit hour course on engineering ethics, “GlobalEngineering Ethics,” at the University of Michigan-Shanghai Jiao Tong University Joint Institute(UM-SJTU JI), a foreign-Chinese educational venture in Shanghai, China. Versus fixed-response, multiple choice questions

Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David S. Greenburg, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

exposed to formal and informalexpectations.IntroductionThe role and latitude of the engineering profession continues to change rapidly. Global issues,technological innovation, expansion of discipline boundaries, and increased professionalexpectations highlight the importance of Engineers acting ethically as they make choices duringtheir professional practice of engineering [1]. Engineering graduates are expected to havetechnical knowledge, skills, and abilities to think creatively and critically, effectivelycommunicate, and work in teams to solve challenging problems that are built on a foundation inprofessional and ethical practices, therefore the development of ethical judgment skills is a keycompetency for engineering students [2

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katy Luchini-Colbry, Michigan State University; Melissa McDaniels, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

2017, an NRMN-trained “Master Facilitator” adapted (with permission) portions of curriculathat focused on equity, inclusion and ethics. The result was a 3-4 hour interactive workshop forengineering students that: (1) introduces issues in equity, inclusion and ethics as they apply toengineering; (2) models approaches for establishing safe and inclusive learning spaces; and (3)engages participants in case studies and active learning experiences. As part of the workshop,participants examine the code of ethics of the National Society of Professional Engineers (or anappropriate ethical code from their area of engineering specialization). This paper describes thedevelopment of this workshop, including early pilot testing and training of facilitators

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rob Sleezer, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

technical learning [1][2], however in most cases where fiction is used, it supports professional learning in areas likeethics. In this paper, the authors go beyond the presentation of a case study where literature wasused to frame and guide discussions around ethics in an engineering course by coding studentartifacts for values. Specifically, the student engineers participating in a seminar course wererequired to read and reflect in writing on Prey by Michael Crichton [3]. To set the stage for thiscase, some of the moral philosophy arguments around the use of fiction are discussedculminating in the conclusion that fiction is an appropriate tool in the teaching of ethics. Then,we will examine how literature has been broadly used in technical courses

Conference Session

Ethical Reasoning and Decision Making

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong University Joint Institute

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

place with participants from WesternEducated Industrialized Rich Democratic (WEIRD) cultures, which have been found to beoutliers on a number of psychological dimensions.[1]–[8] Since engineering and technology areincreasingly cross cultural and international, it is important to expand empirical research onengineering ethics beyond these narrow samples. Further, a growing body of work has called intoquestion the extent to which ethical judgments and behaviors result primarily or exclusively fromethical reasoning, a prominent and influential example of which is Moral Foundations Theory(MFT).[9]–[11] According to MFT, ethical judgments result primarily from intuitions, associatedwith suites of fast-acting, informationally encapsulated, and

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Karen C. Davis, Miami University

Tagged Divisions

Engineering Ethics

Education in 2016. Dr. Davis received a B.S. degree in Computer Science from Loyola University, New Orleans in 1985 and an M.S. and Ph.D. in Computer Science from the University of Louisiana, Lafayette in 1987 and 1990, respectively. c American Society for Engineering Education, 2020 Ethics in Data Science EducationAbstractThere is a growing recognition of the importance of ethics education in data science programs.Recent news stories about data breaches and algorithmic biases indicate that big data projectsraise ethical concerns with the potential to inflict harm on a wide societal or global scale. In thispaper, we address three main research questions: (1) what curricular

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Grant A. Fore, Indiana University Purdue University, Indianapolis; Justin L. Hess, Purdue University; Andrew Katz, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

, experimentation, and iteration. This paper argues that 1) being attentive isrequired to achieve awareness of a given need or problem, 2) taking responsibility is a necessarypractice for making and acting on one’s judgements related to the need at hand, 3) competence ina relevant skill is needed to experiment with one’s judgements, and 4) careful consideration ofhow others respond to how one has addressed a need is essential for the purposes of iteration.While all four contribute to the notion of engineering in ethics, the relationship betweencompetence and experimentation is where engineering is most evidently seized as an ethicalexpression. How one competently wields engineering knowledge and skillfully performsdisciplinary techniques is, here, foremost

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Engineering Ethics

aregaps in current academic literature that does not highlight the use of various pedagogicalapproaches or content unique to construction ethics instruction.IntroductionEthics refers to the code of principles by which a group of people lives. It is the good and bad orright and wrong of behavior that is socially acceptable to a particular group [1],[2],[3],[4],[5],[6]and the construction industry as a group has been infamous with regard to ethical conduct.Unethical conduct in the construction industry is indiscriminate of global region or stakeholder.The global construction industry has been recognized as the most corrupt of any internationalbusiness sector [5],[7],[8],[9].Research suggests that there are various issues specifically related to the

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Justin L. Hess, Purdue University, West Lafayette; Nicholas D. Fila, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

identify distincttypes of incidents. Critical incidents have been sorted into 25 themes and seven categories whichrepresented potential causes of changes in ways of experiencing engineering ethics in the healthproducts industry. Categories included: (1) Cultural Immersion, (2) Acting Ethically, (3) EthicalFailures, (4) Interpersonal Encounters, (5) Mentorship and Management, (6) Reflection andAssociation, and (7) Prior Ethics Training. These findings suggest the importance of workplaceculture in changing or solidifying individuals’ ways of experiencing ethical practice. Thesefindings can inform post-secondary engineering ethics instruction as well as workplace training.BackgroundSince ABET EC 2000, interest in and emphasis on engineering ethics

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

can be supportive ofstudents across the timeline of their trauma.BackgroundAcross the country and around the world, the physical and mental health challenges of collegestudents is gaining more attention [1]–[4]. College is a time of great change, self-searching, andlikely stress [5]. Recent studies on mental health include perspectives of both students andfaculty members. In a World Health Organization study of 14,000 college students, 35% of themscreened positive for a mental disorder [2]. A study at two universities in Australia found“’silence’ surrounding mental health problems permeates the university environment and impactson help seeking behaviors, the provision of support and on the recovery and wellbeing ofaffected individuals

Conference Session

Ethical Reasoning and Decision Making

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vignesh Subbian, University of Arizona; Linda R. Shaw, University of Arizona

Tagged Divisions

Engineering Ethics

-informeddecision.BackgroundThere exists a number of ethical decision-making models that borrow from multiple fields andtheoretical perspectives and seek to equip engineering students with a methodology foraddressing even very complex ethical dilemmas [1]–[3]. These models are important additions tothe ethics curriculum as they allow for movement beyond deontological approaches andincorporate ideas drawn from consequentialist ethical approaches (consideration of theconsequences of various actions) and virtue ethics (focus on reflecting whether one’s actions areconsistent with the type of virtuous person one might wish to be). Most of the decision-makingmodels developed for the field of engineering education to date are logically sequenced stepsdesigned to reduce stress

Conference Session

New Media for Ethics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Valerie H. Summet, Rollins College; Rebecca A. Bates, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

societies. However, there has been debate about how and fromwhom students should receive ethics instruction. Embedding ethics into a technical,content-driven course often leaves faculty feeling time-pressured or unequipped to deliver ethicsinstruction. In this paper, we present a series of science fiction readings and discussion questionsas a practical way to tie technical content to an engaging narrative. These exercises are intendedto be stand-alone modules for a single 50-75 minute class period and could lead to furtherinstruction in ethics. We also present resources for self-study of ethical theories, tips for leadingclass discussions, and other short stories for further study.1 IntroductionVirtually every professional organization for

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Engineering Ethics

education have reverberated through industry andgovernment with increasing intensity over the past few decades (e.g., [1], [2]). Engineeringprograms have responded to the growing recognition of the need to foster students’ ethicaldevelopment and awareness of societal impacts in a variety of ways [3]-[5]. Without consensuson how engineering ethics should be taught or which outcomes the instruction should aim toachieve, different approaches have been implemented with varying perceptions of efficacy [6].Engineering ethics and societal impacts (ESI) integration strategies include ethics across thecurriculum (intentional distribution of content throughout the engineering coursework),standalone ESI-related courses (required or elective), and modules in

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Tech; Umair Shakir, Virginia Tech

Tagged Divisions

Engineering Ethics

substantial cost to society writ large.Given the consequential nature of engineers’ decisions, one might expect the engineeringeducation community to care about engineering ethics education. Of course, this might beg thequestion of what engineering ethics means to different members of the engineering community.Canney et al.[1] demonstrate this point in their study of faculty beliefs about macro ethics. Indeed, in practice, there is evidence to suggest the community considers engineeringethics education to be an essential element of an engineer’s professional development. One needsto look no further than accreditation standards for this. That fact is a hopeful one for anyoneconcerned with improving decisions and behavior within engineering. On

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

agreement that engineering students should receive ethics instruction as a partof their undergraduate education. This is true irrespective of the accreditation system underconsideration. However, there are diverse opinions on how engineering ethics instruction shouldbe carried out. Traditional approaches in teaching professional ethics include1: 1. Teaching engineering ethics on the basis of moral theories, concepts for professional ethical behavior, and codes of ethics 2. Case-based approach views engineering ethics as encompassing the more general definition of ethics, but applying it more specifically to situations involving engineers in their professional lives. 3. Solving ethics problems by using hypothetical

Conference Session

Engineering and Poverty

Collection

2007 Annual Conference & Exposition

Authors

Legand Burge, Tuskegee University; Heshmat Aglan, Tuskegee University; Pradosh Ray, Tuskegee University; Nader Vahdat, Tuskegee University; Connie Price, Tuskegee University; Prakash Sharma, Tuskegee University; Stephen Sodeke, Tuskegee University; Vascar Harris, Tuskegee University; Gregory Murphy, Tuskegee University

Tagged Divisions

Engineering Ethics

Associate Professor and Head of Electrical Engineering in the College of Engineering, Architecture and Physical Sciences. Page 12.658.1© American Society for Engineering Education, 2007 Engineering, Ethics and Society: Program Outcomes, Assessment and EvaluationAbstractThis paper describes a new course that has been offered to the engineering students at TuskegeeUniversity during the past two years. This course provides the students with an understanding of:1) the nature of engineering ethics, 2) the engineering activities in a societal context, and 3) thecontemporary issues in the engineering

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

Tagged Divisions

Engineering Ethics

. However, assessing theeffectiveness of ethics education programs generally, not just in science and engineering, hasproven to be a rather daunting task. Many of the attempts at assessment have made use of the Defining Issues Test (DIT), aninstrument that measures moral reasoning based on Kohlberg’s theory of moral development.[1]Briefly put, the DIT elicits subjects’ responses to moral dilemmas and sorts those responsesaccording to three types of moral reasoning: preconventional, conventional, andpostconventional. A subject’s responses are scored on the simple prevalence of postconventionalreasoning, which involves reflecting on universal principles that apply to all of humanity, andalso the prevalence of postconventional reasoning

Conference Session

Engineering Ethics II

Collection

2008 Annual Conference & Exposition

Authors

Brock Barry, Purdue University; Vincent Drnevich, Purdue University

Tagged Divisions

Engineering Ethics

profession of engineering is similarto the medical and law professions in that the actions of an engineer have the potential to resultin significant (positive or negative) impacts on society. Accordingly, society expects thatengineers will execute their responsibilities in an ethical manner. The responsibility of anengineer to act ethically is given voice in the codes used by various professional and technicalengineering organizations. For example, IEEE (formerly the Institute of Electrical andElectronics Engineers), the American Society of Civil Engineers (ASCE), and the NationalSociety of Professional Engineers (NSPE) each endorse codes with language that emphasizes theimportance of ethics in the execution of an engineer’s professional duties 1, 2

Conference Session

Engineering Ethics I

Collection

2008 Annual Conference & Exposition

Authors

Pradeep Bhattacharya, Southern University & A&M College

Tagged Divisions

Engineering Ethics

using independent researchfields, now highlighting potential risks and achieved goals. It is aimed to deduce howthese goals can be achieved via educational solutions in various applications. Page 13.568.2 1. Introduction For the future, the nation will need a whole generation with inherent innovationskills, and a workforce equipped with more than literacy in reading, mathematics andscience. Down the road we need a workforce with the capacities of creative thinking andthriving for a ethically sound collaborative culture. If our goal is a research rich learningenvironment or one that is interdisciplinary, it

Conference Session

Engineering Ethics I

Collection

2008 Annual Conference & Exposition

Authors

George Catalano, State University of New York-Binghamton

Tagged Divisions

Engineering Ethics

ofmany different codes is presented in Table 1.There are many other engineering disciplines at present, each with its own code ofconduct or ethics, which describes the responsibilities of the profession. Most focusheavily on the sense of responsibility engineering has towards employers, society ingeneral and towards other professional engineers.Engineering as a value-laden profession seeks to codify ethical behavior with variouscodes of conduct as put forth by different engineering societies. There are differencesamong the different codes but there are some striking similarities. The similarities exist inwhat has not been included in the ethical codes. While each does speak to the importanceof holding paramount the public safety, issues

Conference Session

Engineering Ethics IV

Collection

2008 Annual Conference & Exposition

Authors

George Catalano, State University of New York-Binghamton; Caroline Baillie, Queen's University; Donna Riley, Smith College; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Engineering Ethics

course modules have been developed with approximately ten more to becompleted in the following two years. A listing and brief discussion of the existingmodules are presented.Module 1: The Gini Coefficient and Poverty in the U.SThis assignment is completed in the form of a Gini coefficient which is a measure ofstatistical dispersion most prominently used as a measure of inequality of incomedistribution or inequality of wealth distribution. It can be used to compare incomedistributions across different population sectors as well as countries, for example the Ginicoefficient for urban areas differs from that of rural areas in many countries (though theUnited States' urban and rural Gini coefficients are nearly identical). It is sufficientlysimple

Conference Session

Engineering Ethics II

Collection

2008 Annual Conference & Exposition

Authors

Rose Marra, University of Missouri; Demei Shen, University of Missouri; David Jonassen, University of Missouri; Jenny Lo, Virginia Polytechnic Institute and State University; Vinod Lohani, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics

groups as measured by students’analysis of an assessment case with the students who used the “questions” version of theenvironment outperforming the “plain link” group. Introduction Engineering, as a profession, involves problem solving in practice on a daily basis1. Mostof the problems that engineers encounter in their workspace are ill-structured2. Ill-structuredproblems are those that occur in specific contexts with loosely defined problem space, vaguegoals and multiple answers3. The ethical issues that arise in the engineering workplace makeengineering practices more complicated and ill-structured. Engineering ethics is “(1) the studyof the moral issues and decisions confronting individuals

Conference Session

Engineering Ethics III

Collection

2008 Annual Conference & Exposition

Authors

Jason Durfee, Eastern Washington University; William Loendorf, Eastern Washington University

Tagged Divisions

Engineering Ethics

Conference Session

Engineering Ethics and Global Issues

Collection

2007 Annual Conference & Exposition

Authors

Dawn Bikowski, Ohio University; Melissa Broeckelman, Ohio University

Tagged Divisions

Engineering Ethics

which qualityteaching and learning are prioritized while also establishing policies that deter academicdishonesty. Research has shown, “Serious test cheating on campuses with honor codes istypically 1/3 to 1/2 lower than the level on campuses that do not have honor codes. The level ofserious cheating on written assignments is 1/4 to 1/3 lower” 3.FacultyThough student involvement is of utmost importance in developing a culture of academicintegrity, faculty also play a critical role. Indeed, students’ lack of understanding about academicexpectations14 and their belief that there will be no consequences for cheating or plagiarizing8 aretwo key factors that increase academic dishonesty, both of which are factors over whichinstructors have a great

Conference Session

Engineering Ethics and Global Issues

Collection

2007 Annual Conference & Exposition

Authors

Andrew Hoernecke, Iowa State University; Thad Gillispie, Iowa State University; Benjamin Anderson, Iowa State University; Thomas Daniels, Iowa State University

Tagged Divisions

Engineering Ethics

the purpose of this paper, IA is defined as “measures thatprotect and defend information and information systems by ensuring their availability, integrity,authentication, confidentiality, and non-repudiation. These measures include providing forrestoration of information systems by incorporating protection, detection, and reactioncapabilities.”1 Accordingly, IA programs must provide students with the skills and knowledgerequired to create, deploy and maintain systems that allow these criteria to be met. A clearrelation to computer engineering can be established since a system created without allowing forthese attributes would in many cases be useless.It is also important to have a clear definition of IW since different definitions exist

Conference Session

Teaching Ethics II

Collection

2007 Annual Conference & Exposition

Authors

Christian Hipp, University of South Carolina

Tagged Divisions

Engineering Ethics

and delivery.Exploring arguments about the content of engineering ethics education surpass the limits of thispaper, and others have engaged in such.1 Thus, though arguable, I will assume that engineeringethics education should include the following: stimulate the moral imagination, recognize ethicalissues, develop analytical skills, and promote ethical obligation and professional responsibility ineach student.The second prong of the dialogue considers pedagogical delivery whereby the content is relatedand the goals realized. A survey of recent literature displays four major strategies as educatorsendeavor to unpack the ABET criteria – micro-ethics, meta/macro-ethics, heuristics, andcasuistry. However, these approaches entail a number of

Conference Session

Teaching Ethics II

Collection

2007 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Engineering Ethics

sample. One could examine whether disposable plates are made fromplastic or cardboard/paper stock or whether beverage containers are made from glass orStyrofoam. (Cann, 2003).Ordinal Scale data permits one to examine if an ordinal scale datum is less than or greater thananother value. Thus, you are able to ‘rank’ ordinal data, but you cannot ‘quantify’ differencesbetween two ordinal values. Preference scores such as the rating of restaurants where 7 =excellent, 1 = unacceptable but the difference between an establishment with a 7 ranking and onewith a 5 ranking can not be quantified. This is an example of the use of ordinal scale. (Cann,2003).Interval Scale measurements are allowed to quantify the difference between two interval scalevalues but

Conference Session

Engineering and Sustainability

Collection

2007 Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Carl Mitcham, Colorado School of Mines; Jon Leydens, Colorado School of Mines; Junko Munakata-Marr, Colorado School of Mines; Jay Straker, Colorado School of Mines; Marcelo Simoes, Colorado School of Mines

Tagged Divisions

Engineering Ethics

andcurriculum development: the role of engineers in humanitarian activities. Additionally, reforminitiatives in science and engineering (S&E) graduate education have yet to realize their potentialfor integrating ethics into curricula. Addressing such challenges, this paper will describeactivities to date of an interdisciplinary faculty team at the Colorado School of Mines (CSM)working on the development of graduate-level curriculum in humanitarian engineering ethics(HEE). The HEE faculty team has 1) reviewed and critically assessed relations betweenhumanitarianism and engineering in order to develop an applicable concept of humanitarianethics (HE) in engineering education and practice; 2) researched barriers and opportunities in thedevelopment and

Conference Session

Engineering Practice for a Moral World

Collection

2006 Annual Conference & Exposition

Authors

Brian Houston, University of Pittsburgh-Johnstown

Tagged Divisions

Engineering Ethics

the material? Q8. What if the company lawyer asked for the material? Page 11.599.4 Q9. Through all of these questions, has it at any time become more ethical to read the material?There is a distinct goal for each question in this sequence.Question 1 is used to establish the moral climate of the class. In my experience, and hopefully inyours, the students will know the correct answer is to stop reading the material and return it tothe sender.Question 2 is simply to distract the class from their first response.Question 3 is to distinguish between legality and ethics. While we expect them to be identical,legal

Conference Session

Moral Development, Engineering Pedagogy and Ethics Instruction

Collection

2006 Annual Conference & Exposition

Authors

Kevin Schmaltz, Western Kentucky University

Tagged Divisions

Engineering Ethics

assure that departing graduates do not experience a wide gap between theircampus experiences and professional practices.IntroductionThe ME faculty at Western Kentucky University (WKU) have developed and implemented asequence of professional experiences for students pursuing a baccalaureate ME degree that isconsistent with overall mission of the engineering department [1]: …to produce, as its graduates, competent engineering practitioners. An engineering practitioner is one who has a foundation of basic science, mathematics, and engineering knowledge, combined Page 11.563.2 with practical knowledge and experience in