Conference Session

Contemporary Issues in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

willinclude the development of instruction as proposed above and assessments will be conductedbefore and after the intervention. The ultimate goal is to prepare engineering students toencounter nanotechnology education across science, technology, social sciences and humanitiesto be better equipped to participate in debates about how societies ought to be transformed.References: 1. Roco, M. C., & Bainbridge, W. S. (2001). Societal implications of nanoscience and nanotechnology: Kluwer Academic Publishers. 2. National Science and Technology Council. (2000). 2000 Annual Report. Washington D.C. 3. Roco, M. C. (2003). Broader societal issues of nanotechnology. Journal of Nanoparticle Research, 5(3), 181--189. 4. Roco, M

Conference Session

Novel Methods in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

Carlos Bertha, U.S. Air Force Academy

Tagged Divisions

Engineering Ethics

is a parable but an early version of a case study? A case study is an example—drawn fromhistory or from someone’s imagination—that is used to illustrate a particular point or concept. Inengineering ethics, for example, the DC-10 case is commonly used to make the case for thepositive moral worth of whistle-blowing. Case studies can vary in complexity, from short and tothe point (like the Monty Python clip) all the way up to the elaborate historical cases such as theFord Pinto case, the BART case and the Challenger disaster case. There are also fictional casestudy videos, such as the recently-released Henry’s Daughters and Ethicana, specifically tailoredfor engineering ethics classes, that merit special attention.1 It makes sense to use case

Conference Session

Novel Methods in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

Marilyn Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

notincluded in a standard ethics course. Specifically, the paper focuses on definitions, types, a casestudy of the 1915 Eastland disaster, contemporary examples, and classroom suggestions.Introduction“Technology,” notes Steven VanderLeest “is not neutral. It has an intrinsic bias that is built intoit from the original inception of a particular problem, throughout the entire design process, all theway to the implementation, use, and disposal of a product.” That bias, he further explains,determines the primary use of the device, although the user certainly can employ the product in“ways the designer did not intend.”1 Because human practitioners do not always followpredetermined usage, unforeseen results emerge.Unintended consequences are inevitable

Conference Session

Novel Methods in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

Craig Titus, Purdue University; Carla Zoltowski, Purdue University; William Oakes, Purdue University

Tagged Divisions

Engineering Ethics

chapter with a powerful studentsentiment. “I can honestly say that I’ve learned more in this last year in [service learning] than Iprobably have learned in all four years of college” (1). And this student is not alone. The authorsshow that 80 percent of students surveyed reported having a “good or excellent experience” withservice learning (59). And this seems to translate into increased motivation to participate andahigher degree of learning. The study shows 55 percent “felt motivated to work harder inservice-learning classes,” while a slightly higher percentage, 58 percent, “felt they had learnedmore” than in a traditional classroom setting (60). Andwhile the opportunity is greater forstudents to work hard and to learn, so too, is the need for

Conference Session

Integrating Engineering Ethics into the Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Kelley Walczak, University of Michigan; Cynthia Finelli, University of Michigan; Matthew Holsapple, University of Michigan; Janel Sutkus, Carnegie Mellon University; Trevor Harding, California Polytechnic State University; Donald Carpenter, Lawrence Technological University

Tagged Divisions

Engineering Ethics

Engineering Education, 2010 Institutional Obstacles to Integrating Ethics into the Curriculum and Strategies for Overcoming ThemAbstractSeveral national reports emphasize the importance of providing undergraduate engineeringstudents with effective ethics education, and most engineering faculty and administrators agreethat ethics is an important aspect of engineering undergraduate education. However, there aremany obstacles to integrating ethics into the curriculum. This study investigated these obstaclesat 18 diverse institutions and found five common themes: 1) the curriculum is already full, andthere is little room for ethics education, 2) faculty lack adequate training for teaching ethics 3)there are too few

Conference Session

Engineering Ethics Outside the Classroom

Collection

2010 Annual Conference & Exposition

Authors

Michael Bowler, Michigan Technological University; Susie Amato-Henderson, Michigan Technological University; Tom Drummer, Michigan Technological University; Joseph Holles, Michigan Technological University; Ted Lockhart, Michigan Technological University; Joanna Schreiber, Michigan Technological University; Debra Charlesworth, Michigan Technological University; Jingfang Ren, Michigan Technological University

Tagged Divisions

Engineering Ethics

Orientation InventoryI. IntroductionThe concept of professional “roles” is a fundamental component in the study of the professions.1Kultgen defines roles as “patterns of activity governed by generally shared expectations andperformed by replaceable individuals” (pg. 38).1 Bebeau et al. suggests that a professional’s roleconcept is “a dimension of motivation and commitment which influences the prioritization ofprofessional over personal values” (pg. 32).2 A role orientation inventory is a tool designed toassess one’s professional role concept. Professional role concept is thus recognized as a keyaspect in evaluating a person's understanding of and attitude toward the nature of theirprofession, the role of that profession in society and the

Conference Session

Engineering Ethics Outside the Classroom

Collection

2010 Annual Conference & Exposition

Authors

Michael Bowler, Michigan Technological University; Susie Amato-Henderson, Michigan Technological University; Tom Drummer, Michigan Technological University; Joseph Holles, Michigan Technological University; Ted Lockhart, Michigan Technological University; Joanna Schreiber, Michigan Technological University; Debra Charlesworth, Michigan Technological University; Jingfang Ren, Michigan Technological University

Tagged Divisions

Engineering Ethics

-National STEM ResearchersI. IntroductionThe "Four Component Model" of moral behavior developed by Rest,1, 2, 3 and applied toprofessional ethics by Bebeau4 and others argues that ethical behavior is a consequence of fourfactors: (1) ethical sensitivity, (2) ethical judgment, (3) ethical motivation and commitment, and(4) ethical character and competence. The majority of theoretical and pedagogical research inthe field of Ethics Education in Science and Engineering (EESE) has centered on ethicaljudgment.5 Significantly, relatively little work has been done on ethical sensitivity in EESE eventhough ethical sensitivity provides an individual with the range of concrete considerations uponwhich that person makes ethical judgments. Ethical sensitivity

Conference Session

Teaching Approaches for Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bradley J. Brummel, The University of Tulsa; Jeremy S. Daily P.E., The University of Tulsa

Tagged Divisions

Engineering Ethics

if the situation were real, role-play simulations tend to have higher psychological fidelity.9Thus, they are thought to be effective at forcing participants to feel the emotions of a situationand to display skills needed in an actual situation. Further, they are intended to developawareness of the difficulty of enacting the decisions that a person makes in a realistic situation.A single role-play can open students to the realistic difficulties involved with following throughon decisions.1 Thus, role-plays have the potential to show different perspectives on a problem,improve the depth of understanding, and capture participants’ attention because of theexperiential nature and realism of the training design. However, there are some concerns

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

applied ethical model, egoism, benevolence, and principle ethics are included.9 Pastresearchers have found five consistent ethical climate types.11-12 These include instrumentality,benevolence, independence, rules, and laws and codes (see Table 1). Employees can usemultiple ethical climates in decision-making. Measures of ethical climate emphasize that certainclimate types are relevant in different contexts (i.e. ethical problem occurs internally in the team,the issue relates to laws).13Most of the past research on ethical climate has been based in organizational research. However,it has some potential use in researching teams. Teams may develop a set of rituals, practices, ashared language and ways of cohesive thinking similar to an

Conference Session

Graduate Ethics Education & Professional Codes

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard S. Stansbury, Embry-Riddle Aeronautical Univ., Daytona Beach; Joshua Lloyd Olds, Embry-Riddle Aeronautical Univ., Daytona Beach; Eric Joe Coyle, Embry-Riddle Aeronautical University

Tagged Divisions

Engineering Ethics

purposelyremaining neutral on their personal stance with these issues.3.1 Issue #1: Unmanned Systems for Military ApplicationsThe development and utilization of unmanned systems for military applications is currently ahighly contested and debated issue. For professional engineers and engineering faculty, themajor concern is performing research sponsored by defense organizations such as the U.S.Department of Defense or a defense subcontractor.Robotics researcher, Ronald Arkin, has written a number of papers1,2 and a book3 in support ofdeveloping ethical principles into war-fighting unmanned systems. His career has supportedprojects from ordinance disposal to the lethal Defense Advanced Research Project Agency(DARPA) Unmanned Ground Combat Program, which can

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elizabeth A. McBride-Pluskwik, Iron Range Engineering, a program of Minnesota State University, Mankato; Puteri S. Megat Hamari, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

with their cognitivelevel of moral reasoning2.Kohlberg identified three levels of moral development, each level having two stages: Level 1) the pre-conventional, at which neither moral rules nor social conventions areexplicitly understood. In Stage 1 of Level 1, moral judgments are based on physicalconsequences of behavior; that is, avoidance of punishment and deference to authority constitutegood behavior. Stage 2 moves to a pragmatic or hedonistic orientation in which moral judgmentsare based on what satisfies one's own needs. Level 2) the conventional, focuses on conforming to the norms of one's group. In Stage 3,moral judgments are based on pleasing others and living up to socially acceptable norms; Stage 4

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

undesirableconsequences for a society, an employer or even the engineer or technical manager making thedecision. Fledderman 1 points out that the resolution of this type of problem involves the sametype of reasoning present in engineering design. For example, the recognition that there is no one“right” answer, and that not everyone involved may agree on one answer, especially at the outsetof the process, is common, along with the presence of quantitative and qualitative specifications, Page 24.540.2which may involve both site-specific conditions (e.g., weather, terrain, accessibility, size of localpopulation), and societal parameters such as the local economy

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

and which is not dependent upon being metabolized forthe achievement of any of its primary intended purposes2. This definition by United States FDAreflects how closely the biomedical devices interact with human life and functionality. When faced by ethical concerns in different stages of designing such devices, engineer’sfirst resource to look for guidance, based on their education, would be the code of ethics3. Codeof ethics, in turn, recommends following regulations and industry standards. Despite thepresence of code of ethics and regulatory guidelines, multiple ethical issues remain unresolved.This paper presents three of the example concerns faced by biomedical engineers. These are: 1)sufficient safety of the user (during

Conference Session

Graduate Ethics Education & Professional Codes

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yanna Lambrinidou, Virginia Tech; William Joseph Rhoads, Virginia Tech; Siddhartha Roy, Virginia Tech; Erin Heaney, Clean Air: Organizing for Health and Justice; Glenn Andrew Ratajczak, Clean Air Coalition of Western New York; Jennifer Holly Ratajczak, Clean Air Coalition of Western New York

Tagged Divisions

Engineering Ethics

or ignoring parts of the information that do not quite “fit”).66 1. Exercise 1 – “Anatomy of In-Depth Listening”: Students are asked to Page 24.542.9 reflect on their own experiences of in-depth listening, in personal or professional encounters. They are to focus on four events: a) a time when they felt really listened to, b) a time when they remember really listening to someone else, c) a time when they felt really not listened to, and d) a time when they remember really not listening to someone else. Students are asked to describe behaviors, observations, and feelings that accompanied these interactions

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Mee Joo Kim, University of Washington-Seattle; Rebecca A. Bates, Minnesota State University, Mankato; Elizabeth Burpee

Tagged Divisions

Engineering Ethics

in the Pacific Northwest, classified as Doctorate-granting RU/VH (ResearchUniversity, very high research activity) and from a moderate size teaching institution in theMidwest, classified as Master’s L (Master’s Colleges and Universities, larger programs)according to the Carnegie Basic Classification.36 Three different populations of students fromthe two institutions were studied:• Public Research 1 (N = 92): these students were enrolled in a large, entry-level electrical engineering course (2011) and were provided with an article on waste electronics, as well as questions/prompts pertaining to the article. Students were then asked to, in exchange for extra course credit, write an essay on the article as guided by the provided

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

Brock E. Barry, U.S. Military Academy; JoAnna C. Whitener, U.S. Military Academy, West Point

Tagged Divisions

Engineering Ethics

scores and otherfactors. Table 1 presents the ANOVA output for the variables under consideration in this study. Table 1. ANOVA for Raw Ethics Score Source DF SS MS F p-value Academic Institution 7 103.965 14.852 14.10 0.000 Undergraduate Major 2 6.640 3.320 3.15 0.043 Administration 1 502.323 502.323 476.94 0.000 Number of Courses 1 3.312 3.312 3.15 0.076 Courses (pre/post change) 1 8.082 8.082 7.67 0.006 Error

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

forth this technology understand the societal and ethicalimplications of this new technology. The National Nanotechnology Infrastructure Network(NNIN) is an integrated collective of 14 universities with open facilities that support nanoscalescience and engineering research. The NNIN facilities train and support approximately 4,800users per year. The network offers a unique opportunity for research in societal and ethical issues(SEI) as well as providing SEI information to users. The goals of the NNIN’s SEI efforts are to:1) develop societal and ethical consciousness within the user community and the broader NSEcommunity and 2) broaden the exploration of the ethical and societal implications of NSE atNNIN and in the broader NSE community. To

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

which these issues arise in environmentalcontroversies 1, 3. This program seeks to, in one class, expose students to these ethicalissues in courses that are primarily focused on environmental or sustainability science,economics, policy, or environmental engineering. The course is a Science, Technologyand Society (STS) undergraduate course with a variety of majors, 20% of which areengineering students. There is a fair representation of males and females in the class..The program is not designed to make students fully competent evaluators of ethicalquestions for this would require much more than one class. The pedagogical goal of theprogram is believed to be extraordinarily important in one respect although quite modestin another respect. The

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tom A. Eppes, University of Hartford; Ivana Milanovic, University of Hartford; Frederick Sweitzer, University of Hartford

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

accrediting body, New England Association of Schools and Colleges (NEASC),now requires assessment of general education outcomes, and further mandates thatundergraduates demonstrate competence in written and oral communication; the ability forscientific and quantitative reasoning, critical analysis and logical thinking; and the capability forcontinuing learning, including information literacy.1 As a university, we aspire to promote andintegrate excellence in liberal and professional education. We have, therefore, undertaken aproject to identify a series of core undergraduate learning outcomes, to be addressed andassessed both in general education and in the majors. These outcomes will help our studentsdevelop the knowledge, skills, and habits of mind

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kacey Beddoes, Virginia Tech; Maura J. Borrego, Virginia Tech; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

been underexplored within engineeringeducation.IntroductionThe importance of interdisciplinary teamwork is widely recognized.1-4 Some engineeringeducation research on interdisciplinary teamwork has begun to focus on student and facultybeliefs about interdisciplinary work, competencies, learning outcomes, and assessment, but themajority of engineering education publications are limited to course and program descriptions.4-6Further, there are few, if any, studies of the day-to-day practices of interdisciplinary teams inengineering education settings and the objects they create and use in those practices. In Scienceand Technology Studies (STS) and Engineering Studies, on the other hand, observations ofscientists’ and engineers’ work practices

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

summaryof modern versus classic philosophy. How to Expand this Construct Further A few, other concepts need to be outlined: treatment of the self from Karl Jaspers; andthe strict notion of identity from Sonnemann. Jaspers’ work as outlined by Schrag(36) presents adivide akin to Sartre’s Being and Nothingness or as Schrag and others have put it, immanenceand transcendence (Figure 1). Immanence describes the realm of empirical existence. Thehuman being who navigates the world as is participates in immanence. The immanent that liesbeyond the grasp of the human being’s immediate proximity but can possibly be accessed by himor her is the world. When human beings project their perceptions of the immanent, they in turncreate the transcendent

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Vassilios Tzouanas, University of Houston, Downtown; Lea Campbell, University of Houston, Downtown

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

groomed for management and leadership positions.A 2006 nation-wide survey sponsored by the American Association of Colleges and Universitiesfound that 76% of participating employers would like colleges to place more emphasis onteamwork skills. (1) Anecdotal evidence from the authors‟ experience as well as discussions withcolleagues from other institutions indicates that despite the inclusion of team projects in the Page 22.1504.2curriculum, students still struggle with the interpersonal dynamics of teamwork. The authorshypothesize that teaming skills are competencies that faculty often assume have been learnedelsewhere when in fact, students may

Conference Session

Approaches to Teaching Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

simplicity of ethics cases stands in contrast to the complexities of the real-lifesituations students will encounter after graduation. Aristotle astutely recognized in the firstsentence of his Nicomachean Ethics that ―every action and undertaking seems to seek Page 25.300.2something good‖ [1]. No professional wants something bad to happen. At times, the problemis not the engineer‘s intentions but his or her inability to predict a bad outcome in spite of allthe good intentions. The most fundamental challenge from an ethical perspective is thus thefact that we need to realize, first of all, that there is an ethical challenge connected to

Conference Session

Ethical Issues II: Academic Integrity and Student Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela L. Minichiello, Utah State University; Laurie S. McNeill, Utah State University; Christine E. Hailey, Utah State University

Tagged Divisions

Engineering Ethics

Engineering Education, 2012 Comparing Engineering Student Use of Solution Manuals and Student/Faculty Perceptions of Academic Dishonesty  Abstract  Since 2002, student access to engineering textbook solution manuals has dramaticallyincreased due to the advent of their electronic availability.1, 2 Newfound access to electronicsolution manuals poses fresh ethical questions concerning when and how their use is considered“honest”. Research3 indicates that undergraduate engineering students agree that the instructor/institution holds the primary responsibility for defining and limiting acts of academic dishonesty,not the student. Anecdotal evidence1 suggests that faculty may perceive academic dishonesty inthe use of solution manuals

Conference Session

Ethical Cases and Curricula

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew Russell Capelli, Virginia Tech; Estela Patron Moen, Virginia Tech; William N. Collins, Virginia Tech

Tagged Divisions

Engineering Ethics

.Principles suggested in previous literature are as follows2, 5, 6: 1. Engineers hold a responsibility that spans national, racial, cultural, social, and economic borders to promote the welfare of all humans. 2. Engineers have a responsibility to design products and technologies with a focus on sustainable development. 3. Engineers have a responsibility to ensure engineering is not employed as an instrument that further widens the gap between the rich and the poor.When applied to current challenges in international engineering ethics, these principles form abasis for an international code of ethics1, 2, 3, 4, 7, 8: 1. Safety of the public – Ensuring the protection of “the public” in a complicated global context where a

Conference Session

Approaches to Teaching Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yilmaz Hatipkarasulu, University of Texas, San Antonio; Suat Gunhan, University of Texas, San Antonio

Tagged Divisions

Engineering Ethics

1, the National Society of Professional Engineers’ Code of Ethics forEngineers 2, and the American Institute of Constructors’ Code of Ethics provide comprehensiveexamples.Feedback from the industry representatives and practicing professionals often mention theincreasing need for ethics education. In the last two decades, professional degree programs inhigher education placed a large emphasis on ethics education. Professional ethics and socialresponsibility subjects are also a part of the accreditation requirements for most programs. TheAccreditation Board for Engineering and Technology 4, the American Council for ConstructionEducation 5, and the National Architectural Accrediting Board 6 require ethics to be included inconsiderable course

Conference Session

Ethical Issues II: Academic Integrity and Student Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Narciso F. Macia P.E., Arizona State University, Polytechnic; Robert W. Nowlin, Retired

Tagged Divisions

Engineering Ethics

understood. For instance, one might know how and where to use sugar (skill) butat the same time have no idea of how sugar is produced (theoretical knowledge). Also, onemight know how to describe the chemical and physical reaction that arrests material degradationin a galvanized metal (theoretical knowledge) but have never galvanized a part.In summary, this paper has three goals:1. Provide some ethical motivation for university administrators to put in place programs thathelp a prospective student choose a degree program that matches his/her interests, academicskills and immediate and long-term career plans.2. Present a graphical representation that can be used to contrast the various characteristics ofengineering programs that can be used as a

Conference Session

Ethical Issues I: Sustainability and Environmental Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Spierre, Arizona State University; Elizabeth A. Martin, Arizona State University; Jathan Sadowski; Andrew Berardy, Arizona State University; Scott McClintock, Arizona State University; Shirley-Ann Augustin, Arizona State University; Nicholas Hohman; Jay George Banna Jr.

Tagged Divisions

Engineering Ethics

theory to positionstudents in situations that model unfamiliar ethical tensions characteristic of sustainabilityproblems, such as the Tragedy of the Commons. In this approach, students can only advancetheir own grade at the ultimate expense of other students. Whereas the Nash Equilibrium in ourgames predicts systemic collapse of student grades, the actual grade outcomes aligned withegalitarian ideals, despite evidence of conflict in on-line student communications.Introduction Sustainability is increasingly gaining the interest of professional engineering societiesthat consider adherence to the principles of sustainable development a fundamental ethicalresponsibility [1]. However, exactly what those principles are and how to teach them

Conference Session

Ethical Issues II: Academic Integrity and Student Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Isaac W. Wait, Marshall University; Armin Eberlein P.E., American University of Sharjah

Tagged Divisions

Engineering Ethics

, its extent and different ways ofdealing with it. [1] provides an extensive review of the literature. However, most research in thisarea has focused on North America. In fact, 93% of the member institutions listed on the website[2] of the International Center of Academic Integrity are based in North America according to acount in early 2012. At the same time, the Asia Pacific Forum on Educational Integrity had atotal of only seven members [3].Universities around the globe have introduced honor codes to teach students about integrity andto help prevent violations from occurring [4]. Even though the increasing ease of copyingthrough access to digital sources may make plagiarism more tempting, it is critical for students toclearly understand