Displaying all 25 results
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- Assessing Ethics Learning
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- David S. Greenburg, The Citadel; Robert J. Rabb P.E., The Citadel
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Paper ID #30155Measuring Curriculum Effectiveness for Developing Principled Leaders inan Undergraduate Engineering ProgramDr. David S Greenburg, The Citadel Dr. Greenburg is an Associate Professor in the Department of Engineering Leadership and Program Management (ELPM) in the School of Engineering (SOE) at The Citadel. He served over 20 years of active military service, achieving the rank of Lieutenant Colonel, United States Marine Corps. During his military career he served in a variety of progressively responsible command and staff and leadership positions in Infantry, Logistics, Acquisition, and Human Resources; with
- Conference Session
- New Areas of Ethical Inquiry
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- 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
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Paper ID #28302Ethics in Undergraduate Construction Curricula: A Two-Stage ExploratorySequential Approach to Developing and Piloting the HETC SurveyDr. Kenneth Stafford Sands II, Florida Gulf Coast University Kenneth S. Sands II is an Assistant Professor at Florida Gulf Coast University in Ft. Myers, FL.Dr. Annie R Pearce, Virginia Polytechnic Institute and State University Dr. Annie Pearce is an Associate Professor in the Myers-Lawson School of Construction at Virginia Tech specializing in sustainable facilities and infrastructure systems. Throughout her career, Annie has worked with practitioners in both public and private
- Conference Session
- Ethical Reasoning and Decision Making
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- Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong University Joint Institute
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engineering ethics: Assessment of its influence on moral reasoning skills,” J. Eng. Educ., vol. 87, no. 1, pp. 29–34, 1998.[6] J. Henrich, S. J. Heine, and A. Norenzayan, “The Weirdest People in the World?,” Behav. Brain Sci., vol. 33, no. 2–3, pp. 61–83, 2010.[7] Q. Zhu, C. B. Zoltowski, M. K. Feister, P. M. Buzzanell, W. Oakes, and A. Mead, “The development of an instrument for assessing individual ethical decision-making in project-based design teams: Integrating quantitative and qualitative methods,” in Proceedings of the American Society for Engineering Education Annual Conference & Exposition, 2014.[8] R. I. Murrugarra and W. A. Wallace, “A Cross Cultural Comparison of Engineering Ethics Education
- Conference Session
- Research on Engineering Ethics Education and Practice
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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
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,” Cogn. Sci., vol. 35, no. 5, pp. 997–1007, 2011.[3] M. Alfano, A. Higgins, and J. Levernier, “Identifying Virtues and Values Through Obituary Data-Mining,” J. Value Inq., vol. 52, no. 1, pp. 59–79, 2018.[4] S. J. Kulich and R. Zhang, “The multiple frames of ‘Chinese’ values: From tradition to modernity and beyond,” in Oxford Handbook of Chinese Psychology, M. H. Bond, Ed. Oxford: Oxford University Press, 2012, pp. 241–278.[5] J. Graham, B. A. Nosek, J. Haidt, R. Iyer, S. Koleva, and P. H. Ditto, “Mapping the Moral Domain,” J. Pers. Soc. Psychol., 2011.[6] J. Graham, J. Haidt, M. Motyl, P. Meindl, C. Iskiwitch, and M. Mooijman, “Moral Foundations Theory: On the Advantages of Moral Pluralism over
- Conference Session
- Reimagining Engineering Ethics
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jessica Koehler, Wake Forest University; Olga Pierrakos, Wake Forest University ; Michael Lamb, Wake Forest University; Alana Demaske, Wake Forest University; Carlos Santos, Wake Forest University; Michael D. Gross, Wake Forest University; Dylan Franklin Brown, Wake Forest University
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- Conference Session
- Research on Engineering Ethics Education and Practice
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- Greg Rulifson P.E., U.S. Agency for International Development; Angela R. Bielefeldt, University of Colorado Boulder
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modelsfor caring professionals when students come to us with health challenges and should strive toembrace this opportunity.AcknowledgmentsThe authors thank the students for their candor in sharing stories of their experiences. Thismaterial is based on work supported by the National Science Foundation under Grant #1158863.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.Bibliography[1] A. C. H. Association, “American college health association–national college health assessment: reference group data report, spring 2008,” Baltimore, MD: American College Health Association, pp. 477–488, 2008.[2] R. P
- Conference Session
- Research on Engineering Ethics Education and Practice
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- 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
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sensitivity/awareness) and decide on ethical actions (similar tojudgment/imagination). The table also indicates if there was evidence of each code for the threecourses based on if any student discussed something that was coded to the element of the 4DDD.Table 2: Deductive codes from the 4DDD and evidence from focus group of students fromthe courses (F = Fluid Mechanics, E = Sustainable Energy, S = Energy and Sustainability,No = not observed)Code Definition CourseMastery Competence, proficiency in understanding and applying No knowledgeBroader context Understanding of the subject’s societal implications F, E
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- New Areas of Ethical Inquiry
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- Minha R. Ha, York University; Joshua Racette, McMaster University; Shinya Nagasaki, McMaster University
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. 16References[1] T. F. Budinger and M. D. Budinger, Ethics of Emerging Technologies: Scientific Facts and Moral Challenges. Hoboken, New Jersey: Wiley, 2006.[2] G. C. Andrews, P. Shaw, and J. McPhee, Canadian Professional Engineering and Geoscience Practice and Ethics. Nelson College Indigenous, 2018.[3] A. Jamison and M. Heymann, “Historical Tensions in Engineering Education: European Perspectives,” in Engineering, Development and Philosophy, H. S. Christensen, C. Mitcham, B. Li, and Y. An, Eds. 2012, pp. 183–196.[4] J. C. Lucena, “Flexible engineers: History, challenges, and opportunities for engineering education,” Bull. Sci. Technol. Soc., vol. 23, no. 6, pp. 419–435, 2003.[5] U. Jørgensen, “Tensions in
- Conference Session
- Reimagining Engineering Ethics
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- 2020 ASEE Virtual Annual Conference Content Access
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- Grant A. Fore, Indiana University Purdue University, Indianapolis; Justin L. Hess, Purdue University; Andrew Katz, Virginia Tech
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other words, the experience of relationality and ethical concern are ontologically priorto defining engineering’s role in a given moment. Returning to one of our recent publications [1],I would argue that we first feel and experience what is going on before we can reflectively thinkabout such experience. We feel and experience relationships with all that we encounter in a givenevent, and we are affected by those encounters. Responsibilities, obligations, and valuations arisetherefrom. In being affected by the multiplicity within an encounter, there is significant potentialfor conflict and difficulties associated with assigning/identifying value(s). Once the experienceoccurs, we objectify it, mine it for information, and seek to address it
- Conference Session
- Assessing Ethics Learning
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- Jagadish Torlapati, Rowan University; Sarah K. Bauer, Rowan University; Cheng Zhu, Rowan University
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is an assistant professor of civil engineering at Rowan University. His research primar- ily concerns multi-scale geomaterial behavior under coupled processes across various time scales, with emphasis placed on microstructure characterization, constitutive model formulation, and computational geomechanics, for applications in geological storage and energy geotechnics. Prior to joining the Civil and Environmental Engineering Department at Rowan, he worked in the Bureau of Economic Geology at the University of Texas at Austin. At Rowan, he teaches courses in geotechnical engineering and ge- omechanics. He is a recipient of James S. Lai Outstanding Graduate Award from the geosystems group at Georgia Tech
- Conference Session
- New Media for Ethics Education
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- 2020 ASEE Virtual Annual Conference Content Access
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- Valerie H. Summet, Rollins College; Rebecca A. Bates, Minnesota State University, Mankato
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particular quote or asking them to summarize the reading in a few sentences. Thenthe students have a series of questions which ask the students to identify crucial pieces of thereading which would enable them to identify the ethical dilemma(s). For example, they may havebeen asked to discuss the viewpoint of a particular stakeholder or address a specificcounterargument to a character’s position. The questions then tie the reading to ethicalphilosophies and help students evaluate the story’s and character’s outcomes in a structured way.However, these questions assume no prior discussion of formal ethical frameworks, and thusavoid the formal terminology such as utiliatarian, deontology, etc.In this article, we have chosen three short stories which
- Conference Session
- Research on Engineering Ethics Education and Practice
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- 2020 ASEE Virtual Annual Conference Content Access
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- Dayoung Kim, Purdue University, West Lafayette; Justin L. Hess, Purdue University, West Lafayette; Nicholas D. Fila, Iowa State University
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attributable to the aspect(s) of their way of experiencing ethics in engineering. (3) Outcome of the incident: A clear change, refinement, or crystallization in one’s view of ethics in engineering, especially pertaining to a participant’s way of experiencing ethics in engineering.Kim reviewed the selected 25 interviews and extracted potential critical incidents. Incidentsvaried in length from one to several paragraphs. In most cases a critical incident was extractedwholly from one part of the interview, but in some instances, passages later in the interview werepaired with earlier interview text to complete an incident and to capture the entirety of the abovecriteria. After this initial step, 93 potential incidents were obtained
- Conference Session
- Innovating Ethics Curriculum and Instruction
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- 2020 ASEE Virtual Annual Conference Content Access
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- Andrew Katz, Virginia Tech; Umair Shakir, Virginia Tech
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- Engineering Ethics
United States according to the annual ASEE 2018 By the Numbersreport. We operationalized “students seeing ethics in a course” by looking at whether an electiveor required course mentioned in a program’s graduation requirements had the word ethics (or avariant) in either the course title or course description. We acknowledge two potential flaws interms of false positives and false negatives - just because a course has ethics somewhere in itsdescription or title does not necessarily send a strong signal about how that was translated intothe classroom (i.e., an instance of a false positive in the data). Likewise, a course description ortitle not having ethics in the title does not necessarily translate to students not learning aboutsome aspect(s
- Conference Session
- Reimagining Engineering Ethics
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- 2020 ASEE Virtual Annual Conference Content Access
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- Luan Minh Nguyen, Iowa State University ; Cristina Poleacovschi, Iowa State University; Kasey M. Faust, University of Texas at Austin; Kate Padgett Walsh, Iowa State University; Scott Grant Feinstein; Cassandra Rutherford, Iowa State University
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- Engineering Ethics
- Conference Session
- Reimagining Engineering Ethics
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- 2020 ASEE Virtual Annual Conference Content Access
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- Yousef Jalali, Virginia Tech ; Scott A. Civjan, University of Massachusetts Amherst
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the importance of imaginal capacity in the understanding and transformation ofreality (Anzaldúa, 2015; Freire, 2005; Marcuse, 1969; Scarry, 1985). Similar to the qualityillustrated by Royce, imagination here is not a tool for creativity or fantasizing a situation orindividual(s). The reason we build on liberatory perspectives as complementary to whatdiscussed by Royce and Buber is that these frameworks urge attention to broad social andpolitical structures that may influence our ethical reasoning and decision-making, in explicit orimplicit manners. Such factors may play a significant role at the institutional level when we thinkabout the culture of engineering practice and its conventional norms and structures and in generalthe role each
- Conference Session
- Innovating Ethics Curriculum and Instruction
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- 2020 ASEE Virtual Annual Conference Content Access
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- Rob Sleezer, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato
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- Engineering Ethics
context ofan integrated, project-based learning program for upper-division students. Using a commonscience fiction read as a case study for learning ethics in an engineering context has strongpedagogical value. The exercise is both morally sound and engaging. The student engineersparticipating in the experience effectively extracted, discussed, and reflected on ethical themesfrom the reading. Most importantly, they connected their ethical learning in this context to realworld applications.References[1] A. Segall, “Science fiction in engineering instruction: to boldly go where no educator has gone before,” in ASEE Annual Conference, Montreal, Quebec, Canada, 2002, pp. 7.993.1- 7.993.8.[2] L. Dubeck, M. Bruce, J. Schmucker, S. Moshier, and J
- Conference Session
- New Areas of Ethical Inquiry
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- 2020 ASEE Virtual Annual Conference Content Access
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- Joseph Benin, U.S. Coast Guard Academy; William Randall, U.S. Coast Guard Academy
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ethics," in Proceedings. Eleventh International Conference on Computer Communications and Networks, Miami, FL, 2002.[8] S. Lingafelt, "The History and Development of a “Cyber Security” Program Criteria," ABET, 11 November 2017. [Online]. Available: https://www.abet.org/the-history-and-development-of-a- cyber-security-program-criteria/. [Accessed 27 January 2020].[9] N. A. Barghouthi and H. Said, "Critical structure of ethics behind offensive cyber warfare," in 2013 International Conference on Current Trends in Information Technology, Dubai, 2013.[10] N. M. Cal, "Crossing the rubicon: identifying and responding to an armed cyber-attack," in 2016 International Conference on Cyber Conflict, Washington, D.C., 2016.[11] E. Sobiesk, J
- Conference Session
- Innovating Ethics Curriculum and Instruction
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- 2020 ASEE Virtual Annual Conference Content Access
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- Elizabeth A. Debartolo, Rochester Institute of Technology; Wade L. Robison, Rochester Institute of Technology; Sarah Aileen Brownell, Rochester Institute of Technology
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Construction Engineering and Management,” Proc. 121st ASEE Annual Conference and Exposition, Indianapolis, IN, 2014.[4] Maryam Tabibzadeh and S. Jimmy Gandhi, “Comprehensive analysis of current engineering risk management curriculum,” Proc. 123rd ASEE Annual Conference and Exposition, New Orleans, LA, 2016.[5] W. Robison, Ethics Within Engineering. NY, USA: Bloomsbury Academic, 2017.[6] ASME Policies, Section 15.7 Ethics[7] IEEE Policies, Section 7.8 IEEE Code of Ethics[8] https://riskinnovation.org/think-differently/orphan-risks/[9] S. Hearn, “Outcome Mapping”, http://www.theoryofchange.org/wp-content/uploads/ toco_library/pdf/2001-Hearn-Presentation-Outcome-Mapping-Building-Learning.pdf (accessed August 6, 2019).[10] E. DeBartolo
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- Ethical Reasoning and Decision Making
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- 2020 ASEE Virtual Annual Conference Content Access
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- Natalie C.T. Van Tyne P.E., Virginia Tech
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School of Business, University of Texas at Austin, 2020. [Online]. Available: https://ethicsunwrapped.utexas.edu/glossary/utilitarianism. [Accessed: 02-Feb-2020].[5] P. M. King and K. S. Kitchener, Developing reflective judgement. San Francisco, CA: Jossey-Bass, 1994.[6] J. Moon, “Resources for Reflective Learning,” in A Handbook of Reflective and Experiential Learning, London: Routedge Falmer, 2004.[7] D. Kember, J. McKay, K. Sinclair, and F. K. Y. Wong, “A four‐category scheme for coding and assessing the level of reflection in written work,” Assess. Eval. High. Educ., vol. 33, no. 4, pp. 369–379, Aug. 2008, doi: 10.1080/02602930701293355.[8] D. R. Krathwohl, “Chapter 8: sampling, representation and external generality,” in
- Conference Session
- New Media for Ethics Education
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- 2020 ASEE Virtual Annual Conference Content Access
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- Joshua Gargac, University of Mount Union
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- Engineering Ethics
-Bass, 2013.[6] M. Menekse, G. Stump, S. Krause, M. Chi, “Differentiated Overt Learning Activities forEffective Instruction in Engineering Classrooms.”Journal of Engineering Education, vol. 102 (3),pp. 346-374, 2013.[7] – C. Spezia, D. Thomas, “Tool, Techniques and Class Experience with On-DemandMultimedia Content in an Electric Machines Course,” in Proceedings of the 2012 AmericanSociety for Engineering Education Annual Conference & Exposition. June 10-13, 2012, SanAntonio, Texas, American Society of Engineering Education, 2012.[8] H. Sheybani, G. Javidi, “Teaching an Online Technology Course Through InteractiveMultimedia,” in Proceedings of the 2005 American Society for Engineering Education AnnualConference & Exposition. June 12-15
- Conference Session
- Ethical Design
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- 2020 ASEE Virtual Annual Conference Content Access
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- Donald Winiecki, Boise State University; Lynn Catlin P.E., Boise State University; Harold Ackler, Boise State University
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showing where they may — intentionally or unintentionally — “game” theprocess. This demonstrates that an applied ethics approach is a systematic analytic process andnot — as one student suggested “loosey-goosey feel-good b____t”.Requiring students to present their analysis to their peers in class and receive coaching andfeedback right then and there allows the instructors to help students build confidence in their newknowledge and skills at assembling stable ethical scaffolds, and to steer their projectsaccordingly. From their analysis and in-class feedback, students finalize their ethical assessmentand how it has affected their projects in their final project report to the faculty member(s)teaching the course and their clients.Students are also
- Conference Session
- Innovating Ethics Curriculum and Instruction
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- 2020 ASEE Virtual Annual Conference Content Access
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- Katy Luchini-Colbry, Michigan State University; Melissa McDaniels, Michigan State University
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should be responsible for teaching this code of ethics to new engineers? How does this code of ethics apply to those engineers who cannot or choose not to become licensed as a Professional Engineer (PE)? (note: PE licensure is not available for all disciplines) What happens when engineers fail to follow these guidelines?After discussing the applicable Code(s) of Ethics, participants shift back to case studydiscussions. “Tweaking the Data” asks participants to consider how the power differentialbetween a supervisor/employee or mentor/mentee can impact the gathering and reporting of data.In this scenario, an inexperienced engineer is tasked with collecting data that ends up surprisingand puzzling the project manager
- Conference Session
- Assessing Ethics Learning
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- 2020 ASEE Virtual Annual Conference Content Access
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- Peter Wesley Odom, Purdue University, West Lafayette
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- Engineering Ethics
Education Annual Conference. Salt Lake City, UT.[13] Cimino, R., and Steiner, S. (2018). Effectiveness of ethical interventions in a first-year engineering course: A pilot study. In: American Society for Engineering Education Annual Conference. Salt Lake City, UT.[14] Ghorbani, M., Maciejewski, A., Siller, T., Chong, E., Omur-Ozbek, P., and Atadero, R. (2018). Incorporating ethics education into an electrical and computer engineering undergraduate program. In: American Society for Engineering Education Annual Conference. Salt Lake City, UT.[15] Hess, J., Kisselburgh, L., Zoltowski, C., and Brightman, A. (2016). The development of ethical reasoning: A comparison of online versus hybrid delivery modes of ethics
- Conference Session
- Ethical Design
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- 2020 ASEE Virtual Annual Conference Content Access
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- Scott A. Civjan, University of Massachusetts, Amherst; Nicholas Tooker, University of Massachusetts, Amherst
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- Engineering Ethics
difference between “right” and “wrong” 2) An ethical dilemma can have multiple decisions that are equally ethical 3) The ethical decision making process is a rational, thought based process 4) Two people can arrive at different decisions to an ethical dilemma and still be ethical 5) A person’s experiences can influence their ethical decisions 6) An office culture can influence ethical decisions 7) A person’s culture can influence ethical decisionsQuestions 8-13 were rated on a similar scale, with the questions asked once for each class andstudents filling in the content for the course(s) they were enrolled in. Questions 8-10 wereanswered for the capstone course and questions 11-13 were answered for the steel design course
- Conference Session
- New Areas of Ethical Inquiry
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- 2020 ASEE Virtual Annual Conference Content Access
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- Karen C. Davis, Miami University
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- Engineering Ethics
, 2016.[3] International Data Science in Schools Project, “Draft Curriculum Framework: Abbreviated Topics List.” [online] available: http://www.idssp.org/files/IDSSP DraftFramework AbbreviatedLists.pdf, [accessed: 6/29/19].[4] J.M. Wing, V.P. Janeja, T. Kloefkorn, and L.C. Erickson, “Data Science Leadership Summit: Summary Report, National Science Foundation Technical Report, 2018.[5] “Data Science Ethics Resources,” curated by Prof. Casey Fiesler at Colorado University [online] available: https://tinyurl.com/ethics-courses, [accessed: 6/29/19].[6] The National Academies of Science/Engineering/Medicine, Envisioning the Data Science Discipline: The Undergraduate Perspective: Interim Report, 2017.[7] S. Matei, J