Conference Session

Innovative Approaches to Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

George D. Catalano, Binghamton University

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Diversity

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Engineering Ethics

Paper ID #14663Integrating Compassion into an Engineering Ethics CourseDr. George D. Catalano, Binghamton University Professor of Biomedical Engineering, Binghamton University Previously member of the faculty at U.S. Military Academy and Louisiana State University. Two time Fullbright Scholar – Italy and Germany. c American Society for Engineering Education, 2016 Integrating a Compassion Practicum into a Biomedical Engineering Ethics CourseAbstractA required undergraduate course in the ethics of biomedical engineering has been developed andtaught. Students are required to design

Conference Session

Socio-Technical Issues in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; David H. Torres, Purdue University

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Engineering Ethics

engineering design context,2 meaning that ethics is implicit throughout design processes.While recognition of major issues is important in an engineering education context, this view ofethics does not allow for an integrated understanding of the way ethics is implicated in themicro-level everyday decisions and reasoning associated with design.1 This more nuancedunderstanding would “provide a firmer basis for thinking about ethics in the engineering designprocess” (p. 514) and might encourage more incorporation of ethical thinking into the entiredesign process. Nuanced micropolitics are interwoven throughout the technical and otherdecisions that comprise the design process, and all decisions and agreements that emerge throughthis process could result

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kenneth L. d'Entremont, University of Utah; Andrew S. Merryweather, University of Utah

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Diversity

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Engineering Ethics

, international designer, manufacturer, and distributor of durableconsumer/hard goods. The products were innovative—frequently industry leading—and wereproduced with a focus on product-safety function integrated into the engineering-design process.Consequently, the curriculum for the new course is targeted to this type of engineeringenvironment.This product-safety engineering course benefits by being within an engineering departmentoffering courses in ergonomics, human-factors, system safety, and industrial safety. Therefore,some material also important to product-safety engineering is covered in other courses.Engineering challenges during product design, development, and testing—as well as ethicaldilemmas regarding product safety that may confront a

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

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Diversity

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Engineering Ethics

populations. Therefore we were not able to prove our test hypothesis that the upper-classengineering students would score higher on the NSPE ethics practice exam than the freshmanstudents.In an attempt to gain greater insight into the results we compared specific questions with a highcorrect score percentage (≥ 80%) and those with a low correct score percentage (≤ 20%) for eachof the survey groups. The results, shown in Table 3, are virtually the same and further supportthe overall findings that the [Institution’s] curriculum of integrated ethical leadership courseswere not effective in enhancing participants’ performance on the NSPE ethics examination. Table 3. Questions With High or Low Correct Scores ( ≥ 80% or ≤ 20%). Upper Classmen

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Deborath Silva, Colorado School of Mines; Justin Stephen Fantasky, Colorado School of Mines

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Diversity

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Engineering Ethics, Liberal Education/Engineering & Society

as “engineering” by faculty and students, leading toan engineering workforce poorly trained in dealing with the social dimensions of sustainableengineering solutions. This important concept currently receives little attention within thestandard engineering curricula, particularly within the engineering sciences.The pilot-study research presented in this article uses a mixed-methods approach to assess thestate of social justice awareness of students as they enter an “Introduction to Feedback ControlSystems” (IFCS) class. Social justice interventions are integrated to support students as theylearn about the inherent, yet often invisible, connections between social justice and controlsystems engineering. Instruments, such as surveys and focus

Conference Session

Professional and Regulatory Issues in Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar V Nedunuri, International Center for Water Resources; Ning Zhang, Central State University

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Diversity

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Engineering Ethics

moral character and ethical integrity. This professionalrequirement also calls on the engineering educators to develop the engineering curriculumenriched with ethics and professionalism.An engineering undergraduate can passively learn professionalism and ethics through seniorcapstone design, summer internships and undergraduate research. However, these opportunitieshave limitations. Hence, as the instructors in an engineering program, the authors felt more onthe formal teaching and practice on ethics and professional conduct needed to raise theawareness in accordance with ABET Student Outcomes-f and i, and the professional bodyexpectations. Environmental engineering curriculum in the authors’ institution introduces ethicsand professionalism to

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines

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Diversity

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Engineering Ethics, Liberal Education/Engineering & Society

the engineering curriculum?Compared to all the elements of the engineering curriculum, the ES is the most distant andinaccessible to partnerships and collaborations between ES instructors and everyone elsecommitted to engineering education—such as design faculty and HSS faculty within engineeringeducation contexts. Interdisciplinary collaborations are becoming more common in Intro classes,design courses, and HSS [2]. Even the basic math and science courses have become sites ofinnovative pedagogical interventions [3]. But for the most part, the ES remain closed to theseinterdisciplinary collaborations and integrations. Why is that?An obvious response is that the ES tend to be among the most technical components of anengineering education. But

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University

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Diversity

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Engineering Ethics, Liberal Education/Engineering & Society

. Page 26.866.1 c American Society for Engineering Education, 2015 Humanizing Signals and Systems: A Reflective AccountAbstract:In this paper, I authentically and reflectively depict my journey as an engineering educatordelving in the challenge of integrating technical content of a continuous-time signals and systemsclass with the social, value-laden realities that encompass such concepts. I refer to this particularchallenge as humanizing the technical content of signals and systems. Specifically, I describe thesignals and systems course and how I structured content and assessment plans to create space forhuman values. Additionally, I critically examine how some barriers that worked against myefforts

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark H Minster, Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Corey M. Taylor, Rose-Hulman Institute of Technology

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Diversity

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

concept, an informed value system, a vision of a possible future, and as achallenge to business-as-usual, sustainability is complexity itself, over-determined. Evendefining it requires interdisciplinarity, and attempting to practice—to live it—in academiarequires the integration, or at least the involvement, of all parts of the college campus, a dynamicinteraction of research, operations, curriculum, and the lived experience of individuals andcommunities.46,47,48 And yet, again, failing to attempt to define for our students what we wantthem to learn about sustainability in all its complexity will only continue our students’unnecessary frustrations.Because it has taken us a few years to get our program in place, to organize previously

Conference Session

Interactive Approaches to Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Craig E. Beal, Bucknell University; James G. Orbison Ph.D., P.E., Bucknell University

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Diversity

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Engineering Ethics

Engineering Ethics, 19(4), 1455–1468.Bagdasarov, Z., Thiel, C. E., Johnson, J. F., Connelly, S., Harkrider, L. N., Devenport, L. D., & Mumford, M. (2013). (2013). Case-based Ethics Instruction: The Influence of Contextual and Individual Factors in Case Content on Ethical Decision-Making. Science and Engineering Ethics, 19(3), 1305–1322.Chung, C. A., & Alfred, M. (2009). Design, development, and evaluation of an interactive simulator for engineering ethics education (SEEE). Science and Engineering Ethics, 15(2), 189–199.Haws, D. R. (2002). Using the web to integrate ethics in the engineering curriculum. Proceedings of the 32nd ASEE/IEEE Frontiers in Education Conference, S4F:7-12.Herkert, J. (2000). Engineering

Conference Session

Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yousef Jalali, Virginia Tech; Christian Matheis, Guilford College; Vinod K. Lohani, Virginia Tech

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Diversity

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Engineering Ethics

theimportance of engineering ethics. Educators have begun incorporating engineering ethics incurricula in a variety of formats: as a component in introductory or capstone courses, a centralelement in stand-alone courses, and/or through deliberate integration across curriculum [1], [2].The main approaches in teaching of ethics continue to use case studies or case-based discussionssupplemented by moral theory and/or professional codes of ethics. Service learning is anotherapproach that has increasingly been used and reported as an effective pedagogical strategy ininstruction of engineering ethics [3]-[5]. In the U.S., the main driver in incorporating ethics inengineering curriculum was the changes in ABET engineering criteria requirements on

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; David Zhao; Alexandra Danielle Kulich, Tufts University; Madeline Polmear, 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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Diversity

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Engineering Ethics

Paper ID #25567Student Views on their Role in Society as an Engineer and Relevant EthicalIssuesDr. Angela R. Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Environ- mental, and Architectural Engineering (CEAE). She has served as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty director of the Sustainable By Design Residential Academic Program, a living- learning community where interdisciplinary students learn about and

Conference Session

Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yousef Jalali, Virginia Polytechnic Institute and State University; Christian Matheis, Guilford College; Marc Edwards, Virginia Polytechnic Institute and State University

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Diversity

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Engineering Ethics

enhance the curriculum of a graduate-level engineering ethics course, Engineering Ethics and the Public, at Virginia Tech, a large land-grant, Research 1 university. The course is a three-credit elective course offered annually to engineering students. The overall course itself was originally co-conceived and co-developed by an engineer, one of the authors of this paper, and a medical ethnographer, with the support of the National Science Foundation (NSF) [1]. The learning objectives, topics, and assignments are presented in Table 1. The course aims to address relationships between engineering, science, and society by incorporating listening exercises, personal reflections, individual

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Schroeder, University of Southern California

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Diversity

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Engineering Ethics

thatinterdisciplinary study grants students an increased ability to recognize preconceived biases andconsider alternative viewpoints—an extremely powerful tool when working with ethics [14].Research also demonstrates that interdisciplinarity enhances comfort with ambiguity andimproves critical thinking.[12, 13] Because interdisciplinarity emphasizes integration, it aids in the development ofcreativity: rather than focusing on fixed phenomena within a discipline, interdisciplinarityencourages students to make connections between distinct disciplines. With a focus onconnection-building, as opposed to knowledge acquisition of specific disciplinary skills andpractices, students are pushed to think creatively. Interdisciplinarity encourages interrogation

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gokhan Egilmez, University of New Haven; Phillip A. Viscomi, University of New Haven ; Maria-Isabel Carnasciali, University of New Haven

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Engineering Ethics

ethics module in Ethics Seminar course by assessing theimpact of the integrated e-learning module on: 1. knowledge of code(s) of ethics 2. using code(s) of ethics for ethical reasoning 3. conducting ethical reasoning 4. FE exam ethics section preparedness 5. ethical behavioral growthOnline Ethics ModuleThe University of New Haven developed a series of 18 online learning modules as part of their effort todevelop the entrepreneurial mindset of their engineering and computer science students [18]. Theuniversity’s plan is to integrate the modules into core engineering, and applied science courses and doesnot plan to use the modules outside off core classes. Content experts developed the modules with an onlineeducation

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

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Diversity

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Engineering Ethics

problem, for which studentsmust share responsibility for the actualization of a creative resolution. This speaks directly toproject-based and problem-based learning. But it just as much speaks to the value of engagementbeyond the walls of the university. Without some external engagement in the curriculum,projects and problems remain reason-based and/or hypothetical. For example, an imagined end-user does not speak back; however, someone with direct experience of an engineered technologymay have something to say about where problems within a given device lie. Ethics educationarguably has the same problem if the extent of ethical training remains in the student’simagination and if ethics is not something consciously lived out within the context of

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra Erwin; Jason Borenstein, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology; Colin Potts, Georgia Institute of Technology; Ellen Zegura, Georgia Institute of Technology

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Diversity

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Engineering Ethics

Paper ID #22891Undergraduate STEM Students and Community Engagement Activities: Ini-tial Findings from an Assessment of Their Concern for Public Well-beingAlexandra ErwinDr. Jason Borenstein, Georgia Institute of Technology Dr. Jason Borenstein is the Director of Graduate Research Ethics Programs and Associate Director of the Center for Ethics and Technology at the Georgia Institute of Technology. His responsibilities in- clude administering a Responsible Conduct of Research (RCR) policy for all new doctoral students at Georgia Tech and instructing undergraduate and graduate courses on topics at the intersection of science

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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Diversity

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Engineering Ethics

the sensitivity and judgment of microethics andmacroethics, sensitivity to diversity, and interest in promoting organizational ethical culture—atthe end of their engineering studies than they were at the beginning. As such, many studies havefocused on developing and improving the curriculum surrounding ethics through, for instance,exposing students to ethics case studies. However, such ethics courses often present a narrow andsimplified view of ethics that students may struggle to integrate with their broader experience asengineers. Thus, there is a critical need to unpack the complexity of ethical behavior amongstengineering students in order to determine how to better foster ethical judgment and behavior.Promoting ethical behavior among

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bhavna Hariharan, Stanford University

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Diversity

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Engineering Ethics

the benefactor of care7, and as having at its roots a shared sense of living well8. Caring has been described as recognizing the integrity of others and engaging in mutual learning9. These characteristics of care and caring made it a natural fit for the working with approach. In addition to discussing what care means and how it has been described in literature, students were asked to arrive at their own individual care statements. In doing so, they were able to apply the concepts of care and caring themselves and arrive at an articulation that enables them to put their care into practice.     In addition to developing individual care statements, the students were requested to ensure that their individual care statements and the

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yousef Jalali, Virginia Tech ; Scott A. Civjan, University of Massachusetts Amherst

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Diversity

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Engineering Ethics

(Riley and Lambrinidou, 2015) in engineering ethics literature, it is still not surprising tosee persistent reliance on presupposed “correct” responses for a given case; an overemphasis onheroic actions and unusual mistakes without contextual considerations; and the overlooking ofthe importance of society and peer culture in the teaching of ethics. In this paper, we argue thataddressing imaginal capacity as a core component in ethics curriculum helps educators movebeyond isolated and product-oriented pictures of engineering ethics instruction and we illustrateways to bridge complexities embedded in how we think and how we relate to one another insociety.Stimulating moral imagination has been recognized as one of the major goals of

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan, Flint; Raghava Mahankali, University of Michigan, Flint

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Diversity

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Engineering Ethics

University of Michigan-Flint. He finished his gradua- tion in Computer Science Major. His research is on Student Satisfaction and Ethics. c American Society for Engineering Education, 2016 Student Perception of Ethics in Bangladesh, India and USAAbstract: Ethics is an important attribute that students must develop to succeed in theiracademic career and profession. To improve the ethics perception in students, it is essentialto integrate ethics in the curriculum. A survey questionnaire was used to investigate thestudents’ perception of ethics in three different countries. The objective was to evaluatestudents’ perception of ethics using 5 factors: 1) the impact of education and faculty onethics; 2

Conference Session

Industrial, Professional, and Practical Contexts of Engineering Ethics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Shiloh James Howland, Brigham Young University; Brent K. Jesiek, Purdue University, West Lafayette

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Diversity

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Engineering Ethics

learningopportunities. As Eyler points out, such opportunities provide students with “‘real world’challenge” [5, p. 41], and through workplace experiences students often come to see “therelevance of the curriculum to life in a complex organization” [5, p. 50]. Eyler (1993) morespecifically found that co-op students learned how to be “an expert on people and organizations”[5, p. 47], including how to be an effective member of their employing organization. It has alsobeen argued that internship or co-op programs are helpful for students’ professional growth [6].Based on their empirical study with business students, Bhattacharya and Neelam reported thatstudents developed greater confidence, negotiation skills, social sensitivity, and cross-culturalunderstanding

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Colin M. Gray, Purdue University, West Lafayette; Luciana Debs, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette; Terri S. Krause, Purdue University

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Engineering Ethics

Paper ID #14934Instructional Strategies for Incorporating Empathy in Transdisciplinary Tech-nology EducationDr. Colin M. Gray, Purdue University, West Lafayette Colin M. Gray is an Assistant Professor at Purdue University in the Department of Computer Graphics Technology and a Faculty Fellow in the Educational Research and Development Incubator. He holds a PhD in Instructional Systems Technology from Indiana University Bloomington, a MEd in Educational Technology from University of South Carolina, and a MA in Graphic Design from Savannah College of Art & Design. His research focuses on the role of student experience

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

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Engineering Ethics

, two-credit hour course in engineering ethics, since this course curriculum focusedon engineering ethics specifically. No prediction was made about the effects of ethics educationon MFQ scores, although this was an area of interest.5. Hypothesize that higher mean scores on the individuating foundations and lower mean scoreson the binding foundations would be associated with higher P and N2 scores on the ESIT, basedon prior work involving MFT and the DIT2.[20], [21]MethodParticipants. Participants were undergraduate engineering students at the University ofMichigan-Shanghai Jiao Tong University Joint Institute (UM-SJTU JI). The UM-SJTU JI wasfounded in 2006 and is a US-Chinese joint educational venture based in Shanghai Jiao TongUniversity

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laura Ann Gelles, Utah State University; Idalis Villanueva, Utah State University; Marialuisa Di Stefano, Utah State University

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Engineering Ethics

engineering. Her other research interests include mixed-methods research design, integrating sustainability and professional ethics into the engineering curriculum, and communication of science and engineering concepts to non-technical audiences.Dr. Idalis Villanueva, Utah State University Dr. Villanueva is an Assistant Professor in the Engineering Education Department and an Adjunct Pro- fessor in the Bioengineering Department in Utah State University. Her multiple roles as an engineer, engineering educator, engineering educational researcher, and professional development mentor for un- derrepresented populations has aided her in the design and integration of educational and physiological technologies to research ’best

Conference Session

Awareness, Expectations, and Recognition of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel D. Burkey, University of Connecticut; Michael F. Young, University of Connecticut

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Engineering Ethics

/home/CAIB_Vol1.html 5. Bates, S., “Flint water crisis: For young engineers, a lesson on the importance of listening”, NSF, 23 March 2016. Web. 29 March 2016. http://www.nsf.gov/discoveries/disc_summ.jsp?cntn_id=138060&WT.mc_id=USNSF_1 6. Herkert, J., "Engineering ethics education in the USA: content, pedagogy and curriculum", ​European Journal of Engineering Education​, ​25​(4), 303-313 (2000). 7. Walther, J., Kellam, N., Sochacka, N., & Radcliffe, D., “Engineering Competence? An Interpretive Investigation of Engineering Students' Professional Formation.” ​Journal of Engineering Education,​ ​100​(4), 703-740 (2011). 8. Clark, D.B., Tanner-Smith E. E, & Killingsworth, S. S., "Digital Games, Design

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lorraine G. Kisselburgh, Purdue University, West Lafayette; Justin L. Hess, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Jonathan Beever, University of Central Florida; Andrew O. Brightman, Purdue University, West Lafayette

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Engineering Ethics

lack of a consistent and coherent ethical reasoning approach that is suitablefor responding to ethical issues that pervade engineering practice. We argue that reflexiveprinciplism (RP) as an applicable ethical reasoning approach, a view we have elucidated inearlier work8. Furthermore, we posit that in order for this principlist approach to becomereflexive for engineers, engineering educators need an integrated and facile pedagogicalframework that can be engaged repeatedly at various locations in an engineering curriculum. Inthis paper, we describe the characteristics and the efficacy of such an integrated model forenhancing the ethical reasoning of engineers: the SIRA framework. The core elements of thisinnovative approach are discussed

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

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Diversity

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Engineering Ethics

to teach,especially in ways that capture students’ interest and attention. A variety of approaches areimplemented including dedicated courses inside and outside of engineering, as well as weavingethical case studies throughout the curriculum 3-5. Creative approaches to teaching engineeringethics including argumentation, eye-witness role playing, videos, engineering ethics lunches, andeven an engineering ethics board game have previously been presented 6-10. The objective of thisassignment was to combine the common practice of integrating an ethics unit into a first yearIntroduction to Engineering course with the innovation of a creative fiction assignment requiringthe students to generate and reflect upon an ethical dilemma of personal

Conference Session

Peace, Conflict, and Sustainability: Addressing Global and Ethical Issues in Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert J Muscat, Global Peace Services USA; Angela R Bielefeldt, University of Colorado, Boulder; Donna M Riley, Virginia Tech; Rebecca A Bates, Minnesota State University, Mankato

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Diversity

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Engineering Ethics, Engineering and Public Policy

Paper ID #13321Peace, Conflict and Sustainability: Addressing Global and Ethical Issues inEngineering EducationDr. robert j muscat, Global Peace Services USA Robert J. Muscat is an economist specializing in problems of conflict in developing countries. He was formerly Chief Economist of the US Agency for International Development, and has consulted for the World Bank and UN agencies. He has authored books and articles on Thailand, development aid and con- flict, aid effectiveness, malnutrition, and other subjects.He received his PhD in economics from Columbia University. He is currently an independent scholar, living in

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

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Engineering Ethics

, particularly with ASCE and some of the professional organizations [such as] bringing in somebody from the outside and doing a talk on engineering ethics and why it’s important.It seems that a faculty advisor for professional societies could serve an important role by invitingguest speakers to specifically describe ethical issues important in their work. Integration of thistopic into multiple presentations versus an explicit focus on ethics in a single presentation mightbe more meaningful by allowing students to see that ethical issues are common in a variety ofwork settings.Undergraduate research includes a variety of ethical dimensions [12]. Faculty advisors can playan important role in bringing these issues to the attention of students. Brad