Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brittney Hope Jimerson, North Carolina A&T State University ; Eui Hyun Park, North Carolina A&T State University; Vinod K Lohani, Virginia Tech; Steven M. Culver, Virginia Tech

Tagged Divisions

Engineering Ethics

Paper ID #5842Enhancing Engineering Ethics Curriculum by Analyzing Students’ Percep-tionMiss Brittney Hope Jimerson, North Carolina A&T State University Brittney Jimerson is a Ph.D. student at North Carolina A&T State University. She graduated from North Carolina A&T State University with a M.S. in Industrial and System Engineering in 2013. She was an undergraduate research scholar and earned her B.S. in Industrial Engineering and Management from the University of North Carolina at Asheville in 2009. She is an Alpha Pi Mu Engineering Honor Society Member, NSBE member, and IIE member.Dr. Eui Hyun Park, North

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mona Itani, American University of Beirut

Tagged Divisions

Engineering Ethics

level whether itis integrated across the curriculum or delivered in a stand-alone course is essential since itis supposed to introduce students to real situations and scenarios usually encountered inthe workplace and will assist in equipping them with the needed analytical skills to solvesimilar ethical issues after graduation 4, 13, 20. Moreover, the applied ethics courses helpmeet accreditation requirements such as ABET (Accreditation Board for Engineering andTechnology) criteria of professional skills which includes “understanding of professionaland ethical responsibility” 16. Although researchers seem to agree that introducingengineering ethics should be done at the undergraduate level, they disagree on the meansand effectiveness of doing

Conference Session

Engineering Ethics Division - Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Frank E Falcone, Villanova University; Edward F. Glynn P.E., Villanova University; Mark Edward Graham, Villanova University; Mark Doorley Ph.D., Villanova University

Tagged Divisions

Engineering Ethics

rudimentary or elementary level. We can alsoconclude from the results that most faculty agree that more should be done to implement furthera deeper and more thorough culture within the College which supports and embraces EthicsAcross the Curriculum as primary and essential throughout the undergraduate educationalexperience.  To discover what faculty might currently already be doing in classes with ethics.The results indicate that some faculty members are currently addressing ethics in some of theirclasses. However, the current general approach to ethics in engineering courses is viewed assecondary or peripheral. It is often an ‘addendum’ or perhaps addressed on a superficial level. Inmost instances, ethics is not presented as an integral

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Michael C. Loui, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Ethics

;Integrated Engineering at Minnesota State University, Mankato. She directs the Iron Range andTwin Cities Engineering programs, which integrate technical, design and professionalism contentin an upper-division, project-based learning curriculum. She was a 2011-12 AAAS Science andTechnology Policy Fellow at the Division of Engineering Education & Centers in the NationalScience Foundation and received a Fulbright to Brazil in 2009-10.SummaryIt is not unusual for faculty to teach outside of their comfort zone, but this is often definedin terms of technical competencies. Teaching ethical thinking can be a challenge since themethods and “answers” often appear to be different from typical classes. The goal of thisinteractive session and paper is to

Conference Session

Engineering Ethics Division - Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Trevor Scott Harding, California Polytechnic State University; Donald D. Carpenter P.E., Lawrence Technological University; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Engineering Ethics

ethics education in the USA: Content, pedagogy and curriculum, European Journal of Engineering Education, 25(4): 303-313.5. Barry, B.E. (2009). Methods of Incorporating Understanding of Professional and Ethical Responsibility in the Engineering Curriculum and Results from the Fundamentals of Engineering Examination. Dissertation. Ann Arbor, MI: ProQuest LLC.6. National Council of Examiners for Engineering and Surveying (2010). Fundamentals of Engineering Exam. Retrieved from www.ncees.org/Exams/FE_exam.php.7. Finelli, C.J., Holsapple, M.A., Ra, E., Bielby, R.M., Burt, B.A., Carpenter, D.D., Harding, T.S., & Sutkus, J.A. (2012). An assessment of engineering students’ curricular and co- curricular experiences and their

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rigoberto Chinchilla, Eastern Illinois University

Tagged Divisions

Engineering Ethics

Paper ID #6367Collaboration between Private Sector and Academia: Are We CompromisingOur Engineering Programs?Dr. Rigoberto Chinchilla, Eastern Illinois University Dr. Rigoberto Chinchilla earned his Ph.D. in Integrated Engineering from Ohio University. He is an associate professor of Applied Engineering and Technology at Eastern Illinois University (EIU) since 2004. His teaching and research interests include Quality Design, Biometric and Computer Security, Clean Technologies, Automation and Technology-Ethics. Dr. Chinchilla has been a Fulbright and a United Nations scholar, serves in numerous departmental and university

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

. A., and Frey, W. J. (2003). An Effective Strategy for Integrating Ethics across the Curriculum in Engineering: An Abet 2000 Challenge. Science & Engineering Ethics, 9(4), 543-68.34. Barry, B. E., and Ohland, M. W. (2012). Abet Criterion 3.F: How Much Curriculum Content Is Enough? Science and Engineering Ethics, 18(2), 369-92.35. Streveler, R. A., Smith, K. A., and Pilotte, M. (2012). Aligning Course Content, Assessment, and Delivery: Creating a Context for Outcome-Based Education. K. Mohd Yusof, S. Mohammad, N. Ahmad Azli, M. Noor Hassan, A. Kosnin and S. K, Syed Yusof (Eds.), Outcome-Based Education and Engineering Curriculum: Evaluation, Assessment and Accreditation. Hershey, Pennsylvania: IGI

Conference Session

Engineering Ethics Division - Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jason Borenstein, Georgia Institute of Technology; Robert J Butera, Georgia Institute of Technology

Tagged Divisions

Engineering Ethics

Society for Engineering Education, 2013 Implementing a Campus-Wide RCR Training Requirement for Doctoral StudentsOver the last few years, Responsible Conduct of Research (RCR) training has been takingon increasing importance in the graduate curriculum. This is primarily due to a change inpolicy that was promulgated by the National Science Foundation and to evolvingguidelines for NIH training grants and fellowships. In 2011, the Georgia Institute ofTechnology (Georgia Tech) implemented an academic policy that requires all newdoctoral students to receive RCR training. It was decided that the institution would move“beyond compliance” in the sense that doctoral students would receive RCR trainingirrespective of their

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

David K. Ware; David J. Ahlgren, Trinity College; Harvey F. Silverman, Brown University

Tagged Divisions

Engineering Ethics

collaborative learning [4].Further, Harris and his co-authors argued that the case study method is the most effectiveapproach to teaching engineering ethics, allowing students to consider such issues as “drawing Page 23.449.2the line” and resolving conflicts that present ethical dilemmas [5]. Finally, Colby and Sullivansuggest that codes of ethics serve well as frameworks for ethics discussions, and argue, in viewof an engineering curriculum that is “full”, that it may be advantageous to integrate ethics-relatedactivities into the discussion of professionalism and the work of engineering professionals intechnical and interpersonal realms. These