Displaying all 13 results
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Engaging Ethics in Teams and Communities
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Robert J. Barsanti Jr., The Citadel; Ronald J. Hayne, The Citadel; Kevin C. Bower P.E., The Citadel; Johnston W. Peeples, The Citadel
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- Engineering Ethics
. The theory of the circuits was discussed along with theanticipated results. The learning objectives for the project were presented, as were the ABEToutcomes that would be satisfied. Post lesson student comments and ideas for additional studentactivities, and alternate assignments were also provided.REFERENCES[1] Kuh, G. D., “High Impact Educational Practices: What They Are, Who has Access to Them, and Why they matter, AAC&U, 2008.[2] Zhan, W., Wang, J., Vanajakumari,, M., “High impact activities to improve student learning”, 120th ASEE Annual conference, June 2013.[3] Parker, R., Buchanan, W. Circuit Simulators and Computer Algebra- An integrated Curriculum for Electronics Students, Proceedings of 1996, ASEE Annual Conference
- 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
- Tagged Topics
- 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
- Engaging Ethics in Teams and Communities
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Xiaofeng Tang, Pennsylvania State University, University Park; Eduardo Mendieta, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park
- Tagged Divisions
- Engineering Ethics
Accreditation Criterion 3, Student Outcomes, includes“an understanding of professional and ethical responsibility”[1]. Thanks to thisrequirement, engineering schools in the U.S. have integrated ethics into theirundergraduate curricula, and a number of them have achieved impressive success [2].However, it is unclear whether ethics education in undergraduate engineering adequatelyprepares students for ethical challenges they might encounter as graduate students. Afterall, engineering ethics education at the undergraduate level often focuses on ethical issuesthat arise in the professional context. By comparison, graduate students in engineeringface ethical challenges of different sorts, such as norms in the research community andthe broad social impact of
- Conference Session
- Awareness, Expectations, and Recognition of Ethics
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Isabel Hilliger, Pontificia Universidad Católica de Chile; Andrés Strello, Pontificia Universidad Católica de Chile; Francisca Castro, Pontificia Universidad Católica de Chile; Mar Pérez-Sanagustín, Pontificia Universidad Católica de Chile
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- Engineering Ethics
, interviewees associated the ability to apply ethical codeswith ethical training activities such as case discussions. This is aligned to what has beendocumented in literature9. Furthermore, quantitative results revealed that this is an aspect to beimproved within the research site. Most respondents were aware of the existence of ethical codesbut they did not know how to apply them. Faculty should collaborate with school authorities inorder to explore how to integrate the teaching of ethical codes in the core curriculum courses17.This also applies to the reinforcement of codes of conduct. Although respondents were able torecognize potential ethical issues in engineering education, there was a high percentage ofstudents’ misconducts observed such as free
- Conference Session
- Technology and Design in Engaging and Analyzing Ethics
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Kenneth W. Van Treuren, Baylor University; Cynthia C. Fry, Baylor University; William M. Jordan, Baylor University; John Edward Miller, Baylor University
- Tagged Divisions
- Engineering Ethics
societal context, is so broad that it is difficult to know howto assess this outcome. Outcome i, a recognition of and the need for an ability to engage in life-long learning, and Outcome j, a knowledge of contemporary issues, are again, both broad anddifficult to assess. The difficulty in assessing these outcomes motivated ABET to refine the a-kstudent outcomes to seven, which will be adopted in the future.3,4 Much heated discussion isongoing concerning these changes. From the CAEP, the only curricular requirements for aprogram such as mechanical engineering are: “The curriculum must require students to apply principles of engineering, basic science, and mathematics (including multivariate calculus and differential equations); to model
- 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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- Diversity
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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
- Faculty Views of Ethics
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Nathan E. Canney, Seattle University; Madeline Polmear; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Christopher Swan, Tufts University; Elizabeth Simon, Seattle University
- Tagged Divisions
- Engineering Ethics
provide the students with an opportunity 46 0.50 to use their skills and capabilities to a good human end, which is why most of the students entered engineering programs.” Multiple When integrating ethical “I think it is better to teach this concept Courses discussions throughout across the curriculum a little in every curriculum is discussed class rather than one single class. When it has a particular class, the students end
- Conference Session
- Awareness, Expectations, and Recognition of Ethics
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Geoff Pfeifer, Worcester Polytechnic Institute; Kristen Billiar, Worcester Polytechnic Institute
- Tagged Divisions
- Engineering Ethics
Phenomenology and the Political (Rowman and Ziˇ Littlefield International, 2016).Prof. Kristen Billiar, Worcester Polytechnic Institute Kris Billiar is Professor and Head of Biomedical Engineering at Worcester Polytechnic Institute. He earned a B.S. in Mechanical Engineering at Cornell and an M.S.E. and Ph.D. in Bioengineering at the University of Pennsylvania. His current research interests are soft tissue mechanics and mechanobiology. Dr. Billiar is a Fellow of both ASME and AIMBE and a member of ASEE. c American Society for Engineering Education, 2017Teaching Ethics in Engineering: A “Blended” Approach of Theory and PracticeIntroduction Though accrediting boards such as the
- Conference Session
- Engaging Ethics in Teams and Communities
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- David Torres, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Megan Kenny Feister, California State University, Channel Islands; Patrice Marie Buzzanell, Purdue University, West Lafayette (College of Engineering); Danielle Corple, Purdue University; Katharine E. Miller, Purdue University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics
treating the end user as a person versus just the end user. I: Okay. R: More than a technical spec. Like more like an actual person.Brittany’s multiplistic understanding of ethics is situated in her focus on the user. That is,focusing on the user forced inclusion of multiple possibilities for the “right” way to proceed indesign. This finding suggests the possible relationship between a human-centered focus andhigher order orientations in ethical development. Furthermore, the context of the service-learningcourse possibly shaped this integrated view of ethics and HCD. The course, in her estimation,provided a view of the user that shifted
- Conference Session
- Faculty Views of Ethics
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Andrew Katz, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University
- Tagged Topics
- Diversity
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- Engineering Ethics
curricular content makes a difference in shaping the beliefs and expectationsstudents hold as they transition into their professional careers. Such an assumption is warrantedgiven the way other topics appear in the curriculum. For example, if an emphasis on teamworkand problem-solving were not perceived as relevant to professional practice, then one would notexpect them to receive as much attention as they do4,5. Similarly, engineering ethics is anothersuch pivotal topic, and therefore one would expect it to appear in undergraduate courses. Yet,this is not uniformly the case. To understand the discrepancy in engineering ethics coverage, thiswork focuses on some of the central actors in course content decisions – engineering departmentfaculty members
- Conference Session
- Interactive Approaches to Ethics
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Leslie Dodson, Worcester Polytechnic Institute; David DiBiasio, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; John Bergendahl, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Glenn Gaudette, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; Curtis Abel, Worcester Polytechnic Institute
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics
work, posters, presentations and final projects), a pre/post analysis of a scenarioinvolving a hazardous chemical and a video-recorded session of teams analyzing anambiguous scene indirectly related to course content.Background and Context“Humanitarian Engineering Past and Present” is an experimental first-year, two-termcourse designed and taught by an interdisciplinary team of faculty from engineering,humanities, and entrepreneurship and innovation at Worcester Polytechnic Institute(WPI), a technology-focused university in Worcester, Massachusetts. The university isbest known for its 47 year-old project-based curriculum.“Humanitarian Engineering Past and Present” provides a deep, integrative learningexperience of benefit to both STEM and non
- Conference Session
- Engineering Social and Human Ethical Impacts
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering); Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Debra S. Fuentes, Brigham Young University; Stephanie Claussen, Colorado School of Mines; Gregg Morris Warnick, Brigham Young University
- Tagged Divisions
- Engineering Ethics
understandings of ethics and morality, but yet were distinct.Norms/Traits. As with general ethics, honesty and integrity were cited by a number ofinterviewees as important characteristics for an engineer to possess. An example response isgiven by Beverly: “I think honesty is a big one. I think at any field, not just engineering, honesty is the best quality as they say. It's really important, because as engineers you're making all these decisions that impact not just you but thousands and millions of people. You have to make those honest decisions, because they could be the deal breaker or they could be that one thing that makes the bridge collapse or holds it up for a lifetime.”Other specific and general traits that were in