Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Ohio State University; Jeffrey M. Catchmark, Pennsylvania State University; Eduardo Mendieta; Thomas A. Litzinger, Pennsylvania State University

Tagged Divisions

Engineering Ethics

-Across-the-Curriculum: Year One of Developing an Ethics Curriculum in an Undergraduate Biological Engineering ProgramAbstractThis paper reports the first two phases of an on-going, multi-year project that seeks tocreate an integrated ethics curriculum for undergraduate Biological Engineering (BE)majors at a large, public university. Our objective is to create an exemplar process thatencourages engineering faculty members to contribute to, and develop ownership of, theethics curriculum. Literature in engineering education research has called attention to faculty buy-inas one of the key indicators of successful educational innovation. Scholars of ethicseducation also note engineering faculty’s attitude

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

Tagged Topics

Diversity

Tagged Divisions

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

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Grant A. Fore, Indiana University-Purdue University of Indianapolis; Justin L. Hess, Indiana University-Purdue University of Indianapolis; Brandon Sorge, Indiana University-Purdue University of Indianapolis; Mary F. Price, Indiana University-Purdue University of Indianapolis; Martin A. Coleman, Indiana University-Purdue University of Indianapolis; Thomas William Hahn, Indiana University-Purdue University of Indianapolis; Julie Adele Hatcher

Tagged Divisions

Engineering Ethics

this initiative, as it promotes and incentivizes the integration ofhigh-impact practices throughout STEM curricula, including community-engaged pedagogy.Yet, nationally, even in instances where faculty utilize community-engaged pedagogy, rarelyhave faculty used these practices as a means to engage their students in ethical reflection. With few exceptions [4-6], the ethical paradigm for STEM research and professionalism --dating back to the Nuremberg Code (1947) and the Declaration of Helsinki (1964) -- has beenconcerned with one’s duty to align behavior in compliance with an established code of ethics ornormative standards. Contemporary STEM ethics instruction commonly uses case studies, whichcan be useful. However, this instruction is

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samson Pepe Goodrich, East Carolina University; Teresa Ryan, East Carolina University; Colleen Janeiro, East Carolina University; Patrick F. O'Malley, Benedictine College

Tagged Divisions

Engineering Ethics

. Othersections of the instrument are intended to elucidate a severity rating for 20 various scenarios thatrepresent a range of academic integrity violations from trivial to most severe. The results fromthe first year were sufficiently compelling to warrant recruitment of additional respondentinstitutions during year two. This work reports on results from the third administration at theoriginal institution, and the first or first and second administrations at additional institutions. Inall cases, previous work has pointed to the existence of a disparity in perception betweenstudents and faculty, freshmen and upper-class students, and students at different institutions.The authors have termed this disparity an ethical gray area. Understanding these

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mahsa Ghorbani, Colorado State University; Anthony A. Maciejewski, Colorado State University; Thomas J. Siller, Colorado State University; Edwin K. P. Chong Ph.D., Colorado State University; Pinar Omur-Ozbek, Colorado State University; Rebecca A. Atadero, Colorado State University

Tagged Divisions

Engineering Ethics

engineering. Then we provide a background on the way we integratetechnical content into knowledge integration activities and how we plan to integrate ethics intothat framework. Finally we talk about a method to assess the effectiveness of our study.Ethics Education in EngineeringOne of the major thrusts in engineering education is to develop students’ professional skills thatgo beyond the traditional technical curriculum [3]. Ethics education is a very important part ofany engineering program. ABET requires that all programs seeking accreditation mustdemonstrate that their graduates have an understanding of professional and ethical responsibility[4].Integrating professional skills into the technical content of engineering curriculum has alwaysbeen a

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

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brendon Lumgair P.Eng., University of Calgary

Tagged Divisions

Engineering Ethics

a long running online course experienced“a significant overall improvement in learning and learner attitude in the treatment course…[that] used integrated formative assessment as opposed to a more extensive reliance onsummative assessments in the control course.”. This assessment strategy had also been found tobe beneficial for the online flipped classroom delivery of mechanical engineering courses (Hugo& Brennan, 2016).While it is possible to issue many small assessments in a traditional in-person course they wouldall need to be hand-marked by TAs (unless they were completed on a computer during classtime). Online quizzes can be set up in an LMS to provide a range of input variables forcalculation questions. Each student is issued a

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Debartolo, Rochester Institute of Technology; Wade Lee Robison

Tagged Divisions

Engineering Ethics

Engineering Education, 2018 Risk Management and Ethics in Senior DesignAbstractEngineers make ethical decisions all the time in solving design problems, which is theintellectual core of engineering. They need to make those decisions and the grounds for themexplicit. Careful examination of a course’s syllabus can reveal how the ethical considerationsalready there can be made explicit. The Ethics Across the Curriculum (EAC) program at theRochester Institute of Technology (RIT) was designed to bring together faculty from diversedisciplines across the university, who would then spend time examining their syllabi, and seeinghow ethical considerations could be made explicit or naturally introduced as an integral part ofthe course, not as

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

Tagged Topics

Diversity

Tagged Divisions

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

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Chris Swan, Tufts University; Nathan E. Canney, CYS Structural Engineers Inc.

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Diversity

Tagged Divisions

Engineering Ethics

activities. The survey also sought feedback onperceptions of the sufficiency of ESI education and broad perspectives regarding ESI. At theend of the survey, respondents were asked to provide their email address if they werewilling to be contacted for a follow-up interview. Of the 1448 survey respondents, 230indicated willingness to participate in an interview.The second phase of the study involved conducting interviews with educators to learn moreabout their ESI instructional practices and general perspectives regarding the integration ofESI into the engineering curriculum and educational experiences of engineering students.Between September 2016 and April 2017, 52 survey respondents were contacted forinterviews with the intention of conducting 36

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Indira Nair, Carnegie Mellon University; William M. Bulleit, Michigan Technological University

Tagged Divisions

Engineering Ethics

engineers face. We review recent empirical work on theethics of care and the role of empathy in engineering. Campbell (2013) asked howengineering “professors can teach students to care”. Other work (Walther et al. 2012;Hess et al. 2014) has begun to build a background of how we could begin this integration.We suggest that these approaches are more consonant with design approaches and hencefamiliar to engineering faculty. Engineering ethics can then integrate seamlessly intoengineering education.This paper considers a combination of the philosophical principles of pragmatism and theethic of care as a broad framework for integrating ethics in undergraduate engineering.Such an approach would integrate ethics into the teaching of engineering in a way

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Nicole M. Smith, Colorado School of Mines; Greg Rulifson P.E., Colorado School of Mines; Carrie J. McClelland P.E., Colorado School of Mines; Linda A. Battalora, Colorado School of Mines; Emily A. Sarver, Virginia Tech; Rennie B. Kaunda , Colorado School of Mines

Tagged Divisions

Engineering Ethics

back to the existing work on engineering students’ attitudes and learningabout social responsibility to consider the opportunities and pitfalls of integrating CSR intoteaching and learning about social responsibility more generally.1. IntroductionCSR is a controversial concept, and interpretations of CSR are deeply informed by one’spersonal and political views [5]. Proponents of CSR, for example, view it as a vehicle fortransforming businesses to create shared economic, social and environmental value forthemselves and their stakeholders. In contrast, some skeptics from inside of the business worldview CSR as an intrusion on free market principles (see [6] for an early and famous example).And critics of capitalism in general argue that CSR

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rider W. Foley, University of Virginia; Araba Dennis, University of Virginia; Kathleen Eggleson, Indiana University School of Medicine-South Bend; Anderson Sunda-Meya, Xavier University of Louisiana; Kathryn Haas, Saint Mary's College, Indiana

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

experientialsettings, as evidenced by their higher levels of motivation and achievement. Furthermore, theauthors call for higher levels of faculty engagement with, and support of, diverse learner styles,toward building diversified teams of problem-solvers. The authors push against the traditionalrhetoric of diversity as an end in itself, and advocate for statistically balanced representation inthe student population and attention to diverse learning styles. By examining the ABET EC 2000 Criteria, Smith [5] concludes that the proposed criteria willbe difficult to achieve by certain students unless current engineering curriculums andpedagogical approaches are radically restructured. Smith ([5], p. 2) states, “student learningstyles encompass the spectrum of

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Swetha Nittala, Purdue University, West Lafayette; Tasha Zephirin, Purdue University, West Lafayette; Shiloh James Howland, Brigham Young University; Dayoung Kim, Purdue University, West Lafayette; Andrew Katz, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

and associated responses included in thesurvey” [5]. These interviews were conducted face-to-face by researchers at each participatinginstitution, transcribed by a third-party service, checked for accuracy by a member of theresearch team, and finally edited to remove all identifying information. This paper reports morespecifically on a smaller subset (n=66) of the same first phase interviews. While these interviewswere chosen at random, in previous work [5] we reported evidence showing that the first 29 ofthese same 66 subjects were roughly representative of the larger study population. We stronglysuspect that all 66 interviews analyzed here follow this same trend.Jesiek et al. [5] coded the interview data using an integrated inductive

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Laurie A. Pinkert, University of Central Florida

Tagged Divisions

Engineering Ethics

. R. Sparks, Prof essional Ethical Sensitivity: The Case of Mar keting Researchers . Texas Tech University,1995.
[4] D. Narvaez, “Ethical Sensitivity.” Activity Booklet 1. Retrieved fromhttp://cee.nd.edu/curriculum/documents/actbklt1.pdf. Accessed 2.15.16, 2001.
[5] H. Clarkeburn, “A Test for Ethical Sensitivity in Science.” Journal of Moral Education 31(4): 339- 453,2002.
[6] N. Tuana, “An Ethical Leadership Developmental Framework.” In The Handbook of Ethical EducationalLeadership, 153-175. Ed. C.M. Branson, S.J. Gross. Hoboken: Taylor and Francis, 2014.
[7] J. Beever and A.O. Brightman, “Reflexive Principlism as an Effective Approach for Developing EthicalReasoning in Engineering.” Science and Engineering Ethics 22(1): 275-291, 2015.[8

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shiloh James Howland, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Carla B. Zoltowski, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Randall Davies, Brigham Young University

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Diversity

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Engineering Ethics

Electrical and Com- puter Engineering and (by courtesy) Engineering Education at Purdue University. She holds a B.S.E.E., M.S.E.E., and Ph.D. in Engineering Education, all from Purdue. Prior to this she was Co-Director of the EPICS Program at Purdue where she was responsible for developing curriculum and assessment tools and overseeing the research efforts within EPICS. Her academic and research interests include the profes- sional formation of engineers, diversity and inclusion in engineering, human-centered design, engineering ethics, leadership, service-learning, and accessibility and assistive-technology.Prof. Brent K. Jesiek, Purdue University, West Lafayette Dr. Brent K. Jesiek is an Associate Professor in the

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder; Nathan E. Canney

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

-engineers. Different perspectives and teaching approachesfor ESI were evident among these groups, and this range of experiences could ultimatelyenhance students’ ethical reasoning abilities, impact their attitudes, and effect their behaviors.It appears that one could not expect to achieve adequate education on ESI within a single course.A single course simply cannot cover the breadth of important microethics and macroethics topicsand reach reasonable levels of cognitive and affective depth. Integrating ESI across a range ofcourses in a deliberate manner can reinforce and build on ideas. Including ESI across thecurriculum has been advocated as an effective way to foster ethical development in an alreadydense technical curriculum [23, 24]. One