Displaying all 16 results
- Conference Session
- Ethics Integration in Engineering Design
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- 2021 ASEE Virtual Annual Conference Content Access
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- Brooke Odle, Hope College; Greg Bassett, Hope College
- Tagged Divisions
- Engineering Ethics
collaborative instruction among faculty in ComputerScience and Philosophy [1], [2]. Due to challenges with implementing ethics as a stand alonecourse, recent efforts have focused on integrating ethical reasoning in existing courses asstudents are learning technical concepts, to instill that ethical reasoning is needed while writingcode and developing technology, instead of being an isolated activity [1], [3].In developing a model for embedding ethics in the computer science curriculum at HarvardUniversity, Grosz et al. [1] addressed ethics via software design and verification in introductoryundergraduate programming courses. However, introductory engineering computing coursesmay not have these emphases and focus on using basic concepts to solve
- Conference Session
- Ethics Integration in Engineering Design
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jessica R. Edelson, Duke University; Micalyn Struble, Duke University; Reya Magan, Duke University; Ann Saterbak, Duke University
- Tagged Divisions
- Engineering Ethics
four steps of the engineering design process:1. Systems Mapping. Students learn to identify the people, societal issues, and materials that are integral to the assigned team project’s problem space. Through drawing a systems map, students analyze how their project and its intended goal connect to the world around them.2. Pairwise Comparison Chart Activity. Students assume the role of various stakeholders (those invested in the project in some way) to complete a pairwise comparison chart, thus simulating how different stakeholders make trade-offs when determining important design criteria.3. Testing Game Show. As students test their own products, the entire class is brought together to compete in an interactive, game-show style
- Conference Session
- Critical Reflections on Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jake Walker Lewis; Angela R. Bielefeldt, University of Colorado Boulder
- Tagged Divisions
- Engineering Ethics
[1,2]. In 2018, 57% ofAmerican students in eighth grade indicated that they had taken or were taking one or moreclasses related to engineering or technology, an increase from 52% in 2014 [3]. Engineering maybe taught as a stand-alone topic or integrated with other STEM (science, technology,engineering, and mathematics) fields [1]. As a result, many students entering engineering majorsin college are likely to have some knowledge and/or preconceptions about engineering. It isimportant that from the beginning, students understand the important role of ethics inengineering.Engineering ethics includes both microethics and macroethics. Microethics encompassesindividual responsibilities (such as avoiding bribery and issues such as cheating in an
- Conference Session
- Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Yousef Jalali, Virginia Polytechnic Institute and State University; Christian Matheis, Guilford College; Marc Edwards, Virginia Polytechnic Institute and State University
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Innovative, Engaging Pedagogies for Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Samuel Aaron Snyder, Virginia Polytechnic Institute and State University; Diana Bairaktarova, Virginia Polytechnic Institute and State University
- Tagged Divisions
- Engineering Ethics
avenue forstudents to learn these concepts. However, the downside to this is that students cancompartmentalize this information and fail to connect it with the rest of the curriculum, as that’show the course was designed. On the other hand, an across-the-curriculum model in which ethicaland global concepts are integrated into many disciplinary courses provides a model in whichstudents can connect their ethical knowledge to their disciplinary work. And while an across-the-curriculum program for these integrative concepts might lead to a lack of depth of continuity, manyfaculty do not have the competencies to teach these concepts even if they wanted or were requiredto [3]. This lack of a shared vision is one of the many barriers that researchers
- Conference Session
- Industrial, Professional, and Practical Contexts of Engineering Ethics
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- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Industrial, Professional, and Practical Contexts of Engineering Ethics
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- 2021 ASEE Virtual Annual Conference Content Access
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- Yilmaz Hatipkarasulu, University of Texas at San Antonio
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- Engineering Ethics
deliver and assess the ethics anddecision-making components of the curriculum, which includes lecture modules,homework/exam questions, an interactive decision-making game, and multiple case studies. Thecase study presented in this paper is one of the components we utilized in the last decade.SUMMARY AND CONCLUSIONSEthics, social responsibility, and trust are critical issues for designers, architects, engineers, andcontractors. Today's fast-paced and competitive business environment experiences a wide rangeof social and economic pressures, making ethical identification and behavior ever more critical.Professional degree programs carry the responsibility of shaping tomorrow's professionals andindustry leaders through the higher education system
- Conference Session
- Moral Development and Ethics Assessment in Engineering
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- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Conference Session
- Moral Development and Ethics Assessment in Engineering
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Charles J. Robinson, Clarkson University; Loretta Driskel, Clarkson University; Erin Blauvelt, Clarkson University; Laura Perry, Clarkson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics
consideration? Another hypothesis was that the ethical dilemmaspresented increased students’ integration and appreciation of the biomedical engineering fieldregardless of comment modality.Biomedical engineering ethics can certainly be taught face-to-face, in a hybrid setting or com-pletely online — but how well? Did ethics instruction suffer depending on modality? Our con-clusion seemed clear — It didn’t matter especially if each method employed a blended learningmanagement system like Moodle or other similar platforms. An instructor receives qualitativefeedback in the classroom (i.e., a sense of how students are responding). Data from off-linegrading of responses can be assessed and quantified. In sum, the major consideration broughtabout by a switch
- Conference Session
- Moral Development and Ethics Assessment in Engineering
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- 2021 ASEE Virtual Annual Conference Content Access
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- Rockwell Franklin Clancy III, Delft University of Technology
- Tagged Topics
- Diversity
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- Engineering Ethics
Paper ID #32600The Relations between Ethical Reasoning and Moral Intuitions amongEngineering Students in ChinaDr. Rockwell Franklin Clancy III, Delft University of Technology Rockwell F. Clancy is a lecturer at TU Delft. Before joining Delft, he was an Associate Teaching Professor in engineering ethics and philosophy at the University of Michigan-Shanghai Jiao Tong University Joint Institute and Research Fellow in the Institute of Social Cognition and Decision-making, both in Shanghai Jiao Tong University. His research and teaching interests include engineering ethics, moral psychology, philosophy of technology, Chinese
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Landon Bassett, University of Connecticut; Jennifer Pascal, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Kevin D. Dahm, Rowan University; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University
- Tagged Divisions
- Engineering Ethics
in engineering education. His research interests include engineering global competency, cur- ricula and assessment; pedagogical innovations through game-based and playful learning; spatial skills development and engineering ethics education. His funded research explores the nature of global com- petency development by assessing how international experiences improve the global perspectives of en- gineering students. Dr. Streiner has published papers and given presentations in global engineering ed- ucation at several national conferences. Scott is an active member in the Center for the Integration of Research, Teaching, and Learning (CIRTL) both locally and nationally, as well as the American Society for
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Madeline Polmear, University of Florida; Angela R. Bielefeldt, University of Colorado Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder
- Tagged Divisions
- Engineering Ethics
, and the hidden curriculum captures the beliefsand values that are implicitly transmitted through the learning environment [29]. Structuralelements, like the formal curriculum, codify and communicate the values of the educationalsetting [18]. The findings in this study indicated that the inclusion of ethics in courses outside ofthe engineering curriculum, such as Bible seminar and ROTC program, demonstrated theimportance of ethics in what it means to be a Christian and officer, respectively. This integration,however, appeared decoupled from engineering and thus what it means to be an engineer.Students across the three focus groups described limited exposure to ESI in their engineeringcourses, which speaks to the null curriculum. There are many
- Conference Session
- Engineering Ethics Division Poster Session: Neuroethics and Secondary STEM Classrooms
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kristen Clapper Bergsman, University of Washington ; Sara Goering, University of Washington; Eric H. Chudler, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics
graduate students, but rather begins at the precollege level because“innovative methods to develop critical thinking, ethical sensitivity, and moral reasoning willprovide a strong foundation for students who might later pursue science as a profession, andbuild on that foundation for more experienced scientists” [1]. Although neuroethics is not a topicthat is regularly integrated into curriculum at the pre-college level, learning standards for scienceand technology education do provide an opportunity for these topics to be included in science,engineering, and technology classrooms.Ethics in the Next Generation Science Standards. Science teachers in the U.S. are directed byThe Framework for K-12 Science Education, the Next Generation Science
- Conference Session
- Innovative, Engaging Pedagogies for Engineering Ethics Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Michael F. Young, University of Connecticut; Landon Bassett, University of Connecticut; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University; Joshua Bourne Reed
- Tagged Divisions
- Engineering Ethics
development and engineering ethics education. His funded research explores the nature of global com- petency development by assessing how international experiences improve the global perspectives of en- gineering students. Dr. Streiner has published papers and given presentations in global engineering ed- ucation at several national conferences. Scott is an active member in the Center for the Integration of Research, Teaching, and Learning (CIRTL) both locally and nationally, as well as the American Society for Engineering Education (ASEE) and the Institute of Industrial and Systems Engineers (IISE).Joshua Bourne Reed, Josh Reed is an engineering masters student at Rowan University working for the Experiential Engineering
- Conference Session
- Innovative, Engaging Pedagogies for Engineering Ethics Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ashish Hingle, George Mason University; Aditya Johri, George Mason University; Huzefa Rangwala; Alexander Monea, George Mason University
- Tagged Divisions
- Engineering Ethics
analyzed articles justified their study by referencing oracknowledging ABET accreditation" (Hess and Fore 2018). The guidelines presented in 2Accreditation Criterion 3 address student learning outcomes towards ethical and professionalresponsibilities, although they do not define a framework or goals to achieve this outcome (ABETpg. 5). Thus, engineering programs have both the opportunity and responsibility to define theirown goals towards establishing their ethics curriculum. Colby and Sullivan (2008) found a widevariety of techniques and granularity of engineering ethics content through an analysis ofengineering courses.Among engineering education researchers, there is a consensus that ethics
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Stephanie Claussen, San Francisco State University; Shiloh James Howland, Brigham Young University; Swetha Nittala, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette
- Tagged Divisions
- Engineering Ethics
leadership development, performance management, competency development and people analytics. She integrates her research in Engineering Education with prior background in Human Resource Management and Engineering to understand better ways to develop STEM workforce both in universities and companies.Prof. Brent K. Jesiek, Purdue University, West Lafayette Dr. Brent K. Jesiek is an Associate Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He also leads the Global Engineering Education Collabora- tory (GEEC) research group, and is the recipient of an NSF CAREER award to study boundary-spanning roles and competencies among early career engineers. He holds a B.S