Conference Session

Evaluation of Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Purdue University; Carla B. Zoltowski, Purdue University; Megan Kenny Feister, Purdue University; Patrice Marie Buzzanell, Purdue University; William C. Oakes, Purdue University; Alan D. Mead, Illinois Institute of Technology

Tagged Divisions

Engineering Ethics

limitations or conditionsof our instrument and propose suggestions for further research with the aim of improving thepractical effectiveness of the EERI in assessing students’ individual ethical decision-making inproject-based design environment.Keywords: Ethical decision-making; Moral development; Ethical assessment; Mixed methods.Individual Ethical Reasoning in Project-based Design ContextEthics and the development of ethical reasoning in engineering students is an important part ofengineering education and the accreditation criteria of ABET. ABET’s engineering accreditationcriteria specify that graduates in accredited engineering programs are expected to acquire “anability to design a system, component, or process to meet desired needs with

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elizabeth A. McBride-Pluskwik, Iron Range Engineering, a program of Minnesota State University, Mankato; Puteri S. Megat Hamari, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

monitored. You notice that there is some oil spilled on a stair case that presents an immediate safety risk. However, the stairs can only be cleaned by a union worker but none are immediately available to help. Salaried workers have been cited and penalized for assisting with union work in the past, so you are apprehensive to do the job yourself. What should you do? If the penalty came in the form of a fine, would your decision change if the fine as $50, $500, $5,000? Are you liable if you do nothing?The topics that faculty brought to the team were scenarios that the student may encounter in theearly years of their engineering career or typical ethical issues commonly encountered by young

Conference Session

Teaching Approaches for Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregory A. Rulifson, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Whitney Thomas, University of Colorado, Boulder

Tagged Divisions

Engineering Ethics

consider it my motivation to become an engineer. I think those are sort of like 2 separate spheres of my life. Sort of what I want to do academically and career-wise and what I want to do on a philanthropic and personal level.”SR Type 4 – These students had thought little about social responsibility or helping othersthrough their professions beyond safety and legal professional obligations at the time of theinterview. Many were focused on their studies and helping those closest to them. Brandon: “I think it kind of moves me towards it because, I don't know what to call it, the engineering code of ethics. Your job, first and foremost, is safety above everything else, it's a good job or at least that's the way it should be. Safety is

Conference Session

Teaching Approaches for Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard Raridon, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato; Deborah K. Nykanen P.E., Minnesota State University, Mankato; Marilyn C. Hart, Minnesota State University- Mankato; Winston Sealy, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

similar sit[uations]in the future) This semester’s project gave a larger picture view of consequences of unethicaldecisions.”Faculty ReflectionThe MAX Scholars seminar is led by four faculty members and a graduate student, with diverseareas of expertise and backgrounds including engineering, engineering technology, computerscience, biology and experiential education. This team selected the ethical framework for theseminar and facilitated discussions with individual students and groups, as needed. Severalobservations were noted, which are overall consistent with student feedback.Working with actual topics rather than case studies appeared to be more engaging for students.They seemed to have an easier time making a personal connection with the