Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Engineering Ethics

ituniquely included three courses. While the other case study sites were bound as a singleinstructional setting, this site was defined around an instructional intervention, which wasembedded in three different course types. The courses were all offered through the chemical andbiological engineering department and included a required, foundational course (ChemicalEngineering Fluid Mechanics, n= 40 students); an upper-division technical elective (SustainableEnergy, n=37 students); and a lower-division elective open to all majors on campus (Energy andSustainability, n=65 students). The intervention was developed and taught by a team of twochemical and biological engineering faculty members at Montana State University. Detail on thedevelopment and

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katy Luchini-Colbry, Michigan State University; Melissa McDaniels, Michigan State University

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Diversity

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Engineering Ethics

faculty mentoring policy. Prior to working at MSU, she held full time positions at Northeastern University, Boston College, and National Geographic Society. McDaniels has over twenty years of experience in graduate student and faculty de- velopment, undergraduate and graduate teaching and learning and organizational change. She has had the pleasure of doing research and consulting domestically and internationally.. McDaniels holds degrees from Michigan State University (Ph.D.), Boston College (M.A.), and University of Michigan (B.A.). c American Society for Engineering Education, 2020  Equity, Inclusion and Ethics: Adapting a Mentoring Curriculum to Develop an Ethics Workshop for

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Stafford Sands II, Florida Gulf Coast University; Annie R. Pearce, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Min Jae Suh, Sam Houston State University; Christine Marie Fiori, Drexel University

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Engineering Ethics

together to explore human, technology and society interactions to transform civil engineering education and practice with an emphasis on understanding hazard recog- nition, competencies, satisfaction, personal resilience, organizational culture, training, informal learning and social considerations. The broader impact of this work lies in achieving and sustaining safe, produc- tive, and inclusive project organizations composed of engaged, competent and diverse people. The SRL is supported by multiple research grants, including a CAREER award, funded by the National Science Foundation (NSF). Dr. Simmons is a former project director of the Summer Transportation Institute (STI) at South Carolina State University and

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luan Minh Nguyen, Iowa State University ; Cristina Poleacovschi, Iowa State University; Kasey M. Faust, University of Texas at Austin; Kate Padgett Walsh, Iowa State University; Scott Grant Feinstein; Cassandra Rutherford, Iowa State University

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Diversity

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Engineering Ethics

and is good for exposing students to a more general background of ethics; however,this sacrifices the disciplinary context covered by the within-the-discipline method [30]. Theacross-the-curriculum method presents students with ethical dilemmas repetitively in multiplecourses during their engineering education; while effective, this method calls for a commitmentamong faculty members to conduct ethics discussions in their courses [30]. Lastly, an effectiveapproach of bridging engineering with societal concerns involves the use of a curriculum modelwith a range of required courses that have ethics components which highly emphasize engineeringethics and the role of engineers in society [11], [30].However, despite such efforts, it continues to be

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Koehler, Wake Forest University; Olga Pierrakos, Wake Forest University ; Michael Lamb, Wake Forest University; Alana Demaske, Wake Forest University; Carlos Santos, Wake Forest University; Michael D. Gross, Wake Forest University; Dylan Franklin Brown, Wake Forest University

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Diversity

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Engineering Ethics

engineering programs in the nation, we are building an innovative program aligned with the university mission of Pro Humanitate (For Humanity). We are committed to educating the whole person and the whole engineer with fearlessness and virtuous character. With inclusion being a core value, our engineering team represents 60% female engineering faculty and 40% female students, plus 20% of students from ethnic minority groups. Prior to joining Wake Forest University, Olga served as a Program Director at the National Science Foundation in the Division of Undergraduate Education and founding faculty of the Department of Engineering at James Madison University. As a 2009 NSF CAREER Awardee, her expertise and interests focus on

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Grant A. Fore, Indiana University Purdue University, Indianapolis; Justin L. Hess, Purdue University; Andrew Katz, Virginia Tech

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Diversity

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Engineering Ethics

, and issues of power in STEM education discourse. He is also an Anthropology doctoral candidate at the University of Cape Town, where he was previously awarded a Master’s degree. His dissertation research is focused on exploring the ethical becoming of architecture students within courses utilizing community-engaged pedagogies.Dr. Justin L Hess, Purdue University Dr. Justin L Hess is an assistant professor in the School of Engineering Education at Purdue University. Dr. Hess’s research interests include exploring empathy’s functional role in engineering; advancing the state of the art of engineering ethics instruction; and evaluating learning in the spaces of design, ethics, and sustainability. Justin received