Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bill D Carroll P.E., University of Texas, Arlington; Bob P. Weems, University of Texas, Arlington; Bahram Khalili, University of Texas, Arlington

Tagged Divisions

Engineering Ethics

College of Engineering experienced an enrollment growth of more than fifty percent, an increase of research expenditures from under $10M per year to more than $40M per year, and a growth of the faculty of about sixty percent. Over the same period, capital projects totaling more than $180M were started and completed.Bob P. Weems, University of Texas, Arlington Bob Weems is an associate professor in the Dept. of Computer Science & Engineering at UTA, com- mencing his career in 1985 after completing a PhD in CS at Northwestern University. His present inter- ests are in algorithms, data structures, online computation, and preference-based matching. He served as the department’s associate chair from 2001-2010. He

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kirsten S Hochstedt, Penn State University; Sarah E Zappe, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park; Tricia Bertram Gallant, University of California, San Diego; Robert G. Melton, Pennsylvania State University, University Park; Shiyu Liu, Pennsylvania State University

Tagged Divisions

Engineering Ethics

.)On the other hand, there was an increase on the post-assessment in several responses, mostnotably for the following coding categories: needed for future career (to obtain, do well in) (pre- Page 26.1542.10assessment: 13%, n = 7; post-assessment: 29%, n = 16) and needed for safety, legitimacy, beingqualified in engineering (pre-assessment: 7%, n = 4; post-assessment: 18%, n = 10). To a lesserextent, coding categories accurately reflect what you know, academic record (pre-assessment:13%, n = 7; post-assessment: 20%, n = 11) and to recognize those who deserve credit (pre-assessment: 7%, n = 4; post-assessment: 13%, n = 7) were also more often

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Greg Rulifson, University of Colorado, Boulder; Angela R Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Page 26.643.8Table 3: Interview Questions - End of Sophomore Year 1. Are you still a _______ major? (If not: why did you switch? [Move to SWITCHER set of questions]) How is the second year going? What are some big events that occurred in the last year? What are some things you have enjoyed? Found difficult or frustrating? 2. Why do you like engineering? What is motivating you through the tough classes? a. What are your particular interests within _______ engineering? 3. What is your ideal career now? Why? 4. What are some specific qualities of a job and company that you are looking for? Why are these qualities important? a. Do you already know of companies where you’d like to work? If so, which ones? b. Which quality is the most

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shiyu Liu, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University, University Park; Irene B. Mena, University of Illinois, Urbana-Champaign; Thomas A. Litzinger, Pennsylvania State University, University Park; Kirsten S Hochstedt, Penn State University; Tricia Bertram Gallant, Rady School of Management, UC San Diego

Tagged Divisions

Engineering Ethics

. Last, we will discuss the challenges that faculty participants experienced whenincorporating academic integrity into their teaching, as well as the further support they mayrequire in their endeavors. Pseudonyms are used here for confidentiality.Enhanced Awareness of Teaching Academic IntegrityAll participants reported that the workshop helped them become more aware of the importanceof incorporating academic integrity into their teaching. At the same time, they were morereflective on how to effectively discuss this critical issue with their students. For example, Markreflected on how the workshop helped to elicit his ideas on enhancing students’ understanding ofacademic integrity at an early stage of their academic career: So one thing

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

Paper ID #12583Humanizing Signals and Systems: A Reflective AccountProf. James L. Huff, Harding University James Huff is an assistant professor of engineering at Harding University, where he primarily teaches multidisciplinary engineering design and electrical engineering. His research interests are aligned with how engineering students develop in their career identity while also developing as whole persons. James received his Ph.D. in engineering education and his his M.S. in electrical and computer engineering, both from Purdue University. He received his bachelor’s in computer engineering at Harding University

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Madhumitha Ramachandran, University of Oklahoma; Diana Bairaktarova, University of Oklahoma, Norman, OK; Anna Woodcock, California State University San Marcos; Othman Mohammed Bawareth, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Paper ID #12096Differences in Ethical Decision making between experts and novices: A Com-parative StudyMs. Madhumitha Ramachandran, University of Oklahoma Madhumitha Ramachandran received her Bachelor of Technology in Bioengineering in May 2012 from SASTRA University, India. She is currently a M.S. candidate in the School of Industrial and Systems Engineering at The University of Oklahoma. Madhumitha is always excited about school and looks to other motivated students to share her learning with them. Looking forward for a career in academia, she developed an interest for engineering education. Her recent research on

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Deborath Silva, Colorado School of Mines; Justin Stephen Fantasky, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

the belief that inequality is a result of hard work alone, “legitimizessocial injustices and undermines the motivation to rectify such inequalities” (p. 67). Engineeringas a profession benefits from the meritocracy ideology in that it is well respected and itspractitioners are typically well-compensated when compared to the average U.S. worker. Riley,in Engineering and Social Justice [1], describes how many engineers work within a systemwithout consideration of the potential for changing or even questioning the social constructs ofthat system, even when social changes offer the potential for a better outcome. Riley furthernotes that, historically, engineering has been a career choice that enables upward socioeconomicmobility; this may

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Rogers P.E., North Dakota State University; Orlando R. Baiocchi, University of Washington, Tacoma; Paulo F Ribeiro, UNIFEI

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

influence of technological media, the increased mechanizationand automation of warfare, cultural change promoted by new technologies, and the reshaping ofthe earth itself through technology. Such studies lead to the question of whether or not thehuman impact can be devastating on one hand or liberating on the other hand. This course istaught with a world vision even though a local or regional focus is helpful in order to connectwith the student.An understanding of the social impact of technology on human life can make engineering ethicsmore relevant and vital to an engineer’s career. The student develops ethical discernment throughcriticism of technological development and observation of its progress and consequencesnationally and

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology; Julie E. Sharp, Vanderbilt University

Tagged Divisions

Engineering Ethics

. Page 26.685.1 c American Society for Engineering Education, 2015 Ethics for BeginnersIntroductionConsider this scenario: For several years, you have been responsible for teaching the “Introduction to Engineering” class for new students in your department. This year, your department chair decides that integrating ethics would be a stellar idea, so that students can begin their academic careers with a firm understanding of behavioral expectations in their chosen field. Since you have only a vague knowledge of ethics, you hop on Google and start searching. To your dismay, you find 156 million websites on the general topic of ethics. So you

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

, there is nothing I can do about the problems of the world. (1, -) 19. I put the needs of others above my own personal wants. (2b) 20. Designers should only consider local constraints when creating a solution. (2a, -) 21. I feel confident in my understanding of metrics for measuring the sustainability of a project or solution. (1) 22. Designers must consider the effect of their decisions both locally and internationally. (2a) 23. I am confident in my ability to create environmentally sustainable solutions in my field. (1) 24. Design decisions will always have social implications. (2b) 21. I feel confident in my ability to create socially just solutions in my career. (1) 22. Designers must think about the kind of world

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Penn State University; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

engineering practice, particularly by highlighting important gaps betweenwhat is portrayed by the codes and professional societies’ appetite for controversy arising fromactual ethical dilemmas.This paper examines the historical context around the establishment of IEEE’s first “Code ofEthics for Engineers,” focusing specifically on the early history of the IEEE Committee onSocial Implications of Technology (CSIT) and the advocacy activities of one of its co-founders,Stephen H. Unger. CSIT and Unger played a crucial role in the creation and adoption of the 1974IEEE “Code of Ethics for Engineers” and in urging IEEE to support engineers whose adherenceto the Code of Ethics exposed their careers to risk. Through revealing the historical contestationsover

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tobias Rossmann, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

26.686.7 responsibility? • [B] How can safety/ethics be communicated across cultural and socio-economic divides? • [A] How can ethical and safety standards keep up with a rapidly advancing scientific forefront? • [B] How do engineers best approach the unknown unknowns of new technologies when employed in consumer products?Use of Risk Assessment During the early discussions, students reported high levels of satisfaction with thetechnical descriptions of the catastrophes and the discussions of the underlying ethical choices.Engineering students early in their student careers generally possess good black/white criticalthinking skills on technical issues17. However, since almost all of the case studies occurred in

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

preparationsignificantly.Motivating Social Justice Topics. Helping students understand why questions of social justiceare being posed in the course is crucial. Connecting to student experience, contemporary issuesof interest to a variety of student backgrounds and career aspirations can broaden the receptiveaudience. Outside authorities who represent destinations to which students aspire, or whom theyrespect, can carry more weight than the course instructor many times. Helping them connect tostudents in other majors, or faculty in future courses they might take, can be motivational. Inboth Mass and Energy Balances and Thermodynamics, students were asked to reflect regularlyon their learning, which created opportunities for students to find within themselves a place

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

like this were very uncommon, however. This could point to a missing link withrespect to developing a professional sense of social responsibility in engineers that could drawfrom the existing HSS influences that students reported. One student actually discussed howtheir humanities class influenced them negatively with respect to their views of engineering,saying: “Mostly the humanities, the engineering classes I took made me realize how irrelevant my major (mechanical engineering) is to making a difference in the world. I don't plan on using my major for anything in the future- planning on shifting my career path to the humanities/social sciences.”This response came from a female, senior engineering student who

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

process: the author must come upwith an idea, conduct experiments (depending on the field), sift through a small mountain ofinformation or data, develop a coherent plan, and, finally, write and revise until the author issatisfied that s/he has produced an original, perhaps even significant, contribution to the field.It is especially daunting for those who have spent their careers focusing on a narrow area. AsRosenweig and Schnitzer explain, “it takes creativity, time, and considerable effort to produceand publish a brand-new perspective,” especially when the author has already written about thetopic.46 It’s much easier to take something off the shelf, spruce it up a bit, and submit it to adifferent journal.But this smacks of “intellectual

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Joseph R. Herkert, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

discussion of the events that led to the restriction on advice toindividuals, see Stephen Unger’s essay on the topic. 17)Ironically, in a Policy Statement adopted in 2004, IEEE appears to endorse EMCC support of Page 26.1723.8individuals in upholding the Code: The EMCC emphasizes that IEEE is committed to being supportive of any member who acts to uphold the IEEE Code of Ethics. It recognizes that voicing concern about ethical violations could jeopardize a member’s career opportunities. Nevertheless, the EMCC believes that by raising awareness of IEEE’s strong stance on ethical conduct through this Position Paper

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

socialimplications in terms of diversity (an overly used, minimalist justification) or some form ofdissemination into K-12. Yet they rarely find a way to connect course content with socialproblems, particularly those related to SJ. For example, and existing REU Site grant titled “FluidMechanics with Analysis using Computations and Experiments” is aimed at mentoringundergraduate students in “the current need for basic and applied research in fluid mechanicsacross a range of engineering disciplines as well as the training of undergraduate students instate-of-the-art laboratory environments.” And in traditional fashion, the grant justifies meetingCriterion 2 “by enhancing and diversifying the pool of students considering a research career inengineering

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel J. Biezad P.E., California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edwin R. Schmeckpeper P.E., Norwich University; Ashley Ater Kranov, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Patrick D. Pedrow P.E., Washington State University; Jay Patrick McCormack, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Ethics

“Professional Issues” course to cover topics,such as ethics, which are related to the professional practice of engineering. These coursescommonly utilize case studies focusing on ethics as the basis for student discussions.1 Measuringthe student learning resulting from the case study process is often very subjective, difficult toquantify, inconsistent between evaluators, and costly to administer.2,3 Determining changes instudent learning from freshman to senior year is also different to quantify.Proficiency in engineering professional skills, such as ethics, as described in ABET criterion 3 -student outcomes4, is critical for success in the multidisciplinary, intercultural team interactionsthat characterize 21st century engineering careers. These