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

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Diversity

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Engineering Ethics

case studies. For example, when describing the positive attributes of a productive mentoringresearch relationship in her field, Valerie (faculty participant) described the ethical mentoringprinciple of Beneficence by stating, From the mentor's standpoint, being able to either help the mentee achieve what he wants to do or might be able to help them find the people that can help them achieve their goals. And then positive attributes would be also then that the mentee is able to achieve those goals and is able to make that next step career wise or education wise of facilitating the career of that mentee, the career and educational goals of that mentee. (Valerie, Faculty, Interview #1, Line 75).Table 1. Summary

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

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Engineering Ethics

artscourses, tracking changes in the students’ knowledge, attitudes and skills about CSR and itsrelation to engineering. Among the courses, we identify differences in the extent to which theclasses of students: 1) improved in defining CSR and identifying historical trends in itsdevelopment; 2) broadened their understanding of stakeholders to include oppositional groups;3) believed that CSR would be relevant to their careers as engineers; and 4) considered thattraining in CSR had enhanced their interest in engineering ethics more broadly. We offerpreliminary thoughts on the main causes of those differences, including course content andcontext, instructor background, and length and depth of the CSR modules. Finally, we concludeby tying our research

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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Engineering Ethics

, Georgia Institute of Technology Dr Wendy C. Newstetter is theAssistant Dean for Educational Research and Innovation in the College of Engineering at Georgia Tech.Prof. Colin Potts, Georgia Institute of Technology Colin Potts is Vice Provost for Undergraduate Education and Professor of Interactive Computing at the Georgia Institute of Technology. As Vice Provost he is responsible for academic support, career advising, the integration of curricular and co-curricular programs, community engagement, curricular planning and the Honors Program. His research areas are requirements engineering, software privacy, and professional ethics.Ellen Zegura, Georgia Institute of Technology Ellen Zegura is the Stephen Fleming

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

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Engineering Ethics

skills in the development of engineers, so that they are prepared to enter theworkplace. One critical component of this thread is exposing students to ethical considerationsthat they may encounter in their professional careers and preparing the students to deal withthem.This paper discusses the process by which we have identified how to deconstruct the componentsof a traditional delivery of ethics education and integrate them throughout the instruction oftechnical content. A well-established method to raise the perceived relevance of ethics educationin engineering is to provide discipline-specific case studies and industrial scenarios [1], [2]. Bycrafting case studies to the technical material that the students are currently studying, we aim

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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Engineering Ethics

program commented that the ethics session was always theleast attended because “the idea was either that it’s not important or who cares or this is allobvious stuff and I don’t need to think about it.” These comments show the challenge ofteaching ESI when students are not interested in learning about it and/or they do notappreciate its value.ResistanceInterviewees also discussed challenges they encountered when students explicitly expressedresistance or pushback to learning about ESI. One professor who teaches a required one-credit professionalism course in industrial engineering mentioned “anything that’s not aformula or calculation, there are a few students who just think when we stray away fromthat, we’re somehow harming their potential career

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

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Engineering Ethics

Paper ID #22355Investigating Influences on First-year Engineering Students’ Views of Ethicsand Social ResponsibilityMs. Swetha Nittala, Purdue University, West Lafayette Swetha is currently a PhD student in the School of Engineering Education at Purdue. Her current work includes identifying and developing leadership and technical competencies for early career engineers and managers. She integrates her research in Engineering Education with prior background in Human Resource Management and Engineering to understand better ways to manage technical talent in organi- zations.Tasha Zephirin, Purdue University, West Lafayette

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida

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Engineering Ethics

technicians, not thinkers. If engineers do engage critically inthinking about the broader context of engineering, it is late in their careers once their technicalexpertise and professional engineering identity has been secured. Such late-career faculty havetime to begin work on what is, functionally, a second specialization, but neglect to see it as such.And given this neglect, philosophers may tend to see the perspectives of these engineer-philosophers as Socrates viewed his interlocuters: as naïve though importantly informed byexperience. Thus, philosophers are a necessary condition for ethical engineering, since theirprimary specialization is in critical conceptual analysis and problem-identification, if not inethics specifically. Interestingly

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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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. in Electrical Engineering from Michigan Tech and M.S. and Ph.D. degrees in Science and Technology Studies (STS) from Virginia Tech. Dr. Jesiek draws on expertise from engineering, computing, and the social sciences to advance under- standing of geographic, disciplinary, and historical variations in engineering education and practice.Dr. Randall Davies, Brigham Young University Dr. Davies is currently an

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

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Engineering Ethics

Hatcher c American Society for Engineering Education, 2018 An Introduction to the Integrated Community-Engaged Learning and Ethical Reflection Framework (I-CELER)Abstract Cultivating ethical Science, Technology, Engineering, and Mathematics researchers andpractitioners requires movement beyond reducing ethical instruction to the rational explorationof moral quandaries via case studies and into the complexity of the ethical issues that studentswill encounter within their careers. We designed the Integrated Community-Engaged Learningand Ethical Reflection (I-CELER) framework as a means to promote the ethical becoming offuture STEM practitioners. This paper provides a synthesis of and rationale for

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of Illinois, Urbana-Champaign

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Engineering Ethics

the criticalconsequences of a decision, when students did not see the situation relevant to their career orsituation, they tended to fall for fallacies and/ or to rationalize the situation. The finding from my research suggests that an interaction of individual’s characteristicsand characteristics of moral issues affect the decisions of individuals. This further supports theoverall argument of the ethical decision model provided by Trevino (1986). According toTrevino’s (1986) model, individual and situational variables interact with the cognitivecomponent to determine how an individual is likely to behave facing an ethical dilemma. Another finding is that although there is a lot of emphasis on ethical theories andframeworks in

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elisa Warford, University of Southern California

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Engineering Ethics

; Littlefield, 2001, pp. 101-118.[14] L. Romkey, Attracting and Retaining Females in Engineering Programs: Using a Science, Technology, Society and the Environment (STSE) Approach, ASEE Annual Conference, 2007.[15] A. Diekman, E. Brown, A. Johnston, and E. Clark, “Seeking Congruity Between Goals and Roles: A New Look at Why Women Opt Out of Science, Technology, Engineering, and Mathematics Careers,” Psychological Science, vol. 21.8, pp. 1051–1057, 2010.[16] N. Noddings, Starting at Home: Caring and Social Policy. Berkeley: University of CA Press, 2002.[17] L. Winner, “Do Artifacts Have Politics?” Daedalus, vol. 109.1. pp. 121-136, 1980.[18] V. Held, Feminist Morality: Transforming Culture, Society, and Politics. Chicago

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Tech; Ingrid St. Omer, Virginia Tech

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Engineering Ethics

, a Research Associate and President’s Postdoctoral Fellow at the University of Minnesota, and as an Assistant Professor and Director of the Advanced Microelectronics Laboratory at Northern Arizona University. Dr. St. Omer is an active member of IEEE, MRS, ASEE, and NSBE AE. She has also held several leadership positions at the national level during her academic career. c American Society for Engineering Education, 2018 Where Should We Begin? Establishing a Baseline for First Year Student Awareness of Engineering EthicsAbstractThe first year engineering design course at a research institution in the southeastern United Statescontains a unit in engineering ethics, most recently

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samuel Aaron Snyder, Virginia Tech; Indhira María Hasbún, Virginia Tech; Jessica Deters, Virginia Tech; Diana Bairaktarova, Virginia Tech

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Diversity

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Engineering Ethics

, “Validation of the five-factor model of personality acrossinstruments and observers.,” J. Pers. Soc. Psychol., vol. 52, no. 1, pp. 81–90, 1987.[22] L. D. Walsh, M. Onorato, and S. V. K. Simms, “Ethical Sensitivity and Its Relationship toPersonality and Area of Study,” SAM Adv. Manag. J., pp. 11–20, 2016.[23] A. Triki, G. L. Cook, and D. Bay, “Machiavellianism, Moral Orientation, Social DesirabilityResponse Bias, and Anti-intellectualism: A Profile of Canadian Accountants,” J. Bus. Ethics,vol. 144, no. 3, pp. 623–635, 2017.[24] A. Godwin, G. Potvin, Z. Hazari, and R. Lock, “Identity, Critical Agency, and Engineering:An Affective Model for Predicting Engineering as a Career Choice,” J. Eng. Educ., vol. 105, no.2, pp. 312–340, 2016.[25] G. L. Downey, J

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

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Engineering Ethics

prison time and owing large fines for various chargesstemming from an emissions-cheating scandal [4], [5]. Actions do have consequences. It isbetter to learn this axiom early, rather than late, in an engineering career. Engineering studentsare reminded of this throughout the course.The engineering-ethics guidance provided to students in the course may be summarized in thefour practical points below. 1. Work hard and do a good job 2. Do the right thing a. Be able to sleep at night b. Be able to look yourself in the mirror 3. Make executives earn their salaries 4. Do NOT go to jail!The first point is fairly self-explanatory and

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

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Engineering Ethics

job market. are analytical in perspectives andCourse 6 1) Case analysis of Two case ethical expectations about the sweatshops; 2) Student analyses and a reasoning. role of ethics in their choose and analyze a case final report. careers. related to corporate ethics; 3) A semester-long project on a Fortune 1000 company and LPU’s performance on corporate social responsibility and sustainability. 4) In-class ethics debate on an ethical   dilemma.Course 7 Two 50-min lectures on

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute; Mitch Cieminski, Rensselaer Polytechnic Institute

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Engineering Ethics

interviewed for this analysis, with eachinterview following a semi-structured interview script and lasting approximately 90 minutes.Students volunteered to be interviewed after a brief introduction to the project by the authorsduring the participants’ engineering courses; additional students were invited to participate viasnowball sampling. The students in this analysis represent a diverse array of majors inengineering and lab-based sciences, at all levels of their respective undergraduate careers, avariety of socioeconomic and regional backgrounds, multiple political perspectives, and adistribution of genders (including trans/gender non-conforming students).The interview protocol moved from rapport-building questions, through open-ended

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Danielle Corple, Purdue University, West Lafayette; David H. Torres, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Katharine E. Miller; Megan Kenny Feister, California State University, Channel Islands; Patrice Marie Buzzanell, University of South Florida

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Engineering Ethics

Florida Patrice M. Buzzanell is Chair and Professor of the Department of Communication at the University of South Florida. A Fellow of the International Communication Association (ICA), she has served as Pres- ident of ICA, the Council of Communication Associations (CCA), and the Organization for the Study of Communication, Language and Gender (OSCLG). She became a Distinguished Scholar of the Na- tional Communication Association (NCA) in 2017. Her research focuses on career, work-life policy, resilience, gender, and engineering design in micro-macro contexts. She has published: 4 edited books; 200 journal articles, chapters, and encyclopedia entries; and numerous engineering education and other proceedings. She