Conference Session

Ethical Cases and Curricula

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kenneth R. Leitch P.E., West Texas A&M University; Rhonda B. Dittfurth, West Texas A&M University

Tagged Divisions

Engineering Ethics

coursework online. Ethics instruction can be readily implemented in an onlinelearning environment.This paper will address the author’s experience in instructing engineering ethics at multiple universities in thetraditional lecture format and compare and contrast that experience with offering an online engineering ethicsformat. The author will describe engineering ethics course construction for use with traditional in-seat lecture andonline instruction. Student scores appear to indicate that this topic can be implemented successfully online or in-seat. Online instruction allows for greater flexibility for students to fit required coursework into busy schedules.IntroductionThe Engineering and Computer Science (ECS) Department at West Texas A&M

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gokhan Egilmez, University of New Haven; Phillip A. Viscomi, University of New Haven ; Maria-Isabel Carnasciali, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

specialist. Core classes emphasize online content learning objectives, and module exercises tointegrate the module within the class’s syllabus. One of the modules developed was the Resolving DifficultEthical Issues e-Learning Module [19]. At the University, all 4th-year senior seminar course engineeringand computer science majors study the module as part of the seminar syllabus. Other work related to theassessment of the use of the e-learning modules has focused on contributions to the development ofstudents’ entrepreneurial mindset. The work presented here focuses on the effectiveness of the module tothe topic within the engineering ethics domain. The online module’s learning objectives were formed assequentially [19]. The module asks students to

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph R. Herkert, Arizona State University; Frazier Benya, National Academy of Engineering; Karin Ellison, Arizona State University; Rachelle D. Hollander, National Academy of Engineering; Kelly Laas, Center for the Study of Ethics, Illinois Institute of Technology; Simil L Raghavan, National Academy of Engineering

Tagged Divisions

Engineering Ethics

Paper ID #12916The Online Resource Center for Ethics Education in Engineering and ScienceDr. Joseph R. Herkert, Arizona State University Joseph R. Herkert, D.Sc., is Lincoln Associate Professor of Ethics and Technology (Emeritus) in the School of Letters and Sciences and the Consortium for Science, Policy & Outcomes, Arizona State Uni- versity and Visiting Scholar at the Genetic Engineering & Society Center, North Carolina State Univeristy. Herkert has been teaching engineering ethics and science, technology & society courses for more than twenty-five years. He is editor of Social, Ethical and Policy

Conference Session

Engineering Ethics - Courses and Curricula

Collection

2009 Annual Conference & Exposition

Authors

Seamus Freyne, Manhattan College; Micah Hale, University of Arkansas

Tagged Divisions

Engineering Ethics

ethical situations on BlackBoard and ask students to comment. I understand the online discussions can become quiet lengthy.Many respondents said the amount of time spent on ethics in these courses varies. The faculty is encouraged to spend some time on professionalism and ethics in every civil engineering course. Some do, but some do not. The extent to which ethics is taught in courses that I do not teach, I am not sure. Most of the departments that do not have a standalone course cover ethics in the design courses, with maybe a little taught in the introduction courses. How much time is spent on ethics depends on who is teaching the course; the faculty has a great deal of freedom in

Conference Session

Ethics Instruction in Context: Civil and Construction Engineering and Engineering Technology

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

. Some of the references were very long, such as the 582page congressional report22; no students included this citation in their references (although onestudent clicked on the link). Based on the online course learning tool, the number of studentswho accessed the references typically exceeded the number of students who cited the source(Table 1); so students may have read more widely than their direct reference list implies. Further,some students failed to cite sources that they clearly had used. For example, only five studentsincluded the ASCE Code of Ethics5 in their reference list, while all but one actually cited specificcanons from this code in the assignment (one student used the NSPE code of ethics instead).Table 1. References consulted

Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brooke Odle, Hope College; Greg Bassett, Hope College

Tagged Divisions

Engineering Ethics

lecture focused onhow engineers could design well. This portion of the lecture addressed two main ethical topicsderived from the Doctor Who episode: the problem of scarce resources, and narrowly-definedpurposes and market failures. After each topic was introduced, each instructor facilitated groupdiscussions. At the time, the course was taught with a hybrid modality, so the engineeringprofessor facilitated discussions with in-person students, while the philosophy professorfacilitated discussions with students attending the course online via Zoom.Scarce resources: This topic addressed the suits’ reliance on oxygen as an extreme example of anessential and scarce resource. To connect this topic with real world applications, it was stressedhow

Conference Session

Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

institutionalized cruelty [25] and dominance; their needsand desires are systematically ignored and suppressed. The ways we see and imagine one anothercan be expanded to the broader institutional level; and as argued by Roberts [26] Buber’s I-Itrelations can explain the very possibility of oppression.3. Setting: Revising engineering ethics courseBackgroundAs described in the Introduction section, the original course materials were supplemented withtwo learning modules. One of the authors of this paper facilitated both sessions, each for two andhalf hours, where 14 and 10 students were enrolled in the class, in 2019 and 2020, respectively.The major difference between the two years was the mode of instruction, face-to-face in 2019and online in 2020 during

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph Benin, U.S. Coast Guard Academy; William Randall, U.S. Coast Guard Academy

Tagged Divisions

Engineering Ethics

reasons in and of itself.”The final course description is given in Table 2. Please see Appendix III for the full catalog entryand Appendix IV for the syllabus. Once the curriculum was developed it was time to test out thiscourse with students. The initial offering of this course was in the spring of 2019 as a one creditdirected studies for nine brave cadets who wanted to dive deeper into the topic of cyber ethics.Given the Cyber Systems curriculum was (and still is) in the process of being deployed, therewere some challenges to the first “test drive” of this material. For example, some of the studentshad not previously completed the Introduction to Moral and Ethical Philosophy course.Additional peculiarities include the fact that it was taught by

Conference Session

Professional Issues in Ethics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heather E. Canary, University of Utah; Joseph R. Herkert, Arizona State University; Karin Ellison, Arizona State University; Jameson M. Wetmore, Arizona State University

Tagged Divisions

Engineering Ethics

://www.serceb.org/dualuse/welcome.htm)and the NIH Office of Extramural Research online module “Protecting Human ResearchParticipants”(http://phrp.nihtraining.com/users/login.php). Using publically available onlineresources created some challenges. For examples, updating of resources meant that theinstructors could not rely on the content or location of the assigned materials to remain stablebetween syllabus development prior to the start of term and the date students completed or triedto complete assignments. Some students also had trouble accessing materials, especially videoclips. On the positive side, students received their CITI Program RCR training certificates as partof the course. Starting in June 2010, our institution has required all graduate

Conference Session

Ethical Behavior in Academia and Beyond

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Southern Polytechnic State University (ENG); Beth Stutzmann, RLC- Research Learning Community, Southern Polytechnic State University; Margaret Loraine Lowder, Southern Polytechnic State University; Mir M. Atiqullah, Kennesaw State University; Rajnish Singh, Southern Polytechnic State University; Craig A. Chin, Southern Polytechnic State University

Tagged Divisions

Engineering Ethics

and other assessments. They also indicate some of the techniques their peers use insupervised (e.g. tests, quizzes, exams etc.) and un-supervised (e.g. homework, projects, labreports, online environment etc.) assessments. The survey also reveals whether students are morelikely to cheat in the major required courses or non-major elective courses etc. Some of thetechniques that deter students from cheating are also discussed.Literature Review:Academic misconduct has long been a problem on college campuses in the United States.Studies across the nation have consistently shown that a majority of undergraduate studentsacross various disciplines engage in some form of academic misconduct during their collegecareer [1, 2, 3, and 4].Various

Conference Session

Innovative Approaches to Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vivian Liang, Worcester Polytechnic Institute; Zach Jasensky, Worcester Polytechnic Institute; Melvin Moore III; Jake Francis Rogers; Geoff Pfeifer, Worcester Polytechic Institute; Kristen Billiar, Worcester Polytechnic Institute

Tagged Divisions

Engineering Ethics

by an ethics professor,and a heuristics assignment. Each module contained the same underlying format, but differed inthe case studies analyzed. The second project team chose the complexity of the case studiesaccording to the class difficulty and picked case studies that were relevant to the class topic toencourage student interest. Modules were implemented into three engineering courses at thefreshman, sophomore, and senior level. The goal of the ethics modules was to be easy toincorporate into an already established engineering syllabus, peak student interest in ethics, andprovide some baseline exposure to ethics and give instruction as to how to analyze and handle anethical dilemma. Junior classes were not available for implementing the

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

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

the future. Heeter20 reported on a 2009 study where MichiganState University instructors and students completed surveys about their technological and peda-gogical expectations for a high quality, in person course in their discipline. In her summarystatement, she concluded: Students were much more likely than were instructors to expect their in-person class instructors to provide an online gradebook, online syllabus, and online weekly announcements. Students were more likely to want interactive online problem sets. Students were considerably less enthusiastic about class discussion and group work in the classroom than were instructors; students were more amenable to online discussion than they were to live classroom discussion

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Teresa J. Ryan, East Carolina University ; Colleen Janeiro, East Carolina University; William E. Howard, East Carolina University

Tagged Divisions

Engineering Ethics

course with formal laboratoryreports that is taught within our department. From having taught both the Introduction to Engineer-ing and Mechanics of Materials course for multiple semesters, my observations are consistent withthose of Roig. Some students are legitimately unclear as to what constitutes plagiarism and appro-priate citation, and that even among faculty, there is, again, a gray area, subject to interpretation ordiscussion. 21,22In response to this perceived need, I have added and adjusted components designed to both edu-cate students and enforce policies regarding academic integrity. From the outset, I have includeda succinct syllabus statement regarding academic integrity with links to the campus policy andprocedures. Realizing that

Conference Session

Faculty Views of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Teresa Ryan, East Carolina University; Colleen Janeiro, East Carolina University; William E. Howard, East Carolina University; Patrick F. O'Malley, Benedictine College

Tagged Divisions

Engineering Ethics

informed of their institution’s academic integrity policies. Students respond to a 4 pointLikert scale labeled with “N/A”, “Learned a Little”,“ Learned a Bit But Not a Lot”, or “Learned ALot” from each of the following 6 sources: introduction to engineering course, faculty (either inclass or from syllabus), university website, student handbook, other students, or other, pleaseexplain.3 Results and ObservationsA total of 115 students and 18 faculty responded to the AY 2016-17 survey request. For clarityand consistency of discussion, any comparative lists will be consistently presented in the orderAAU, BBU, and CCU. There were 46, 36, and 33 student responses and 4, 10 and 4 facultyresponses from the three institutions. This paper will present

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

focusgroup protocol. Furthermore, the elements in Bragg’s model are more within the locus ofinfluence for engineering programs and educators with a focus on the college experience. Futurework could employ a more contemporary and comprehensive model of socialization tounderstand ESI in engineering education.Project ContextThis study is part of a larger project exploring ESI education. The mixed methods project beganwith an online survey that was designed to understand educators’ practices and perspectivesrelated to ESI (for more information, see [23],[24]). Respondents (n=1448) were asked if theyintegrate ESI topics in the courses they teach or the co-curricular activities they mentor and wereprompted to indicate the characteristics of the setting

Conference Session

Integrity and the Problem of Cheating

Collection

2017 ASEE Annual Conference & Exposition

Authors

Irene B. Mena, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

Tagged Divisions

Engineering Ethics

collegeexperience should transform to be that of an ethical engineer.Data Collection and Data Analysis MethodsA survey was administered to all first-year engineering students enrolled in the University’srequired first-year engineering course (ENGR 0011) in the Fall 2016 semester. The survey wasadministered at the beginning of the semester to capture their K-12 perceptions and experiences.113 of the 526 enrolled students completed the anonymous, online survey, for a response rate of21.5%. The survey consisted of both qualitative and quantitative items.Qualitative ItemsQualitative items included two open-ended questions: 1. “How would you define academic dishonesty?” and 2. “Please share your thoughts and experiences with academic dishonesty.”The second

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Debartolo, Rochester Institute of Technology; Wade Lee Robison

Tagged Divisions

Engineering Ethics

Engineering Education, 2018 Risk Management and Ethics in Senior DesignAbstractEngineers make ethical decisions all the time in solving design problems, which is theintellectual core of engineering. They need to make those decisions and the grounds for themexplicit. Careful examination of a course’s syllabus can reveal how the ethical considerationsalready there can be made explicit. The Ethics Across the Curriculum (EAC) program at theRochester Institute of Technology (RIT) was designed to bring together faculty from diversedisciplines across the university, who would then spend time examining their syllabi, and seeinghow ethical considerations could be made explicit or naturally introduced as an integral part ofthe course, not as

Conference Session

Sustainability and Humanitarian Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Engineering Ethics

courses discussed ethics. There were two lectures onethics and then the students completed a homework assignment on ethics that was worth 20% oftheir overall course grade. The assignment required students to consult the ASCE and/or NSPEcodes of ethics (http://www.asce.org/Content.aspx?id=7231;http://www.nspe.org/Ethics/CodeofEthics/index.html), answer questions regarding one to threecases from the Online Ethics website (http://www.onlineethics.org; the specific cases selectedvaried each year), and compare the CU student honor code and the engineering professionalcodes of ethics. The assignment also allowed the students to learn about one “moral exemplar”from the Online Ethics website (http://www.onlineethics.org/); some of these individuals can

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michelle Marincel Payne, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Ethics

teaching Water Resources Engineering is licensed and has years ofpractice experience. We meet regularly to develop my syllabus and discuss specific content orgeneral best-practice design questions. Through these interactions, my mentor provides me withpractical context of water resources engineering. In developing an Appropriate Technology forDeveloping Countries course, I worked with an alumnus who has over 40 years of civil andenvironmental engineering consulting experience and many years as an Engineers WithoutBorders mentor to develop course content. Given that most faculty members do not have practiceexperience equivalent to 40 years, this model may be beneficial even when faculty members arethemselves licensed professional engineers. Not

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samson Pepe Goodrich, East Carolina University; Teresa Ryan, East Carolina University; Colleen Janeiro, East Carolina University; Patrick F. O'Malley, Benedictine College

Tagged Divisions

Engineering Ethics

information from. This section has student respond using another four-point Likert scale,which is labeled with “N/A”, “Learned a Little”, “Learned a Bit but Not a Lot”, and “Learned ALot”, for each of these six sources: introduction to engineering course, faculty (either in class orfrom syllabus), institution’s website, student handbook, other students, or other (with a prompt toelaborate). Once this section is completed, the survey closes.Method: Survey Instrument: Modified Part Two, Faculty SurveyWhen a respondent enters that they are a faculty member the instrument directs the respondent tothis single portion of the survey. It is the faculty version of Part Two, and the instrument presentsthe same 20 scenarios to be ranked. The one difference is

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

courses. The focus of this paper ison just one of these courses—a junior-level engineering course—taught by one faculty memberparticipant.Faculty participant. The faculty member whose course is the focus of this study stated that whilehis perception of academic integrity did not change after participating in the integrity initiative,his perception of how to increase students’ understanding of academic integrity did change. Inorder to emphasize the importance of academic integrity, this faculty member stated that hesubstantially changed his course syllabus such that it included a page devoted to academic Page 26.1542.4integrity rather than a short

Conference Session

Engineering and Sustainability

Collection

2007 Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Carl Mitcham, Colorado School of Mines; Jon Leydens, Colorado School of Mines; Junko Munakata-Marr, Colorado School of Mines; Jay Straker, Colorado School of Mines; Marcelo Simoes, Colorado School of Mines

Tagged Divisions

Engineering Ethics

humanitarian thought and action 3. To learn the basic history of humanitarianismIt then provides reading assignments and a brief objective personal assessment quiz. Althoughpresently only in hardcopy format, the team member in charge of this module wants to make itavailable in a web-based format. Faculty can add it to a course syllabus, either as a requiredcomponent or as a supplement. Then it could easily become a course assignment where studentscan imagine ways in which their technical learning could be adapted or put to humanitarian use.Rather than teaching ethics as a professional code that places boundary conditions onprofessional practice, this module would attempt to stimulate idealism among students andencourage the expansion of

Conference Session

Sustainability and Humanitarian Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Khanjan Mehta, Penn State University; Duarte B. Morais, North Carolina State University; Yu Zhao, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park

Tagged Divisions

Engineering Ethics

Master of Arts Degree in Education and Human Development specializing in Educational Technology Leadership. Her work focuses on projects that measure and assess student perceptions of learning related to their experiences with engineering course innovations. She is a faculty development consultant with previous experience in instructional design and instructor of the Graduate Assistant Seminar for engineering teaching assistants.Sarah E Zappe, Pennsylvania State University, University Park Dr. Sarah Zappe is Director of Assessment and Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a masters and a doctorate in educational psychology, where she