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

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

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

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