Conference Session

Moral Development, Engineering Pedagogy and Ethics Instruction

Collection

2006 Annual Conference & Exposition

Authors

Kevin Schmaltz, Western Kentucky University

Tagged Divisions

Engineering Ethics

Engineering Ethics Instruction as an Integrated Professional ComponentAbstractThe Mechanical Engineering faculty at Western Kentucky University have developed andimplemented a Professional Plan to assure that graduates of the program have experienced keyareas of the engineering profession and demonstrated their abilities to perform in a professionalmanner. This Professional Component includes Engineering Design, ProfessionalCommunications, Professional Tools, and Engineering Ethics, with students receiving instructionand practice in each area at least once per academic year.This paper will detail the Engineering Ethics component, which has been created to providestudents with a framework for understanding professional expectations

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Ohio State University; Lisa Elanna Burris, Ohio State University; Nan Hu, Ohio State University; Natassia Brenkus, Ohio State University

Tagged Divisions

Engineering Ethics

students’ethical leadership, i.e. the ability to demonstrate, model, and promote ethical behaviors in theorganization one leads. This paper proposes an ethical leadership development module that isembedded in a civil engineering graduate seminar course.Section one of this paper reviews two bodies of literature: ethical leadership (EL) and leadershipdevelopment in engineering (LDE). Our module design is guided by a theoretical model thatbridges these two bodies of literature. Section two presents the ethical leadership module in threeinterrelated aspects. First, we report the formulation of learning objectives based on literature onEL, LDE, as well as graduate engineering students’ educational and professional needs. Second,we discuss plans for directly

Conference Session

Critical Reflections on Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carl Mitcham, Colorado School of Mines

Tagged Divisions

Engineering Ethics

engineering in the positive sense as a necessarysolution to existential engineering in a negative sense is that risk creating engineers have anethical obligation to ensure risk reduction engineers will be around in the future to deal withunforeseen developments. Since engineering as a knowledge-based skill set is like everythingsubject to historical generation, corruption, and mutation, engineers need to be critical ofunreasonably long-term, large-scale design specifications. So far as I know, only philosopher ofengineering Michael Davis has attempted to address this professional responsibility, one thatcould contribute to reducing pressure on the engineering accelerator.In a recent article Davis begins with the observation that planning for future

Conference Session

Professional and Regulatory Issues in Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ryan D Watts, Purdue University West Lafayette; Andrew O. Brightman, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Engineering Ethics

published about this important area of engineering ethics either. As well,professional ethical codes in engineering typically ignore student engineering design projects(Foot 2006) and likewise engineering design projects planning rarely address Human SubjectsResearch (Healey et al., 2013; Diaz & Nathans-Kelly, 2016).This lack of clarity and lack of education for undergraduate engineers about testing humansubjects in their design projects has multiple negative consequences. The first is that theengineering students and faculty members lack understanding as to when to involve appropriateoversight by regulatory entities such as the Institutional Review Board (IRB). Lack of clarity hasconsequences of putting the subjects of the testing at potential

Conference Session

Engineering Ethics Division Poster Session: Neuroethics and Secondary STEM Classrooms

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Clapper Bergsman, University of Washington ; Sara Goering, University of Washington; Eric H. Chudler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Center for Neurotechnology has beenoperating since 2012 with summer cohorts ranging in size from two to seven teachers. Theprogram accepts middle and high school STEM teachers (grades six through twelve) from localpublic and independent schools. Most often, science teachers apply to the program from life andphysical sciences disciplines, but several teachers representing computer science andmathematics disciplines have also participated. Teachers receive a stipend for participation in theseven-week program. For additional details on program design, see [17]. Note that the RETprogram in 2020 and the planned program for 2021 have been adapted to be a fully remoteexperience given the constraints imposed by the COVID-19 pandemic.The RET program

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

engineering-focusedproblems. One challenge in developing a collaborative and integrative model for engineeringcomputing students is identifying an appropriate means to relate ethical content to technicalapplications that are germane to the introductory computing concepts taught in the course.Science fiction has emerged as an effective means to teach ethics to students in English [4],computer science [2], [5], [6] and engineering [2], [7] courses.Inspired by the success of science fiction applications to ethics and integrative collaborativemodels for ethics in existing computing courses, this work presents a preliminary lesson plan,developed by an engineering professor and a philosophy professor at an undergraduate liberalarts institution, to

Conference Session

Engineering Ethics I

Collection

2008 Annual Conference & Exposition

Authors

M.P. Sharma, University of Wyoming; Robert W. Peters, University of Alabama at Birmingham

Tagged Divisions

Engineering Ethics

• District of Columbia (Washington D.C.) University Departments Offering Sustainability Courses: • Agriculture and Life Sciences • Agriculture, Environmental and Regional Economics and Demography • Anthropology/Sociology with an environmental studies minor • Applied Sciences • Architecture • Architecture and Urban Planning • Biology • Business Administration • Center for International Programs 5Page 13.115.6 • Civil Engineering • Civil and Environmental Engineering • Economics • Environmental Earth Sciences • Environmental Economics and Policy • Environmental Engineering and Science • Environmental Health

Conference Session

Engineering Ethics V

Collection

2009 Annual Conference & Exposition

Authors

John Ochs, Lehigh University; Lisa Getzler-Linn, Lehigh University; Margaret Huyck, Illinois Institute of Technology; Scott Schaffer, Purdue University; Mary Raber, Michigan Technology University

Tagged Divisions

Engineering Ethics

, Opportunity Scanning, to identify projects during the semester before the January start Page 14.250.5of the year long project. Students teams of approximately six students from engineering, businessand design arts work on step 2, Concept Design and Product Planning and step 3, the parallel andintegrated development of the product, its manufacturing system that produces it and themarketing plan. In general the sponsoring companies are responsible for the resource-intensivesteps 4 and 5 of product and market launch and service and support. Project and Process Management

Conference Session

Engaging Ethics in Teams and Communities

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Pennsylvania State University, University Park; Eduardo Mendieta, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park

Tagged Divisions

Engineering Ethics

understanding of ethical theories and concepts; 2)introducing ethical issues related with engineering research, especially with the handlingof research data; 3) sharing and demonstrating instructional methods for leadingdiscussion-based ethical analysis. Feedback from the workshop participants and their subsequent presentations of ethicsteaching plans indicate that our user-oriented approach successfully engaged a cohort ofethics educators in graduate engineering programs. We conclude this paper by reflectingon the lessons we learned from the workshop design and reporting our plans for refiningthe workshop in the future.Keywords: Graduate Ethics Education, Faculty Development, Engineering Ethics1. IntroductionThe current ABET Engineering

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

planning asillustrated below. Students study various topics related to the ethical and social impact ofcomputing technology and the responsibilities that engineers and computer scientists have inshaping this technology and its applications. More specifically, they explore contemporaryissues such as privacy, freedom of speech, intellectual property, crime, safety, human needs,innovation, entrepreneurship, and career planning. Students enhance their written and oralcommunications skills by completing assignments on these and other topics. Guest speakersfrom industry are scheduled throughout the course to give relevance to the topics being covered. Page

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Debartolo, Rochester Institute of Technology; Wade L. Robison, Rochester Institute of Technology; Sarah Aileen Brownell, Rochester Institute of Technology

Tagged Divisions

Engineering Ethics

, influence, and interest for an engineering design team, adapted from [9].“Design solutions have costs and effects, some harmful and major if the idea scales or isreplicated. A harm is a loss of something of value. So scrub any unnecessary harms from yourdesign:1. How to avoid harms within the design team: a. Is the design problem clear and are changes cleared with the contractors? b. Do team members have clearly allocated and documented roles & responsibilities, and accountability? c. Can you obtain the resources you need? d. Is the design choice feasible: physically possible, manufacturable, within the team’s technical reach? e. Do you have a plan to address conflict; to give, accept, and address

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

Waleed Abulfaraj, King Abdulaziz University; Mohamed Hassan, Alexandria University, Egypt

Tagged Divisions

Engineering Ethics

throws most engineering professors into completelyunfamiliar territory. Little in their background or experience provides a basis for knowing howstudents might demonstrate an understanding of professional or ethical responsibility2. Addingto that, it is known that according to the ABET criteria; the assessment plan should specify whois responsible for each part of the assessment, when the assessment will be performed, and whowill receive the results2. It is thus clear that more in-depth analysis is still needed in this area.Teaching Ethics According to the ABET RequirementsIf the vision for understanding ethical and professional responsibilities as articulated in ABET isto become reality, educators must answer a number of questions3: What is the

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

females and 4 males) developed and shared strategies forincorporating academic integrity into classroom activities and course assignments.The workshop, designed and facilitated by an expert in ethics education at a large public researchuniversity, aims to prepare faculty for infusing academic integrity and professional ethics intoundergraduate engineering courses. The workshop featured three aspects: 1) enhancingparticipants’ self-efficacy in teaching academic integrity and professional ethics; 2) facilitatingtheir development of instructional strategies for teaching integrity and ethics; and 3) supportingtheir classroom implementation of instructional plans. Table 1 presents the content of theworkshop. One month after the workshop, the

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

. Page 26.866.1 c American Society for Engineering Education, 2015 Humanizing Signals and Systems: A Reflective AccountAbstract:In this paper, I authentically and reflectively depict my journey as an engineering educatordelving in the challenge of integrating technical content of a continuous-time signals and systemsclass with the social, value-laden realities that encompass such concepts. I refer to this particularchallenge as humanizing the technical content of signals and systems. Specifically, I describe thesignals and systems course and how I structured content and assessment plans to create space forhuman values. Additionally, I critically examine how some barriers that worked against myefforts

Conference Session

Contemporary Issues in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

Seamus Freyne, Manhattan College; J.Patrick Abulencia, Manhattan College; Powell Draper, Manhattan College

Tagged Divisions

Engineering Ethics

ethical issue? The possible responses were “agree strongly with viewpoint A,” “lean toward viewpoint A,” “neutral,” “lean toward viewpoint B,” and “agree strongly with viewpoint B.”• How would you describe your interest in this ethical issue? The possible responses were “high,” “significant,” “moderate,” “little,” and “none.”• Do you think your viewpoint would change with thorough study of this ethical issue? The possible responses were “yes,” “probably,” “maybe,” “unlikely,” and “no.”• How relevant is this ethical issue to your career plans? The possible responses were “very much,” “considerably,” “somewhat,” “hardly,” and “not.”• How important is this ethical issue to society? The possible responses were “very much,” “considerably

Conference Session

Sustainability and Humanitarian Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Seamus F. Freyne, Mississippi State University; James P Abulencia, Manhattan College; Powell Draper, Manhattan College

Tagged Divisions

Engineering Ethics

ethical issue? The possible responses were “yes,” “probably,” “maybe,” “unlikely,” and “no.”• How relevant is this ethical issue to your career plans? The possible responses were “very much,” “considerably,” “somewhat,” “hardly,” and “not.”• How important is this ethical issue to society? The possible responses were “very much,” “considerably,” “somewhat,” “hardly,” and “not.”The ethical issues can be described as macroethics in the sense that these problems demand thecollective actions of engineers and society, as opposed to microethics that typically involves onlyindividuals. Undeniably, the study of macroethics is significantly different from topics thatmight emerge in a more conventional engineering ethics course and requires new content

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

ofinterdisciplinary scholars who participate in and support the site and ethics education acrossscience and engineering. The OEC is working to be a unifying resource for staff at the NationalAcademies and has the potential to grow to become the source for ethics related content createdby the Academies. The EEL is proving to be a major resource internally for both the Center forthe Study of Ethics in the Professions and IIT itself, as faculty and students use it to find relevant Page 26.1560.4ethics resources for their teaching, research, and practice. For example, faculty can search theEEL to find example syllabi, lesson plans, case studies and relevant

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

Tagged Divisions

Engineering Ethics

engineering. Then we provide a background on the way we integratetechnical content into knowledge integration activities and how we plan to integrate ethics intothat framework. Finally we talk about a method to assess the effectiveness of our study.Ethics Education in EngineeringOne of the major thrusts in engineering education is to develop students’ professional skills thatgo beyond the traditional technical curriculum [3]. Ethics education is a very important part ofany engineering program. ABET requires that all programs seeking accreditation mustdemonstrate that their graduates have an understanding of professional and ethical responsibility[4].Integrating professional skills into the technical content of engineering curriculum has alwaysbeen a

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

Tagged Topics

Diversity

Tagged Divisions

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

Alireza Bolhari, Islamic Azad University, Tehran; Azadeh Bolhari P.E., Angelo State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

based on five moral theories (justice, relativism, egoism, deontology, andutilitarianism). He then developed four IT ethical scenarios and empirically tested the model.Riemenschneider et al. (2011) considered attitude, subjective norm, moral judgment andperceived importance as the influencing factors of ethical behavioral intention based on theTheory of Planned Action. Renwick and Riemenschneider (2013) proposed a model ofethical decision-making among IT students and showed that moral judgment is the mostimportant indicator of ethical intention.The theoretical foundations of this research are based on the Theory of Perceived Possibilityof Disclosure1 presented by Bolhari et al. (2017). They argue that the possibility ofconducting an unethical

Conference Session

Technology and Design in Engaging and Analyzing Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Mark Stephen LaCour Jr., Texas Tech University; William M. Marcy P.E., Texas Tech University; Richard A. Burgess II, Texas Tech University

Tagged Divisions

Engineering Ethics

involving engineering dilemmas. Amajor course requirement is a capstone paper incorporating Social Impact Analysis (SIA). Thegeneral purpose of SIA is to identify and analyze the positive and negative social consequencesof engineering plans and projects. In students’ SIA papers, they identify and discuss acontemporary engineering technology (e.g., autonomous tractor trailers, fracking, drones, ethicalhacking). They are required to incorporate knowledge from one or more of the ethical theoriesinto their analyses.The goal of the present study was to use machine-learning to identify the ethical content in thecapstone papers submitted by students in the ethics course. In the two tests described in thispaper, we assessed whether Watson-NLC could

Conference Session

Ethical Cases and Curricula

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert M. Brooks, Temple University; Jyothsna Kavuturu, St.Joseph’s College; Mehmet Cetin, Temple University

Tagged Divisions

Engineering Ethics

Page 25.836.7engagement in the topic when case studies are and are not included. PI 7-Took a More ActivePart in the Learning Process comes close to “students are more engaged in the topic when casestudies are included than when not”. The experimental group showed 25% improvement over thecontrol group on PI 7. Since 25% improvement is significant, one could say that students aremore engaged in the topic when case studies are included than when not. However, in futurestudies the authors plan to include “students are more engaged in the topic when case studies areincluded than when not” as a separate PI.The GPAs of the controlled and experimental groups were 2.29 and 2.31 respectively. Thedifference in the GPAs is so small that it is negligible

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heng Li, Zhejiang University; Yanjie Xie, Zhejiang University; Shuxin Yang, Chinese Society for Engineering Education (CSEE); Ruixue Xu, Zhejiang University

Tagged Divisions

Engineering Ethics

” asthe first priority and key livelihood project during the “13th Five-Year Plan” period, and iscommitted to building a well-off society in an all-round way and achieving commonprosperity. For a long time, economic growth and external charitable aid have been regarded as“panaceas” for poverty alleviation. Although there have been literature studies arguing thatthere is a clear positive correlation between economic growth and poverty alleviation, theempirical results show that there is a high heterogeneity between economic growth andpoverty reduction. Countries such as Georgia, Bangladesh, Peru, and Turkey have maintainedsustained economic growth throughout the year. However, there were little success in povertyalleviation. Simply relying on

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Samuel Aaron Snyder, Virginia Polytechnic Institute and State University; Diana Bairaktarova, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics

-structuredinterviews with around 20 faculty across the university. The interviews included discussions of thepedagogy’s faculty used within their newly designed courses, who faculty interacted with and howthey gained the ethical and intercultural competencies, and the challenges faculty faced inredesigning the courses. Preliminary results have found that some of the more common challengesthat faculty are facing is the lack of institutional guidance and resources, the lack of support fromother faculty, and a lack of time to implement the required changes. Moving forward, we plan toexpand this study to reinterview faculty as the program progresses and faculty learn more abouthow to teach in online settings. 1. Introduction Ethical and global

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bradley J. Brummel, University of Tulsa; Jeremy S. Daily P.E., University of Tulsa; Jason T Stauth, Dartmouth College

Tagged Divisions

Engineering Ethics

written document also provides a basis for grading of the technical content.5. Plan for the assessment of learning objectives. Some of the learning objectives that are generated for these role plays can be assessed through standard grading procedures for labs or assignments. However, objectives that need to be assessed with coding of performance during the role plays or with self-report surveys. This may require some planning. We have used both paper and online surveying tools for the self-report surveys. We have also coded student performance in the role play by videotaping the deposition. Another option is to have the person role playing the lawyer to rate the engineering student’s performance after the role play. This

Conference Session

Engineering Ethics Division - Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jason Borenstein, Georgia Institute of Technology; Robert J Butera, Georgia Institute of Technology

Tagged Divisions

Engineering Ethics

instruction is notconsidered adequate as the sole means of instruction” and that “Acceptable programsgenerally involve at least eight contact hours”.[2] It is also important to note thatmembers of the research team are “highly encouraged” by NIH to be involved ineducating their trainees about RCR.NSF’s RCR policy was officially released in 2009 and required of institutions that theydevelop a training plan for students and postdoctoral researchers who are funded bygrants submitted or due on or after January 4, 2010.[3] At this point in time, NSF’spolicy does not specifically stipulate the format that the training should take, the amountof contact hours required, or the topic areas that should be covered. Although NSF hasgiven broad latitude to

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tom A. Eppes, University of Hartford; Ivana Milanovic, University of Hartford; Frederick Sweitzer, University of Hartford

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

engaged in a pluralistic,complex world, we have undertaken a project to develop and assess core liberal educationoutcomes. This paper describes the planning and actions thus far to meet these new requirementsat the university and specifically in our engineering programs. We have begun to expandoutcome assessment to include five “intellectual and practical skills,” specifically, critical andcreative thinking, inquiry/analysis, problem-solving, and information literacy. VALUE rubricsare being used as part of the process to ascertain where the best opportunities are to measurestudent achievement within the engineering and technology programs. An assessment frameworkis presented and successful pilot results are discussed.The ChallengeOur regional

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Trevor Harding, California Polytechnic State University; Donald Carpenter, Lawrence Technological University; Matthew Mayhew, New York University

Tagged Divisions

Engineering Ethics

Engineering from U-M. Dr. Finelli is responsible for advising the U-M College of Engineering on educational endeavors, conducting research in engineering education, planning and facilitating workshops for faculty and graduate student instructors, and generating a community of researchers in engineering education. She is also a member of the U-M Steering Committee for the President’s Ethics in Public Life Initiative and the College of Engineering’s Diversity and Outreach Council. Dr. Finelli is a member of the Executive Board of the ERM Division of ASEE and was program co-chair for the 33rd Frontiers in Education Conference and for the 2006 ASEE Annual Conference and Exposition. She participated

Conference Session

Approaches to Teaching Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael H.G. Hoffmann, Georgia Institute as Technology; Jason Borenstein, Georgia Institute of Technology

Tagged Divisions

Engineering Ethics

.  Assessing alternatives in terms of consequences, public defensibility, institutional barriers, etc.  Engaging in reasoned dialogue or negotiations.  Revising options, plans, or actions.This list highlights the complexity of the issues that engineers confront. An engineer‘s actionscan have effects on stakeholders whose existence, perspectives, and values she does notnecessarily see. An engineer does not always directly interact with the people whose livesare being altered as result of her decisions. Obviously, engineering students need to refinetheir technical competence. But it is crucially important that they develop ―soft skills‖ aswell [3]. Among these skills is the ability to identify hidden ethical challenges.Ill-Structured

Conference Session

Engineering Ethics II

Collection

2008 Annual Conference & Exposition

Authors

Richard Theis, Embry-Riddle Aeronautical University, Prescott; patricia watkins, Embry-Riddle Aeronautical University Library; Mary Angela Beck, Embry-Riddle Aeronautical University

Tagged Divisions

Engineering Ethics

AC 2008-968: PATHWAYS TO LEARNING: ORCHESTRATING THE ROLE OFSUSTAINABILITY IN ENGINEERING EDUCATIONRichard Theis, Embry-Riddle Aeronautical University, Prescottpatricia watkins, Embry-Riddle Aeronautical University Library MLIS, Research and Reference Instruction LibrarianMary Angela Beck, Embry-Riddle Aeronautical University Assistant Professor of Humanities and Communications Page 13.966.1© American Society for Engineering Education, 2008 Pathways to Learning: Orchestrating the Role of Sustainability in Engineering EducationAbstractThe 2001 Action Plan put forth by the American Society of Civil Engineers (ASCE) articulatesthe