Conference Session

Critical Reflections on Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claire Lynne McCullough P.E., High Point University; Svetlana Chesser, Auburn University; Brian J. O'Leary, University of Tennessee at Chattanooga; Bart L. Weathington, WECO Solutions

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Diversity

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Engineering Ethics

Conference Session

Critical Reflections on Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, Delft University of Technology; Andrea Gammon, Delft University of Technology

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Engineering Ethics

critical to engineering, reflected in an emphasis onethics in educational accreditation guidelines, as well as funding for research than addressesethics in engineering [1]–[3]. Curricula have tended to take an applied and case-based approach,where professional engineering codes and/or philosophical ethical theories are introduced, whichare then used to resolve questions that arise in cases concerning engineering and technology [4],[5]. In recent years, however, there has been a proliferation of novel approaches, as well asdisagreement concerning the form engineering ethics education should take, and criteria fordetermining what would count as success [1], [5]–[7]. In part, this confusion stems fromdisagreements about the goals of ethics

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

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Engineering Ethics

abruptly transitioned from face-to-face instruction to completely remote in Spring2020 (S20), and as it reappeared as a hybrid course in Fall 2020 (F20) and Spring 2021 (S21).The focus of this present paper is not on the instructional changes required by COVID (anddiscussed in our companion paper), but rather on how those in turn changed the approach to thehandling of ethical questions and to the assessments of students’ responses to those scenarios.One hypothesis is whether the content or style of the pre-post scenario answers and of thereflections changed between an answer handwritten under time-pressure and one electronicallycaptured with little time constraint. Did the answers or reflections measurably change if moretime were to be allowed for

Conference Session

Industrial, Professional, and Practical Contexts of Engineering Ethics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Shiloh James Howland, Brigham Young University; Brent K. Jesiek, Purdue University, West Lafayette

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Diversity

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Engineering Ethics

you can build a house so many different ways. So, knowing the right way to do it is often difficult because everyone has their own preference. Each client has their own preference. They all like it a different way, so it’s hard to know where we can allow the client’s preferences take over, or where we put our foot down and say, “No, this is the way it has to be done.” It’s really difficult knowing what to do sometimes.As the preceding account suggests, Beatrice’s remarks reflect an interesting dichotomy. On theone hand, she speaks to her company’s high standards and notes a lack of ethical dilemmas. Onthe other hand, she gives multiple examples where difficult structural design decisions dependheavily on

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

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Diversity

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Engineering Ethics

enhance the curriculum of a graduate-level engineering ethics course, Engineering Ethics and the Public, at Virginia Tech, a large land-grant, Research 1 university. The course is a three-credit elective course offered annually to engineering students. The overall course itself was originally co-conceived and co-developed by an engineer, one of the authors of this paper, and a medical ethnographer, with the support of the National Science Foundation (NSF) [1]. The learning objectives, topics, and assignments are presented in Table 1. The course aims to address relationships between engineering, science, and society by incorporating listening exercises, personal reflections, individual

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

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Engineering Ethics

variety of pedagogical approaches. As a model for other engineering centersto explore, this paper also describes the cases of two high school science teachers who wereembedded in a neuroethics research group for their summer research experience. Finally,program evaluation findings show that RET participants reported increases in knowledge relatedto ethical and responsible conduct in research and knowledge of core concepts in neuroethics.Some teachers in particular reflected that learning about neuroethics was impactful to their ownprofessional learning and their students’ learning. Integrating the study of ethics into scientificresearch, as well as into science and engineering education across all levels, is imperative fordeveloping a citizenry

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jani C. Ingram, Northern Arizona University; Angelina E. Castagno, Northern Arizona University; Ricky Camplain; Davona D Blackhorse, Northern Arizona University

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Engineering Ethics

professionals and 33 AI/ANstudents who identified as being in the engineering field participated in the survey. The studentstudy participants who identified themselves as being in the engineering field represent 17different AI/AN tribes; the professional participants represent 20 different AI/AN tribes. Thestudent participants were mainly in the age group from 18 to 29 years old (94%). As expected,most participants in the professional group were 30 years or older (69%). There were also moremale participants than female participants, which is reflective of the engineering field in general.A recent U.S. Bureau of Statistics report shows that 13% of engineers are female [25]. In oursurvey sample, 64% of the students identified as male, and 69% of the

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jake Walker Lewis, University of Colorado Boulder; Madeline Polmear, University of Florida; Daniel Knight, University of Colorado Boulder; Chris Swan, Tufts University

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Engineering Ethics

important that engineers are prepared to face ethical dilemmas in their work before theygraduate from college. However, ethics instruction is a challenging task given the myriadsituations that may be encountered and variability in the extent that students are motivated tolearn about engineering ethics. One challenge in student motivation is the perception that ethicaldilemmas are uncommon and unlikely in most engineering work. Thus, student perceptions ofthe quality of the ethics instruction that they received may be skewed by their lack of foresightinto the future importance of these topics. A retrospective reflection of working engineers ontheir college ethics education can overcome this limitation and may provide perspectives that aredifferent

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, Delft University of Technology

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Engineering Ethics

findings, the following discussion is divided into two parts. The first considersthe relation between ethical reasoning and moral intuitions across cultures, and the seconddiscusses how these are affected by education.Ethical reasoning and moral intuitions across culturesNo evidence was found for the effects of gender, age, political orientation, or religious affiliationon ESIT or MFQ variables, indicating these instruments would be biased. This provides supportfor their use outside the Western cultural contexts in which they were developed, sincedifferences in ESIT and MFQ scores appear to genuinely reflect differences in ethical reasoningand moral foundations. The failure to identify differences in reasoning between participants withdifferent

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michaela Leigh LaPatin P.E., University of Texas at Austin; Cristina Poleacovschi, Iowa State University; Kate Padgett Walsh, Iowa State University of Science and Technology; Scott Grant Feinstein; Cassandra Rutherford, Iowa State University; Luan Minh Nguyen, Iowa State University ; Kasey M. Faust, University of Texas at Austin; Liam Verses, University of Texas at Austin

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Engineering Ethics

reflect the views of the National ScienceFoundation.References[1] World Health Organization, “Water, sanitation, hygiene and water management for the COVID-19 virus,” 2020.[2] C. Hendrickson and L. R. Rilett, “The COVID-19 Pandemic and Transportation Engineering,” Journal of Transportation Engineering, vol. 146, no. 7, pp. 1–2, 2020, doi: 10.1061/jtepbs.0000418.[3] R. K. Bhagat, M. S. Davies Wykes, S. B. Dalziel, and P. F. Linden, “Effects of ventilation on the indoor spread of COVID-19,” Journal of Fluid Mechanics, vol. 903, 2020, doi: 10.1017/jfm.2020.720.[4] T. R. Witcher, “Collaboration among Professionals: The Role of Civil Engineers in Public Health,” Civil Engineering, vol. 90, no. 6, pp

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luan M. Nguyen, Iowa State University of Science and Technology; Nell Gabiam; Cristina Poleacovschi

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Engineering Ethics

#1926330. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.7. REFERENCES[1] “Code of Ethics | National Society of Professional Engineers.” https://www.nspe.org/resources/ethics/code-ethics (accessed Apr. 19, 2021).[2] D.-L. Stewart, “Racially Minoritized Students at U.S. Four-Year Institutions,” J. Negro Educ., vol. 82, pp. 184–197, Jul. 2013, doi: 10.7709/jnegroeducation.82.2.0184.[3] M. T. Williams, “Microaggressions: Clarification, Evidence, and Impact,” Perspect. Psychol. Sci., vol. 15, no. 1, pp. 3–26, Jan. 2020, doi: 10.1177/1745691619827499.[4] E. A. Cech, “Culture of Disengagement in Engineering