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

Paper ID #21794An Introduction to the Integrated Community-Engaged Learning and Ethi-cal Reflection Framework (I-CELER)Mr. Grant A. Fore, Indiana University-Purdue University of Indianapolis Grant Fore is a Research Associate in the STEM Education Innovation and Research Institute (SEIRI) at Indiana University-Purdue University Indianapolis. As a SEIRI staff member, Grant is involved in research development, qualitative and mixed methods research, and programmatic assessment and evalu- ation. His research interests include ethics and equity in STEM education, the intersubjective experience of the instructor/student

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; William M. Marcy PE, Texas Tech University; Lakshmojee Koduru, Texas Tech University

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Engineering Ethics

Paper ID #22995Tools to Assist with Collection and Analysis of Ethical Reflections of Engi-neering StudentsDr. Roman Taraban, Texas Tech University Roman Taraban is Professor in the Department of Psychological Sciences at Texas Tech University. He received his Ph.D. in cognitive psychology from Carnegie Mellon University. His interests are in how undergraduate students learn, and especially, in critical thinking and how students draw meaningful con- nections in traditional college content materials.Dr. William M. Marcy PE, Texas Tech University Professor and Director of the Murdough Center for Engineering Professionalism and

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

Paper ID #22127Where Should We Begin? Establishing a Baseline for First-year StudentAwareness of Engineering EthicsMs. Natalie C.T. Van Tyne, Virginia Tech Natalie Van Tyne is an Associate Professor of Practice at Virginia Polytechnic Institute and State Univer- sity, where she teaches first year engineering design as a foundation courses for Virginia Tech’s under- graduate engineering degree programs. She holds bachelors and masters degrees from Rutgers University, Lehigh University and Colorado School of Mines, and studies best practices in pedagogy, reflective learn- ing and critical thinking to inform enhanced student

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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Diversity

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Engineering Ethics

. in English from the University of Maryland. c American Society for Engineering Education, 2018 Toward a More Caring Code of Engineering EthicsAbstract: Despite recent scholarly work that emphasizes the importance of the ethic of care inengineering practice, care ethics are not reflected in most engineering codes of ethics. Rather, thecanons of these codes more often reflect traditional “universal” moral principles. Since despitetheir limitations, the codes of ethics are important aspirational and normative value statementsfor the profession—and are frequently used to teach engineering ethics—this paper proposes thatthe codes should include canons that reflect the ethic of care. The paper

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Indira Nair, Carnegie Mellon University; William M. Bulleit, Michigan Technological University

Tagged Divisions

Engineering Ethics

(2017) explored thesimilarities between engineering and pragmatism to show how pragmatism fits with theEWT.A combination of two American-born philosophical worldviews – Care and Pragmatism -provides flexibility and openness to address professional ethics realistically within theethos and culture of engineering. Care and pragmatism are both systems for action andpractice. They embed values into practice, promote reflective thinking, are cognizant ofthe context, and emphasize the need for thinking about the practical consequences of anaction. Because of this, they are open in definition and are flexible, aspects that are hardto navigate in the current ways of teaching the issues in engineering ethics, based ontraditional philosophical

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

these processes and their implications, this study takes an ‘everydayethics’ approach to exploring the micro-level ethical decision-making occurring in student designprojects. We employ Beever and Brightman’s [10] “reflexive principlism” framework as ananalytical device to explicate these processes. According to these authors, reflexive principlismis “an approach to ethical decision-making that focuses on internalizing a reflective and iterativeprocess of specification, balancing, and justification of four core ethical principles in the contextof specific cases” (p. 275). Beever and Brightman [10] recently developed this framework inorder to address the perceived insufficiencies of traditional approaches to ethics pedagogy. Morespecifically

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder; Nathan E. Canney

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Diversity

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Engineering Ethics

40 Environmental impacts 66 35 Ethical theories 59 23 % teaching ESI in types of courses: First-year design focused 35 12 Full course on ethics 24 6 % using particular methods to teach ESI: In-class discussion 93 67 Reflection 59 24 In-class debates

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rider W. Foley, University of Virginia; Araba Dennis, University of Virginia; Kathleen Eggleson, Indiana University School of Medicine-South Bend; Anderson Sunda-Meya, Xavier University of Louisiana; Kathryn Haas, Saint Mary's College, Indiana

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Diversity

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Engineering Ethics

verbal;active to reflective; and sequential to global. Notably, the Felder-Soloman Index does notencompass personality traits, e.g. introversion/extroversion. Roy and colleagues [7] assessed best practices in administering Massive Open Online Courses(MOOCs, e.g. Coursera), and endeavored to analyze learner patterns that emerge from the“tremendous amount of data” originating from the amount and quality of participation inMOOCs. The authors assert that data often considered demographic—such as socioeconomicstatus, race, or gender—constitute essential components of building an effective tool forexamining learner patterns. Roy et al. [7] propose the following MOOC learner patterns basedupon clustering, supported by statistically significant T-tests

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

], Engineering and Science IssuesTest [10], and Reflective Judgment Model [11]. However, assessment using these instrumentshas traditionally occurred after students start college and thus do not provide information abouttheir levels of ethical development in relation to previous experiences [12]. Other studies haveexamined how volunteering, community service, participation in student government, studyabroad, and/or family have influenced students’ decisions to continue in engineering [13],[14].But again, these studies did not examine how those influences specifically shaped engineeringstudents’ ethical reasoning.Work outside the field of engineering has also shed light on students’ understanding of ethicsand social responsibility. Perry’s four-year

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michelle Marincel Payne, Rose-Hulman Institute of Technology

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Engineering Ethics

mixed messages about the importance of professional licensure.In the Civil Engineering department at Rose-Hulman Institute of Technology, professionallicensure and/or significant engineering design experience for faculty is traditionally highlyvalued. ABET requires that design courses be taught by faculty who are professional engineers, orwho have qualification by degree and experience. This paper discusses the ethics of teachingtechnical content without licensure from the perspective of senior practicing civil engineers, andthrough personal reflection. This paper also shows initial survey data of the percent of faculty withprofessional licensure.To discern the ethics of licensure among faculty and whether or not faculty licensure plays 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

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Diversity

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Engineering Ethics

Model (PSRDM) created by Canneyand Bielefeldt [4]. The model seeks to gauge “the development of personal andprofessional responsibility in [students]” and merges these two dimensions togetherfor the professional connectedness realm [4]. The personal social awareness piecerelates to the development of one’s feeling “a moral or social obligation to help1This material is based upon work supported by the National Science Foundation under GrantNo. 1635554. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. 1others” while

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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Diversity

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Engineering Ethics

, I'd say that that sense of that - that technical social dualism is reinforced throughout the curriculum, but especially in the – in two large areas of the curriculum in engineering science courses and humanities and social science courses. So, while the technical engineering science courses focus and - and privilege the technical, the humanities and social science courses in many universities do just the opposite.The separation of technical and social within the curriculum reinforces the perceivedseparation in students’ minds, which is not reflective of engineering practice where the twohave to be considered simultaneously.Requirements vs. electiveSome interviewees also commented on the challenges associated with teaching ESI inrequired

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

, much, some, little, or no. The rating processmakes students reflect upon each item. Similar to DIT-2, the most important metrics are P (Post-conventional) and N2 scores where higher score values indicate higher ability to participate incomplex moral reasoning.To assess the effectiveness of our proposed ethics education framework, we obtained permissionfrom the EERI developers to use this instrument. EERI will be used as a pretest-posttest toevaluate the level of students’ ethical reasoning skill level before and after participating in the KIactivities. As we are interested in the development of students’ ethical reasoning skillsthroughout the curriculum we have also developed a system for longitudinal tracking of students’performance on the

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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Diversity

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Engineering Ethics

and data set as well as the methods used to collect and analyze our data.The third section reviews our key findings for this stage of the research process, drawingextensively on students’ articulations of the role of ethics in their individual lives, theireducational experiences, and the profession. In the fourth section, we identify implications of ourfindings and how they offer insight into both the teaching of ethics to engineering students andthe broader challenges facing engineering educational environments having to do witheducational and disciplinary cultures. Finally, we conclude the paper by reviewing our keyfindings and reflecting on what they portend for the project, and engineering ethics teaching andresearch, moving into the

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

on specific reading material and/or video content. The coursealso includes a field trip that provides opportunities for students to talk directly with membersfrom various stakeholder groups in the VA coalfields including state regulators, industrymembers and local citizens.3. SurveyAppendix A includes the survey instrument used in the first year of the study analyzed here. Itwas designed to measure students’ knowledge, abilities, and attitudes [15] related to CSR andcollect relevant background information to explore possible connections between those and thedemographic information, students’ motivations for pursuing engineering, their career desires,and their civic activities. The survey reflects feedback from an expert panel of

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Ethics

participants, the text of onlinediscussions of these students, and interviews with 19 of the participants. The survey wasconducted in the beginning of semester, followed up with nine weeks of online discussion onthree ethical scenarios. In the first week of discussion on each scenario, students were asked torespond to the questions of the scenario. In the second week, they were asked to respond to twoof their peers’ postings. In the third week, the students reflected on their responses in the firstweek. Finally, the interviews were conducted at the end of the semester to further scrutinize theresponses of the students to the three scenarios. The interviews were recorded and transcribed The ethical scenarios involved different issues in computer

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida

Tagged Divisions

Engineering Ethics

about ethics is to your overalleducation? 4.32 1.4Indicate how strongly you agree that the following statements reflect your ownperspective on ethics: rc I do not need to study ethics to do the right thing in my job 3.90 1.1 Ethics is an important part of my profession 4.42 0.88 rc Ethics has nothing to do with engineering 4.64 0.72 rc Ethics is not important in how others practice their professions 4.72 0.50 Ethics is an important part of my personal life 4.56 0.79 rc Values play no role in good

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

intheir home country their entire life. A follow-up ANOVA was run between the two variables andthey were found to be predictive of each other. Over 80% of those who spoke English as asecond language and said that had lived outside of their home country said that the United Stateswas the country they had lived in for more than 6 months outside of their home country. Asmany of this subset of respondents came from different countries, they may not have deemedtheir responses as unethical when reflecting on the ethical underpinnings of their home country.As this subset of students also learned English as a second language, a limited vocabulary andlack of fluency in English may have negatively impacted their ability to answer the writtenresponses, or

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

consumer is, however, unharmed bythe product’s color despite not being happy about it.Value systems are influenced by many factors, including upbringing, geographic location,historic time, life experiences, reflective thought, education, knowledge, and even prejudices.What might have been considered safe in the 1950s is not considered safe today and what is nowconsidered safe may not be regarded as safe in the 2030s. To drive this point home, the courseincludes a historic review of various changes in the safety of food [7], consumer products [8],and automobiles [9]. D. Product-Safety ConceptsWhen either establishing or assessing the safety of a product, the engineer must know what theproduct is intended to do. Strangely enough, this is not

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rosalyn W. Berne, University of Virginia

Tagged Divisions

Engineering Ethics

classrooms with the intention of helping students use technology in a meaningful way.The student ‘swriting above reflects an approach to teaching engineering undergraduatestudents, which integrates social and ethical considerations into their understanding ofengineering. Applying the lenses and language of ANT to the teaching of engineeringethics, elucidates for students the complexity of inter-relationships inherent in allengineering practice.V. ConclusionIn introducing and including ANT as a tool of analysis in the STS 2500 course, studentscame to appreciate the relational dynamics of ethics among and between human and non-human “actants” within the larger socio-technical network of assisted reproductivetechnology. Through the lens of ANT

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

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Engineering Ethics

significant writing demands tobolster the education about and policing of proper citations, plagiarism, and academic integrity ingeneral. These shifts in student responses for Scenarios 1 (Writing:verbatim, no citation) and 8(Figure: copy, no citation) may reflect effectiveness of the faculty efforts. Initial analysis offaculty responses for East Carolina University over the three years (Figure 4) include only onesignificant difference at the 95% CI for Scenario 16, though examination of the individualresponses reveals a single outlier that appears to be a likely response error, in that it isincongruent with that respondents’ other ratings. Smaller sample sizes for faculty responsescontribute to the lack of ascribing significance to these

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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Diversity

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Engineering Ethics

of Liberal Arts Education [23], [31]. 
• Engineering work/practice considerations (7 items): respondents rated the importance of seven considerations relevant to engineering based on ABET criteria (e.g., technical, environmental, social, economic, health/safety, manufacturability, and ethical) [1].• Macro-ethics (8 items): Comprised of items about the obligations, duties, and social responsibilities of engineers, including in relation to the technologies they create.• Moral Attentiveness (7 items): A scale intended to measure the extent to which students perceive and reflect on moral issues in their day-to-day experiences [32]. 
• Moral Disengagement (24 items): A scale that measures students’ tendency to morally