Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Engineering Ethics

Paper ID #31238Variations in Reflections as a Method for Teaching and Assessment ofEngineering EthicsDr. Angela R Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE) and Director for the Engineering Plus program. She has served as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty director of the Sustainable By Design Residential Academic Program, a living-learning

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rob Sleezer, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato

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Engineering Ethics

technical learning [1][2], however in most cases where fiction is used, it supports professional learning in areas likeethics. In this paper, the authors go beyond the presentation of a case study where literature wasused to frame and guide discussions around ethics in an engineering course by coding studentartifacts for values. Specifically, the student engineers participating in a seminar course wererequired to read and reflect in writing on Prey by Michael Crichton [3]. To set the stage for thiscase, some of the moral philosophy arguments around the use of fiction are discussedculminating in the conclusion that fiction is an appropriate tool in the teaching of ethics. Then,we will examine how literature has been broadly used in technical courses

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Justin L. Hess, Purdue University, West Lafayette; Nicholas D. Fila, Iowa State University

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Diversity

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Engineering Ethics

identify distincttypes of incidents. Critical incidents have been sorted into 25 themes and seven categories whichrepresented potential causes of changes in ways of experiencing engineering ethics in the healthproducts industry. Categories included: (1) Cultural Immersion, (2) Acting Ethically, (3) EthicalFailures, (4) Interpersonal Encounters, (5) Mentorship and Management, (6) Reflection andAssociation, and (7) Prior Ethics Training. These findings suggest the importance of workplaceculture in changing or solidifying individuals’ ways of experiencing ethical practice. Thesefindings can inform post-secondary engineering ethics instruction as well as workplace training.BackgroundSince ABET EC 2000, interest in and emphasis on engineering ethics

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yousef Jalali, Virginia Tech ; Scott A. Civjan, University of Massachusetts Amherst

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Diversity

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Engineering Ethics

reflect on how ethics instruction can be modified to incorporate imaginationconcepts. Examples of modifications to an ethics curriculum that is currently in use for thesenior-level engineering class, Design of Steel Structures, in the Department of Civil andEnvironmental Engineering at the University of Massachusetts Amherst in the United States arepresented to initiate discussion.We invite educators to engage with the questions of moral reasoning and reflect on the role ofimaginal capacity in designing and developing pedagogies. Treating imagination in connectionwith fantasy and images of the impossible downplays the significance of its importance inreasoning and understanding, as illustrated by the scholars whose works we briefly review in

Conference Session

Ethical Reasoning and Decision Making

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Tech

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Engineering Ethics

Paper ID #29206WIP: How Should We Decide? The Application of Ethical Reasoning toDecision Making in Difficult CasesMrs. Natalie C.T. Van Tyne P.E., 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 as aids to enhanced

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Grant A. Fore, Indiana University Purdue University, Indianapolis; Justin L. Hess, Purdue University; Andrew Katz, Virginia Tech

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Diversity

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Engineering Ethics

other words, the experience of relationality and ethical concern are ontologically priorto defining engineering’s role in a given moment. Returning to one of our recent publications [1],I would argue that we first feel and experience what is going on before we can reflectively thinkabout such experience. We feel and experience relationships with all that we encounter in a givenevent, and we are affected by those encounters. Responsibilities, obligations, and valuations arisetherefrom. In being affected by the multiplicity within an encounter, there is significant potentialfor conflict and difficulties associated with assigning/identifying value(s). Once the experienceoccurs, we objectify it, mine it for information, and seek to address it

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong University Joint Institute; Charlemagne Manuel, University of Michigan Shanghai Jiao Tong University Joint Institute; Richard James Clancy, University of Colorado Boulder

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Engineering Ethics

aboutethics-related issues. These methods have been used to explore regional differences in valuesfrom obituaries, folk conceptual dualism, and the authorship and organization of texts, forinstance, but not the ethics-related views of engineering students.[1]–[3]Data for analysis comes from free-response, reflection questions about topics interspersedthroughout readings on global engineering ethics. These are hosted on https://cgae.sjtu.edu.cn, awebsite used for a semester-long, two-credit hour course on engineering ethics, “GlobalEngineering Ethics,” at the University of Michigan-Shanghai Jiao Tong University Joint Institute(UM-SJTU JI), a foreign-Chinese educational venture in Shanghai, China. Versus fixed-response, multiple choice questions

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Koehler, Wake Forest University; Olga Pierrakos, Wake Forest University ; Michael Lamb, Wake Forest University; Alana Demaske, Wake Forest University; Carlos Santos, Wake Forest University; Michael D. Gross, Wake Forest University; Dylan Franklin Brown, Wake Forest University

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Diversity

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Engineering Ethics

Performance Virtues Autonomy Compassion (Empathy) Citizenship Confidence Critical Thinking Courage Civility Determination Curiosity Gratitude Neighborliness Motivation Judgment Honesty Service Perseverance Reasoning Humility Volunteering Resilience Reflection Integrity Community Teamwork Resourcefulness Respect Awareness (Collaboration) Justice (Equity, Equality)It

Conference Session

New Media for Ethics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua Gargac, University of Mount Union

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Engineering Ethics

when it really needs it”. To make matters worse, Holly is reprimanded since corporatesimply wanted each branch to submit signed paperwork from each employee proving they hadcompleted the training. Overall, this episode presents a rather pessimistic view of both theeffectiveness and usefulness of ethics trainings.Following the episode, the class engaged in a Think-Pair-Share activity. First, each studentcompleted a worksheet of reflection questions (Tab. 1) independently. Then the students wereasked to discuss their answers in groups of 3-4 students. Finally, the instructor led discussionwith the whole class. Through these questions, the students reflected upon their expectations forthe module (question 1), personal experience with misconduct

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Karen C. Davis, Miami University

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Engineering Ethics

reflect on ethical issues. Codes of ethics define normativebehavior for a professional practitioner, but a code cannot solve all problems and may even haveconflicting concepts for a given situation. “Ethics education often requires a different kind ofeducation from understanding and applying an established body of knowledge” [20, p. 58]. Byalso exposing students to different kinds of ethical schools of thought (descriptive ethics) andhaving them practice interpreting ethical issues using these theories, they have the opportunity toquestion and explore beyond their own assumptions. In addition, the practice supports thedevelopment of skills and habits that train students to utilize resources and processes for ethicaldecision-making.In support of

Conference Session

Ethical Reasoning and Decision Making

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vignesh Subbian, University of Arizona; Linda R. Shaw, University of Arizona

Tagged Divisions

Engineering Ethics

-informeddecision.BackgroundThere exists a number of ethical decision-making models that borrow from multiple fields andtheoretical perspectives and seek to equip engineering students with a methodology foraddressing even very complex ethical dilemmas [1]–[3]. These models are important additions tothe ethics curriculum as they allow for movement beyond deontological approaches andincorporate ideas drawn from consequentialist ethical approaches (consideration of theconsequences of various actions) and virtue ethics (focus on reflecting whether one’s actions areconsistent with the type of virtuous person one might wish to be). Most of the decision-makingmodels developed for the field of engineering education to date are logically sequenced stepsdesigned to reduce stress

Conference Session

New Media for Ethics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allen R. White, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Ethics

assessed via observation during the simulation and others via evaluation of post-simulationreflective statements. Table 3 contains the parameters, their assessment area, and assessmentmethod.The ethical parameters assess each students ability to recognize the potential impacts of theirdecisions on society and their ability to identify a framework to ethically resolve the conundrum.Both were evaluated via student comments in a reflective exercise and are rated on a Likert scaleusing the guidelines in Table 4. The ethic assessment criteria (Criteria 1) was taken directly fromthe ethics assessment criteria used at our university assessment of student outcomes. The ethicalframework (Criteria 2) is a modified version of ethical frameworks from

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luan Minh Nguyen, Iowa State University ; Cristina Poleacovschi, Iowa State University; Kasey M. Faust, University of Texas at Austin; Kate Padgett Walsh, Iowa State University; Scott Grant Feinstein; Cassandra Rutherford, Iowa State University

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Diversity

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Engineering Ethics

engineering macroethics. Even more discouraging is the fact thatthere is insufficient amount of work on integrated approaches to address both micro and macroissues in engineering, that is, linking personal and professional ethics as well as linkingprofessional and social ethics [1]. The micro-macro distinction, however, is not always clear andone might find it difficult to encourage ethical reflection at a micro level without taking macroaspects into account [4]. To understand how microethics and macroethics are related, we will nowdiscuss each in detail.Sensitivity to MicroethicsMicroethics focuses on issues for the most part internal to engineering practice, such as therelationship between individual engineers, or between the engineers and their

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katy Luchini-Colbry, Michigan State University; Melissa McDaniels, Michigan State University

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Diversity

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Engineering Ethics

: Learning Objectives and Core Activities for Introduction Section Learning Objective Core Activities 1. Learn about other members in the group and 1. Introductions begin building a learning community 2. Reflect on group dynamics and ways to 2. Examining constructive and make the group functional destructive group behaviors 3. Establish ground rules for participation 3. Generate ground rulesThe introductory activities are particularly important because they help participants identifydeeper connections (beyond major or home department) and begin building trust and a learningcommunity. The list of suggested introduction activities that is provided as part of the

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

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Engineering Ethics

impossible. Table 2. Cyber Policy, Compliance and Ethics Course Description The world of cyber is complex and full or questions. This course is designed to delve into some of these questions and challenge students to explore their value system in a digitally connected world. The course is designed in two parts. Part one provides students with some understanding of information assurance in the context and the myriad laws, rules, regulations, and guidelines that impact compliance. Part two provides students an opportunity to build on their foundation in ethics by applying lessons learned in the cyber domain. This course will give students a chance to reflect on the social and professional impacts of computer technology by focusing on the

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott A. Civjan, University of Massachusetts, Amherst; Nicholas Tooker, University of Massachusetts, Amherst

Tagged Divisions

Engineering Ethics

canbe influenced to change the moral choices that are made through rational thinking, but in themoment the moral decision will be intuitive. While Social Intuitionism acknowledges rare caseswhere reasoning or reflection can change an intuitive moral action [8], Dual Process Theoryexplicitly merges aspects of the two theories. Specifically, the theory holds that most moraldecisions occur over a time where there can be a dialogue between fast intuitive and slowerrational processes. Therefore, in the moment of making a moral decision one can rationalize aresponse that differs from the intuitive reaction.Pfieffer and Billiar [10] note that different well-developed ethical theories can result in equallyvalid opposing decisions. They recommend the

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Minha R. Ha, York University; Joshua Racette, McMaster University; Shinya Nagasaki, McMaster University

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Diversity

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Engineering Ethics

that fallunder 1-3 of the learning outcome categories. Figure 3 presents the number of students who havehighlighted each of the learning outcome categories, from 2017 to 2019. Since one student coulddescribe up to three learning outcomes of the same category, the counts do not reflect the totalnumber of mentions per category.Combining all data from 2017 to 2019 (Fig. 3), the responses were categorized according to theiralignment to the five key learning objectives of the course (Appendix I): Reactor Physics Theory(11 of 29 students), Nuclear Fuel Life Cycle (9 of 29), Reactor Technology (12 of 29), NuclearSafety (8 of 29), and finally the Connection between the Nuclear Sector and Society/Public (15 of29). The societal aspect of nuclear

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Donald Winiecki, Boise State University; Lynn Catlin P.E., Boise State University; Harold Ackler, Boise State University

Tagged Divisions

Engineering Ethics

and technology-in-use as a reflection on, and an influence on social morals and social ethics.Mr. Lynn Catlin P.E., Boise State UniversityDr. Harold Ackler, Boise State University Dr. Harold Ackler is a Clinical Assistant Professor in the Micron School of Materials Science and En- gineering at Boise State University. He teaches advanced undergraduate laboratory courses and manages the senior capstone program in the Micron School. He received BS and MS degrees from the University of California at Berkeley and his PhD degree from the Massachusetts Institute of Technology (1997), all in Materials Science and Engineering. He has over 13 years of experience working in industry where he learned how important hands-on

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Greg Rulifson P.E., U.S. Agency for International Development; Angela R. Bielefeldt, University of Colorado Boulder

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Diversity

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Engineering Ethics

why he left engineering, then the university altogether because he could not align hisown goals for systemic change with the many chemistry and math classes required of theengineering degree. He was much happier working with his hands, playing music, and gettinginto an Internet of Things startup company. Travis had more significant mental health challenges(medically diagnosed before entering college), and his story is further elaborated below.ConcussionsCombining both the physical and mental health issues were a surprising number of concussions.As referenced in the first section, traumatic brain injury is more common than may be expected,but it was still a surprising finding that three students: Miranda (yr2/reflect yr3), Tucker (yr

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

individual peer evaluation of the ideas presented in another team’s projectposter. Second, it was used for team self-evaluation and review of their final draft. Finally,students were asked to reflect on the sheet in their final course reflections by responding to theprompt: “Consider your project and the ones you reviewed for your teammates, as well as thecase studies we looked at in class. Would this sheet help problem solvers catch problems oridentify risks before they happen? Give your suggestions for improvement.”Generally, the students found the sheet comprehensive and helpful for identifying issues theymight not have otherwise considered. One said, “Something as simple as this would have beenable to avoid, at the very least dampen, some of the

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Schroeder, University of Southern California

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Diversity

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Engineering Ethics

place whereall their needs will be met. Similarly, caregivers, such as physicians, nurses, therapists andmedical or biological researchers, find a place where their efforts to aid those in need of care arenot hampered by real-world limitations in time and resources.Figure 4: Caring IslandAnalysis of DataAs mentioned earlier, the literature reflects the difficulties in identifying reliable assessment toolsfor ethics education. [7, 8] A mixed methods approach has been employed to gather data aboutstudent self-assessment of course efficacy overall and of individual aspects of the course.Students answered survey questions, in addition to filling out freeform comments. Feedback wassolicited from former students in GESM 121: Science, Literature and

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Engineering Ethics

segments and todevelop themes. These themes are presented in the Findings and Discussion.LimitationsThe focus groups were limited to the perspectives of those present. Since participation wasvoluntary, it cannot be assumed that the voices were reflective of the rest of the students in thecourses. Recruitment in qualitative research has been linked to interest in the subject matter [31]so the focus group participants might have been more interested in ESI. The 4DDD was chosenas the theoretical framework as a way to interpret the potential of a micro-insertion to contributeto ethical development through its conceptualization of instructional design for holisticdevelopment. However, there are a number of models and theories related to effective

Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter Wesley Odom, Purdue University, West Lafayette

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Engineering Ethics

. This paper explores qualitative results from a special administration of the EERI wherestudents were asked to provide additional information about how they perceived items from theinstrument. The students were prompted to do individual reflections as well as teamed reflectionswhere they discussed differences of opinion regarding various items. Afterwards they returned toanswer some follow up qualitative and quantitative questions. This paper takes this data andinvestigates if there are any connections between what students reported and the 17 items whichwere identified as problematic during the PCFA. Results from the qualitative data supportedseveral of the outcomes from the PCFA while providing fewer insights regarding other items.Overall, it

Conference Session

New Media for Ethics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Valerie H. Summet, Rollins College; Rebecca A. Bates, Minnesota State University, Mankato

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Engineering Ethics

mathematicians, scientists, and engineers contains acode of ethics or a statement of ethical behavior. For example, ACM’s code of ethics states,“Computing professionals’ actions change the world. To act responsibly, they should reflect uponthe wider impacts of their work, consistently supporting the public good” [1]. This statementmakes it clear that a student cannot consider their work in a vacuum, and it also makes clear that astudent must connect their work to the impacts of that work.ABET accreditation guidelines for colleges and universities include a student outcome thatstudents from an ABET accredited undergraduate program will have “an ability to recognizeethical and professional responsibilities in engineering situations” [2]. The merging of

Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David S. Greenburg, The Citadel; Robert J. Rabb P.E., The Citadel

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Diversity

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Engineering Ethics

growing body of research that supports the belief that academic courses about appliedethics and the social implications of technology are not effective in increasing ethical knowledgebut rather knowledge and awareness is discovered and acquired during the years of educationand training [14], [2]. A key purpose of the NSPE code of ethics is to engage the members towork and behave according to the principles of the association and to protect the organization’sinterests [14].With experience practitioners acquire both knowledge about ethical issues and better strategiesfor working through ethical problems [12]. The survey results might reflect a lack of trainingand experiential learning in the practice of engineering as well as a need for greater

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Stafford Sands II, Florida Gulf Coast University; Annie R. Pearce, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Min Jae Suh, Sam Houston State University; Christine Marie Fiori, Drexel University

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Engineering Ethics

exemplars to reflect ethical culture, using case justice studies, using problem-based learning (diii). Mulligan [25] Discusses topics of hazardous waste/pollution, Suggests the use of lectures (diii), textbooks, Not discussed culture/multiculturalism, global awareness, and videos, and magazine articles from environmental impact Engineering New Record (ENR) (dii). Killingsworth Discusses topics of codes of ethical Suggests integration of ethics throughout the Discusses use of the adapted version [26] conduct/practice, construction safety, law, curriculum