Conference Session

The Global and Cultural Dimensions of Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rockwell Franklin Clancy III, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University; Scott Streiner, University of Pittsburgh; Andrea Gammon, Delft University of Technology

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

Education]1 IntroductionEthics has been widely recognized as essential to effective engineering, highlighting theimportance of ethics education to engineering curricula [1], [2]. However, developing anddelivering effective engineering ethics education is difficult, given the increasingly globalenvironments of contemporary engineering.In contemporary engineering, people from different places and backgrounds are studying andworking together as never before [3]. National and cultural backgrounds can affectunderstandings of appropriate conduct within engineering [4]–[6], as well as conceptions of rightand wrong in general [7], [8]. Further, while much of the research on engineering ethicseducation in the US has focused on ethical reasoning and

Conference Session

Using technology in engineering ethics education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ronald P. Uhlig, National University; Shatha Jawad, National University; Phillip Zamora, National University; Elizabeth Niven, National University

Tagged Divisions

Engineering Ethics Division (ETHICS)

Faculty Excellence in Teaching Award for the School of Technology and Engineering at National University in 2023. She had UNESCO Fellowship in the field of Information and Communication Technologies, in 2002. Her Ph.D. is in computer engineering. She is a member of the Institute for Learning-enabled Optimization at Scale (TILOS) which has an NSF grant that began on November 1, 2021, for five years. TILOS is a National Science Foundation-funded Artificial Intelligence (AI) Research Institute led by the University of California-San Diego and includes faculty from the Massachusetts Institute of Technology, the University of Pennsylvania, the University of Texas at Austin, Yale University, and the National

Conference Session

Engineering, Ethics, and Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

B. Michael Aucoin P.E., Texas A&M University; Zhendi Zhang, Texas A&M University; Miles O. Dodd, Texas A&M University

Tagged Divisions

Engineering Ethics Division (ETHICS), Engineering Leadership Development Division (LEAD)

done on these topics. We conclude the paper witha discussion and recommendations for future work.IntroductionWhile generative artificial intelligence (Gen AI) first became available for widespread use in late 2022(in the form of OpenAI’s ChatGPT platform), this milestone is the latest in a long march ofincreasingly sophisticated developments in harnessing computational power [1] for a variety ofapplications. For this paper, we will generally address how computational power and the use of datais increasingly impacting the practice of leadership. We will speak broadly to the impact of big dataand more specifically to Gen AI, but all under the umbrella term of data-enhanced leadership. Weuse this phrase to capture the phenomenon that

Conference Session

Professional Development and Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

these identities, whetherpersonal and social, engineering, or ethical, on the establishment of public policy as a careerpathway for engineers. In this theory paper, we aim to explore (1) what theoretical constructs aremost prevalent among several theories for each form of identity development (personal andsocial, engineering, and ethical), and (2) whether these various identities have the potential to beleveraged in the establishment of a policy career pathway. We review the existing literature onthe identity of engineers (including personal and social, engineering, and ethical) and considerthe relation between these identities and public policy as a career for engineers. To complementthe literature review, we provide examples from interviews

Conference Session

Increasing Engagement in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rajani Muraleedharan, Saginaw Valley State University; Thomas Wedge, Saginaw Valley State University; Erik Trump, Saginaw Valley State University

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

mostsignificant challenges, ranging from saving lives to advancing technology to enhance the qualityof life. Ethics is a crucial subject in any engineering program because today’s students are theleaders and innovators of tomorrow who will be expected to behave in an ethical manner.Understanding the code of ethics established by the National Society of Professional Engineers(NSPE) and the Institute of Electrical and Electronics Engineers (IEEE) is essential because thisunderstanding helps engineers demonstrate professional behavior that adheres to the highestprinciples of ethical conduct [1, 2]. However, teaching engineering students to develop ethicaldecision-making skills presents a challenge and requires innovative teaching methods.Several challenges

Conference Session

Increasing Engagement in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Udayan Das, Saint Mary's College of California

Tagged Divisions

Engineering Ethics Division (ETHICS)

grapplewith ethical questions due to how closely our profession is tied to human life now and in the future.The framework also speci�ically addresses the how of ethical professional practice which teachesstudents about how to build community and social capital in the workplace and thus makes it easierto advocate for ethical behavior. This paper describes this approach in detail as well as sharesexperiences from the instructor who has used this methodology in a tech ethics course.INTRODUCTION As undergraduate computer science (CS) and engineering education programs continue to evolve,the urgency of ethics in education is being recognized. This can be seen in the various tech ethicscourse offerings at educational institutions [1] and the inclusion of

Conference Session

Using technology in engineering ethics education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tracy Anne Hammond, Texas A&M University; Pauline Wade, Texas A&M University; Shawna Thomas, Texas A&M University; Hillary E. Merzdorf, Texas A&M University

Tagged Divisions

Engineering Ethics Division (ETHICS)

deeper learning of ethics principlesto be applied to their specific projects. Our results are useful for instructors who wish toincorporate ethics into their CSCE courses while also supporting student engagement, autonomy,and peer learning.IntroductionEthics has been part of the ABET required outcomes since 2004 [1]. Computer science andengineering (CSCE) students after completing their senior capstone are expected to possess “anability to understand ethical and professional responsibilities and the impact of technical and/orscientific solutions in global, economic, environmental, and societal contexts” through a varietyof curriculum content and enhancements [1].In the Computer Science and Engineering Department at [Blinded] University, a large

Conference Session

Engineering, Ethics, and Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Farnoosh B. Brock, Prolific Living Inc.; Jessica Koehler, Wake Forest University; Andy Brock, Prolific Living; Olga Pierrakos, Wake Forest University and National Science Foundation

Tagged Divisions

Engineering Ethics Division (ETHICS), Engineering Leadership Development Division (LEAD)

, the Engineering Accreditation Commission of ABET requires thatall ABET-accredited programs demonstrate their graduates have attained seven StudentOutcomes shown below (ABET, 2024). The four Student Outcomes in bold showcase theimportance of personal and professional development (e.g. educating the whole engineer)beyond the three technical Student Outcomes (e.g. 1, 2, and 6). ABET’s holistic approach toeducating the next generation of graduates showcases the connectedness and intertwinednecessity of bringing technical education and professional education together. 1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics. 2. an ability to apply engineering

Conference Session

Professional Development and Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of New Mexico; Chika Winnifred Agha, Colorado State University; Rebecca A Atadero, Colorado State University; Pinar Omur-Ozbek, Colorado State University; Carlotta Duenninger

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

,equity, and inclusion. After conducting semi-structured interviews, the data were analyzed usingThematic Analysis. The analysis presented in this paper focuses specifically on the stories theinterviewees shared when asked about their experiences related to ethics and equity in theworkplace. Participants shared examples of ethical dilemmas related to oversight of work andquality control, safety, doing work beyond one’s expertise, equity in pay and promotion, theethical environment of the organization, and conflicts of interest involving the desires ofdifferent stakeholders. Equity stories fell into two broad themes: (1) inequitable ordiscriminatory allocation of resources or opportunities, and (2) discriminatory comments, uncivilbehavior, and

Conference Session

Engineering, Ethics, and Community Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tiffany Smith, NASA; Zachary T. G. Pirtle, NASA

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Diversity

Tagged Divisions

Community Engagement Division (COMMENG), Engineering Ethics Division (ETHICS)

scholarly disciplines to participate in a dialogue on ethical considerations for Artemis and theMoon to Mars initiative. At this event, participants identified a set of challenges in engaging theethical and social implications of these missions. This paper seeks to further explore thoseconcepts from the workshop report and provide insights on how to discuss the designimplications of engineering leadership decisions and to elicit meaningful engagement on thesetopics. This analysis can inform future research and educational approaches and help ethics andsocial science researchers to engage engineering and project leaders in constructive dialogue. 1. IntroductionThe engineering education research community has developed a broad swathe of case

Conference Session

Engineering, Ethics, and Community Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lazlo Stepback, Purdue University ; Joey Valle, Purdue University

Tagged Divisions

Community Engagement Division (COMMENG), Engineering Ethics Division (ETHICS)

engineer within society byupholding an alignment of industry over engineering reflective of a hegemonic adherence tobusiness professionalism [1, 2, 3]. The ideology of business professionalism, described in moredetail to follow, advances beliefs that engineers are, and should be, unshakably beholden tocapitalist corporate owners and the industries they extract profit through [3]. In this paper, weexamine the historically anti-union attitudes and actions of the National Society of ProfessionalEngineers (NSPE), and their adherence to the ideology of business professionalism, throughanalysis of ethics case studies published by their Board of Ethical Review (BER). As an advocateof professional engineering licensure and as leaders in engineering ethics

Conference Session

Increasing Engagement in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kylie Chau Vuu, AECOM Canada Ltd.; John R. Donald Ph.D., P.Eng., University of Guelph; Kimberly Mary Levere, University of Guelph; Cameron Farrow, University of Guelph

Tagged Divisions

Engineering Ethics Division (ETHICS)

ethics by using a blended style of independent tasks and a peer-learning activity. Specifically, this paper investigates three main questions: 1. Does microlearning increase student engagement? 2. Does increased engagement result in higher performance on ethics assessments? 3. Is a blended approach of independent microlearning and an in-class team case study effective in bridging the lower order of memorizing ethical terms to applying ethical principles to a dilemma?The question on engagement was evaluated through an end of semester Likert style survey, andthe impact of the learning approach was assessed by comparing student participation in themicrolearning modules to performance in an end of semester ethics quiz. The Likert

Conference Session

Using technology in engineering ethics education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Junaid, Aston University; Wendy Irene Attwell; Sarah Hitt

Tagged Divisions

Engineering Ethics Division (ETHICS)

workwill explore how the toolkit could evolve through the active participation of otherengineering ethics educators as well as engineering students and graduates.IntroductionResponding to pressure from industry and scholars, and in response to high-profileengineering-related incidents like the VW emissions scandal, degree accreditors have revisedexpectations for engineering degrees so that they are required to include elements of ethicsteaching and learning. While most engineering academics applaud this change in principle, inpractice there are still barriers to overcome. These have been well-documented in scholarshipand include: perceived room in the courses for the inclusion of yet more content [1]; lack ofconfidence among educators that they

Conference Session

Broader Approaches to Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Markus D. Ong, Whitworth University; Kamesh Sankaran, Whitworth University

Tagged Divisions

Engineering Ethics Division (ETHICS)

between them. Second, a mindset of interconnectivityamong classes is crucial. Third, participation from engineering department faculty in the generaleducation components enables them to make these cross-curricular connections. Lastly, facultymentoring and training help achieve this shared goal. Future directions could include makingthese intentional connections common throughout other classes in the engineering curriculum,including both studio design classes and engineering analysis classes.IntroductionTeaching engineering ethics is important for a number of reasons, including the tremendousimpact of technology on society, the reputation of the engineering profession, and the characterdevelopment of students [1] - [6]. Additionally, higher

Conference Session

Using technology in engineering ethics education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hortense Gerardo, University of California, San Diego; Brainerd Prince, Plaksha University; B. Lallian Ngura, Centre for Thinking Language and Communication (CTLC), Plaksha University

Tagged Divisions

Engineering Ethics Division (ETHICS)

-generationalkinship assemblages housed under one roof), and a decrease in birth rate in so-called“developed” countries, there is an increasing trend in the use of these technologies to conductpersonal care for aging populations and for the very young.[1] “Gerontechnology” based onArtificial Intelligence (AI) is expected to enable a predictive, personalized, preventive, andparticipatory elderly care”. [2][3] As medical dependency on AI accelerates, we are confrontedwith issues of safety and trust around its use. This paper uses a literature review as amethodology by which to discern similarities and differences in definitions of the “Self” asapplied to humans and in parlance around AI and CR. By refining the definition of what is meantfrom a philosophical

Conference Session

Professional Development and Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

MAN LIANG, University of Maryland College Park; Michael P McMeekin

Tagged Divisions

Engineering Ethics Division (ETHICS)

, etc. Even though there is a perceived prominent need for mobility engineers invarious sectors, including industry, government, and university, the description of this emergingprofession and its implication to public safety is less discussed in literature. The NationalCouncil of Examiners for Engineering and Surveying (NCEES) is a nonprofit organization,whose mission is to advance professional licensure for engineers and surveyors. In terms ofprotecting public safety, NCEES has implemented licensure solutions that regulate engineerswho deliver the public facilities to demonstrate a level of competence through education,experience, and examination requirements [1]. From our investigation of NCEES engineeringexam products, there is not an exam

Conference Session

Virtues in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth M Boatman; Kyle Luthy, Wake Forest University; Christian B. Miller, Wake Forest University; Olga Pierrakos, Wake Forest University

Tagged Divisions

Engineering Ethics Division (ETHICS)

become visible quickly - socialresponsibility (e.g., public welfare), honesty, integrity, competence, etc. A systematic review ofthe engineering codes of ethics from a virtue ethics lens has not been conducted, to the bestof the authors’ knowledge. Thus, the purpose of this paper is to conduct a preliminaryinvestigation aimed at identifying the virtues of engineering leveraging codes of ethics as astarting place. The four guiding research questions of this paper are as follows: (1) RQ1 - What are the virtues embedded within prominent engineering codes of ethics? (2) RQ2 - How do the virtues across prominent engineering codes of ethics compare? (3) RQ3 - What virtues are not part of engineering codes of ethics? (4) RQ4 - What are

Conference Session

The Global and Cultural Dimensions of Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Huiming Fan, East China University of Science and Technology; Xinru Li

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

general higher education in the country. Compared with developedcountries, the number of engineering graduates in China is also dozens of times higher. However,the so-called "strong" not only means an advantage in quantity, but also requires an increase invalue [1]. China's engineering ethics education started relatively later. The "Engineering EthicsResearch" conducted by Southwest Jiaotong University in 1998 represented the first attentionpaid by Chinese universities to engineering ethics, and the research results were ultimatelytransformed into China's first engineering ethics characteristic textbook. The official birth markcan be traced back to 2000, when various universities established elective courses. In 2007,Zhejiang University, a

Conference Session

Decision-Making in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Corin L. Bowen, California State University, Los Angeles; Elizabeth Ann Strehl, University of Michigan; Megan Ennis, University of Michigan; Andrew Benham; Aaron W. Johnson, University of Michigan

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

further the development of the survey. Thesurvey items were initially designed to address two proposed research questions: RQ1. To what degree are students aware of the importance of macroethical issues in the field of aerospace engineering? RQ2. Do aerospace engineering students feel that their undergraduate education is preparing them to address macroethical issues?While confirmatory factor analysis does not confirm these two survey constructs for which thesurvey items were designed, an exploratory factor analysis results in five factors, eachhighlighting a different aspect of students’ perceptions of macroethical aerospace engineeringeducation: 1. The criticality of the relationship between aerospace engineering and

Conference Session

Decision-Making in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tori N. Wagner, University of Connecticut; Daniel D. Burkey, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Scott Streiner, University of Pittsburgh; Kevin D. Dahm, Rowan University; Jennifer Pascal, University of Connecticut

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

, such asthat stipulated by ABET, but also a critical component of engineers' success and responsibility intheir professional lives [5].In response to this need, various assessment tools have been developed to evaluate the ethicalreasoning abilities of engineering students. One such tool is the Engineering Ethics ReasoningInstrument (EERI) [1]. The EERI, rooted in the NSPE Code of Ethics for Engineers, aims tooffer a standardized measure to assess the ethical reasoning skills of engineering students [1,2]. Itis structured similarly to the DIT-2, but is situated in engineering [6]. The development of theEERI draws upon Kohlberg's theory of moral development [4]. This theory delineates the stagesof moral evolution, from pre-conventional levels

Conference Session

Virtues in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chloe Adams, Wake Forest University; Olga Pierrakos, Wake Forest University and National Science Foundation ; Lasya Agasthya

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

theories, the involvement of religious values,intellectual property and legal liability, employer/employee and mentor/mentee relationships,and employee rights. Under half of the textbooks included sections on ethics in research andeducation/academia. The findings of this study can (1) provide engineering educators insightsabout the current list of thematic topics that fall under engineering ethics, (2) identify gaps inengineering ethics knowledge, and (3) offer a discussion of the opportunities to improveengineering ethics education. To the best of our knowledge, this systematic and comparativeengineering ethics textbook review is the first of its kind.I. INTRODUCTIONEngineers play a vital role in bettering humanity through technological

Conference Session

Professional Development and Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

David A. Butler, National Academy of Engineering; Casey Gibson, National Academy of Engineering

Tagged Divisions

Engineering Ethics Division (ETHICS)

through auspices ofthe National Academies.backgroundThe practice of engineering is more than the application of scientific, mathematical, andtechnical knowledge to design, develop, build, and maintain devices, systems, structures, andprocesses. It is a creative endeavor with profound cultural, ethical, and social dimensions, andwith the great potential to do good or harm, however intentionally or unintentionally.While it may seem as though considerations of such non-technical aspects of engineering are arelatively recent concern, they have in fact long been on the minds of practitioners [1]. Indeed, aset of papers published in 1922 put forward some remarkably modern-sounding concepts.Alexander Graham Christie, a Johns Hopkins University

Conference Session

Broader Approaches to Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bono Po-Jen Shih, Pennsylvania State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; Matthew James P.E., Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics Division (ETHICS)

their courses. In the research-to-practice cycle, instructors would informthemselves about innovative practices emerging from others’ research, improve teaching plansdrawing on new information, and assess student outcomes and feed back successful practices(and lessons learned) to the research community. This paradigm has a historical root in modelingengineering education after traditional sciences that have greater consensus on theories andmethods, with the goal of elevating engineering education practice to “research” that isgeneralizable and transferable [1]. Research in the wider institutional context, such as in themandate for institutional review boards (IRBs) in the US, is further understood as “a systematicinvestigation […] to develop or

Conference Session

Increasing Engagement in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Wolf, University of British Columbia; Gayatri Gopalan, University of British Columbia; Christoph Johannes Sielmann P.Eng., University of British Columbia

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

Tragedy of theCommons. Early findings show positive engagement with both the Pisces Game and SpectrumGame, with many students describing these two as particularly impactful and enjoyable. VirtuePoints yielded results that surprised many students, and there are indications that clarifying andamending the scoring system for the game may promote better understanding of how it cansupport self-reflection on virtues.IntroductionEthics education in undergraduate engineering programs has long been a source of struggle forengineering educators [1]. The need for ethics education in engineering in Canada is driven byEngineers Canada through the Canadian Engineering Accreditation Board to promote adherenceto the Washington Accords and encourage high quality

Conference Session

Broader Approaches to Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kyle Payne, Collins Engineers

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

al. (2005), ethical leadership refers to “the demonstration ofnormatively appropriate conduct through personal actions and interpersonal relationships, andthe promotion of such conduct to followers through two-way communication, reinforcement, anddecision-making” (p. 120). The researchers developed and validated a ten-item scale to measureethical leadership, which is shown in Table 1. The scale relies on data reported by a followerabout their perceptions of a leader’s commitment to ethics. Table 1: Ethical Leadership Scale My leader conducts his or her personal life in an ethical manner. My leader defines success not just by results but also the way that they are obtained. My leader listens to what employees have to say. My leader

Conference Session

Engineering, Ethics, and Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

James N. Magarian, Massachusetts Institute of Technology; John M. Feiler, Massachusetts Institute of Technology; Leo McGonagle, Massachusetts Institute of Technology; Eileen Milligan, Massachusetts Institute of Technology; Alexander Rokosz, Massachusetts Institute of Technology; Elizabeth Schanne, Massachusetts Institute of Technology; Reza S. Rahaman, Massachusetts Institute of Technology; Olivier Ladislas de Weck, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS), Engineering Leadership Development Division (LEAD)

intrinsic to the activity (e.g., time and resource constraints, a competitive context, and costs),yet, that many students’ reflections contained ideas for mitigating such pressures through enhancedcritical thinking and team collaboration. Though program-level evaluation of ethics learning is ongoing,we conclude by sharing lessons-learned from this module’s development, identifying implementationconsiderations for other programs wishing to explore similar forms of ethics experiential learning.IntroductionUndergraduate Engineering Leadership (EL) programs frequently describe ethics education as a keyfacet of their curricula (e.g., [1 - 5]), a movement aligned with contemporary engineering accreditation 23 4criteria

Conference Session

Virtues in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sergio Guillen Grillo, University of Virginia; Bryn Elizabeth Seabrook, University of Virginia

Tagged Divisions

Engineering Ethics Division (ETHICS)

cognitive space where the dilemma is acknowledged andanalyzed, to preliminary interactions with trusted others to better understand the issue, to © American Society for Engineering Education, 2024 1 2024 ASEE Annual Conferenceassessing organizational cultures and stakes, to ultimately engaging with others to raise concernsand seek alternatives. Stepwise rehearsal of interactions includes a breakdown of the stepsnecessary to engage with others at each of these circles, from preparing to frame concerns toscripting difficult conversations. This paper presents the pedagogical foundations for this

Conference Session

Broader Approaches to Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Virginia Polytechnic Institute and State University; Rockwell Franklin Clancy III, Virginia Polytechnic Institute and State University; Lisa M. Lee, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics Division (ETHICS)

education. The purpose ofthis paper is to offer initial insights into the lessons that can be drawn from these funded projects,with the aim of contributing to the theoretical understanding of the institutional transformationapproach to STEM ethics education.In particular, this paper seeks to investigate the following research questions:(1) What motivates researchers to opt for an institutional approach over an individualistic one?(2) What theoretical frameworks do researchers employ to tackle institutional transformation?Finally, this paper will outline how our recently awarded institutional transformation grant canbenefit from these results. We intend to gather data using three major methods: (1) publicsummaries of these projects published on

Conference Session

The Global and Cultural Dimensions of Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Darius Grandvil Carter, San Francisco State University; Stephanie Claussen, San Francisco State University

Tagged Divisions

Engineering Ethics Division (ETHICS)

Paper ID #42851Examining the Characteristics and Traits of Young Engineers’ Moral ExemplarsMr. Darius Grandvil Carter, San Francisco State University I am the middle child of African American Darius Carter and Filipina Geraldine Goyena Carter. As a child I loved space and planets, as I grew older I enjoyed making spaceships and machines out of lego. After highschool I decided to go to San Francisco State University where I am a 4th year studying Mechanical Engineering. I have been working with Dr. Stephanie Claussen in the Engineering Ethics Lab for 1 year where I have been working on a research paper studying the moral

Conference Session

Decision-Making in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tori N. Wagner, University of Connecticut; Daniel D. Burkey, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Scott Streiner, University of Pittsburgh; Kevin D. Dahm, Rowan University; Jennifer Pascal, University of Connecticut

Tagged Divisions

Engineering Ethics Division (ETHICS)

Ethics Narrative Game [Research Paper] Knowing what's right doesn't mean much unless you do what's right. -Theodore RooseveltFostering ethical decision-making skills in undergraduate engineering students is central toABET accreditation and crucial to student engineers’ success in future careers [1]. This ongoingresearch focuses on the development of a narrative game called Mars: An Ethical Expedition(Mars) [2]. The game draws on the contemporary learning theory of situated cognition to providestudents with a situated, contextualized, and playful platform for using and reflecting on theirethical reasoning abilities [3, 4]. The game aims to be an engaging and