Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Tuesday June 27, 1:30 - 3:00

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Engineering Ethics Division (ETHICS)

Across the Curriculum. Dr. Zhu’s research interests include global and international engineering education, engineering ethics, engineering cultures, and ethics and policy of computing technologies and robotics.Xianghong WUDr. Ryan Thorpe ©American Society for Engineering Education, 2023Assessing the Effects of a Short-Term Global Engineering Ethics Course on theDevelopment of Engineering Students’ Moral Reasoning and Dispositions [Traditionalpaper – research/evidence-based, DEI/research methods]1 IntroductionThis paper describes a project to develop, deliver, and assess a short-term (one-week) course onglobal engineering ethics at Shandong University in the Summer of 2022. This project builds onprevious

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Tuesday June 27, 1:30 - 3:00

Collection

2023 ASEE Annual Conference & Exposition

Authors

Youna Jung, Northeastern University; Jacob Ray Johnston, Virginia Military Institute; Aidan Noonan

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Engineering Ethics Division (ETHICS)

StatesIntroductionWe have witnessed the emergence of new technologies that solve problems and make our livesbetter. The use of new technologies has dramatically changed social conditions, and its rapid rateis causing new problems and issues that test our values [1]. The invention of email has made itpossible for instant communication all over the world, but it has also opened the door forphishing scams to steal financial information. The World Wide Web provides access to a wealthof information on all kinds of topics, but it also exposes children to inappropriate content likepornographic websites. It gives us a good reason why we need to make ethical decisions,weighing the benefits and potential harms associated with the use of new technology.As many issues in

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _ Monday June 26, 1:30 - 3:00

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rosalyn W. Berne, University of Virginia

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Engineering Ethics Division (ETHICS)

: Biotechnology and Science Fiction and Nanotalk: Conversations with Scientists and Engi- neers about Ethics, Meaning and Belief in the Development of Nanotechnology; a science fiction novel; two award-winning books in the genre of body-mind-spirit (including When the Horses Whisper), and numerous papers and articles. Her newest book, ”Animals, Ethics and Engineering” (working title) is under contract to be published in summer, 2024. ©American Society for Engineering Education, 2023Non-human Animals and a New Ethics for EngineeringIntroductionThe sixth mass extinction is underway. Earth's animal populations have declined by an averageof 69% since 1970 [1], partly due to unsustainable use of land, water and

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _ Monday June 26, 1:30 - 3:00

Collection

2023 ASEE Annual Conference & Exposition

Authors

Umair Shakir, Virginia Polytechnic Institute and State University; Justin L. Hess, Purdue University at West Lafayette (COE); Matthew James P.E., Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

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Engineering Ethics Division (ETHICS)

engineeringstudents to engage with the ethical issues embedded in their work in undergraduate degreeprograms. Instructors often use open-ended case scenarios to prepare engineering students forethical decision making in their work [1]. Open-ended ethics case studies or scenarios canengage students in ethical reasoning and judgment, especially when they are delivered in flexibleways and provide opportunities for students to express their views in their own words [2].However, assessments of ethics case scenarios have their own downsides. Perhaps most notably,such grading can be time-intensive and in large course sections with multiple instructors (such asthe course we study here), grading may lack consistency for both inter-grader and intra-graderassessment

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _ Monday June 26, 1:30 - 3:00

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University

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Engineering Ethics Division (ETHICS)

course revision include (1) analyzing the impact of power and privilege onsociety in the context of diversity and inclusion, (2) examining how human and culturalsimilarities and differences influence structural and institutional inequities, and (3) criticallyreflecting upon how one’s own personal and cultural presuppositions affect one’s values andrelationships. In addition to discussing the methodology of curriculum and educational materialdevelopment to meet these objectives, we will present student feedback, via responses toassignments, resulting from the first implementation of the redesigned course, and theimplications of this information for further enhancing course effectiveness. The methodologyused in ensuring integration of diversity

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _Monday June 26, 11:00 - 12:30

Collection

2023 ASEE Annual Conference & Exposition

Authors

Frank A. Mazzola, Virginia Polytechnic Institute and State University; Siddhartha Roy, Virginia Polytechnic Institute and State University; Marc Edwards, Virginia Polytechnic Institute and State University

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Engineering Ethics Division (ETHICS)

, engineers and scientists can impact the public in a positive and negativemanner. The obligations of engineers and scientists in society are continually evolving anddebated, including their work involving the public and marginalized communities [1]-[6]. Thesetopics are addressed from an aspirational applied ethics perspective in a graduate-level course atVirginia Tech: CEE 5804 “Engineering Ethics and the Public” [7], [8]. The course draws on highprofile case studies, both past and unfolding, to examine ethical dilemmas that confront engineersand scientists in research and practice. The course seeks to reimagine the role of ethics in thecareers of engineers and to expand the notion of “ethical conduct” to include moral courage, moralleadership, and

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _Monday June 26, 11:00 - 12:30

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kenneth McDonald, United States Military Academy, Department of Systems Engineering

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Engineering Ethics Division (ETHICS)

what is right, and honesty is rendering truth in all endeavors. These virtues are a solidfoundation for character formation and form a construct for engineering ethics education.Internalizing these virtues enables engineers to become more ethical and better equipped to dealwith ethical challenges of modern society and engineering.introductionEngineering is an important, valued, and trusted profession, whose esteemed position is builtupon a close and necessary relationship between society and engineer professionals[1]. Engineering’s trusted position is rooted in the necessity and reliance of society on theworks of engineering. Engineering is interwoven into the daily lives of people continuously,twenty-four hours a day, from the moment they

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Tuesday June 27, 9:15 - 10:45

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University at Raleigh; Cynthia Bauerle; Lisette Esmeralda Torres-Gerald; Carrie Hall

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Engineering Ethics Division (ETHICS)

(https://serc.carleton.edu/stemfutures/index.html) brought together educators from a variety ofuniversities to develop framework-guided curricula that align with the dimensions of 21st centurylearning by Kereliuk et. al [1]. The framework, found in figure 1, illustrates how three types ofknowledge, foundational (to know), meta (to act), and humanistic (to value), relate to learning inSTEM subjects. The framework is designed to “account not only for what ought to be known,but also for the unique contexts, cultures, and challenges that would-be innovators need toinclude in their approach to improving the world.” [1]. Foundational •Core content

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _Monday June 26, 11:00 - 12:30

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rosalyn W. Berne, University of Virginia; William J Davis, University of Virginia; Kent A. Wayland, University of Virginia; Bryn Elizabeth Seabrook, University of Virginia; Caroline Crockett, University of Virginia

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Engineering Ethics Division (ETHICS)

-ethics, Undergraduate EducationIntroductionEngineers are fundamentally problem solvers. Sometimes engineering solutions come withethical implications, this is what engineering ethics courses aim to help students betterunderstand. Ethics education for engineers takes many different forms across a wide variety ofinstitutions. As Hess and Fore attest, “... there is neither a consensus throughout the engineeringeducation community regarding which strategies are most effective towards which ends, norwhich ends are most important.”1 Believing that student self-awareness and the capacity toidentify and effectively communicate their own values is an “end” worth pursuing, we created anengineering ethics course for that purpose. The newly adopted

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _Monday June 26, 11:00 - 12:30

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alice Fox, Stanford; Benjamin C. Beiter, Virginia Polytechnic Institute and State University

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Engineering Ethics Division (ETHICS)

ethics and the ethicalunderstanding of engineering from a Philosophy of Technology approach. We then utilizethe intersection of queer theory and video game studies to present how the understandingof failure can help us reshape how it is approached in engineering. Finally, to illustrate theuse of these ideas, we present two theoretical examples of how failure can be enacted in theclassroom for a better understanding of engineering ethics.II. FAILING AT G AMES , A B RIEF I NTRODUCTIONThe initial quote, from the 2023 Game of the Year, Elden Ring [1], serves as a call to action,a start to an adventure, the beginning of a quest that we hope will change the world (at leastthe one within the game. . . ). Video games can act as a world within a

Conference Session

The Global and Cultural Dimensions of Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kerrie Danielle Hooper, Florida International University; Ivan Oyege, Florida International University

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Engineering Ethics Division (ETHICS)

Intelligence [1] ethics research and education practices. The purpose is to acknowledgeand highlight non-Western perspectives to expand and diversify knowledge on AI ethics. Theprimary goal is to be inclusive of different philosophies and ways of knowing, as this cansignificantly contribute to the development of ethical studies. Additionally, this study aims tovalidate different ways of knowing in Western literature by including research and voices fromscholars with different epistemological views about the world. In this paper, seven African IKStheories often used in work cited by African scholars are discussed in terms of how theirapplication can benefit contemporary AI ethics research and education practices. Definitions andsummaries are provided

Conference Session

Engineering, Ethics, and Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Marincel Payne, Rose-Hulman Institute of Technology; Kenneth W. Lamb P.E., California State Polytechnic University, Pomona; Seth Claberon Sullivan, Texas A&M University

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

approaches include exploring the connection between personal values,personal story, and principles (or personal ethics) and students’ behaviors that can affectpsychological safety on teams.IntroductionWithin this work we examine ethics as the collection of principles that we use to motivate us andhelp us make decisions and guide our interactions with those around us and work that we do.Therefore, our ethic is made up of the principles that motivate, inform, and guide our daily lives.From this standpoint, the discussion on ethics development should extend beyond why theChallenger exploded or the causes behind the Hyatt Regency Bridge failure.If we apply the four domains of Leadership Model [1], the development of a leadership ethic notonly includes

Conference Session

Virtues in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University

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Engineering Ethics Division (ETHICS)

on acceptable traits of moral behavior or character as perceived by oneself and others, andis more generalized to all aspects of an individual’s life rather than as a specific way to solveethical problems [1], [2].Virtue ethics has been described as a form of ethical reasoning based on what a virtuous personor a person of good character would do when faced with a difficult decision [3], [4]. There isalso debate as to whether virtues can be taught, as well as whether they are exercised consistentlyor are dependent on circumstances or context [4], [5]. Therefore, the ambiguity surrounding thevirtue ethics framework could provide evidence for students’ difficulty in understanding andapplying it.By contrast, Deontology, or ethics by rules, is

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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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

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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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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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

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

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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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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

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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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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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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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

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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

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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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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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

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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

Engineering Ethics Division (ETHICS) Technical Session - Expanding horizons

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tammy Mackenzie, The Aula Fellowship; Varsha Kesavan, University of Alberta; Thomas Mekhaël, Ecole de Technologie Superieure; Animesh Paul, University of Georgia; Branislav RADELJIC, Aula Fellowship for AI Science, Tech, and Policy; Sara Kodeiri; Sreyoshi Bhaduri, Private Corporation

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Engineering Ethics Division (ETHICS)

, ultimately fostering a culture of professionalism and ethical responsibility in engineering. By providing empirical evidence of disciplinary incidents and their causes, this study contributes to evidence- based practices for engineering education and professional development, enhancing the engineering education community’s understanding of professionalism and ethics.1 IntroductionThe engineering profession is built on a foundation of trust, integrity, and ethical conduct.However, like any profession, engineering is not immune to instances of misconduct, negli-gence, and unethical behavior. The Ordre des ingénieurs du Québec (OIQ)’s disciplinaryregister provides a unique window into the types of complaints filed against engineers

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Expanding horizons

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brent K Jesiek, Purdue University at West Lafayette (COE); Justin L Hess, Purdue University – West Lafayette (College of Engineering); Nael Barakat, The University of Texas at Tyler; Sara E Wilson, The University of Kansas

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Engineering Ethics Division (ETHICS)

ever, it is imperative thatprofessionals in engineering and technology engage with the normative dimensions of their workand consider how to best uphold high ethical standards. Multiple ethical frameworks andguidelines have been promulgated to support such objectives in educating engineering studentsand guiding engineering professionals, including relevant professional codes (e.g., [1]),accreditation requirements (e.g., [2]), responsible conduct of research (RCR) guidelines [3], andcorporate policies related to ethics, compliance, and social responsibility [4-5]. However, theseand other elements constituting engineering ethics require frequent revision in consonance withthe dynamic nature of technology. Indeed, the need for expanded and

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Ethics education methodologies and interventions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joel R. TerMaat, Doane University; Christopher D. Wentworth, Doane University; Kristopher Williams, Doane University

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Engineering Ethics Division (ETHICS)

an Associate Professor of Mathematics and Data Analytics and Director of Institutional Effectiveness at Doane University. ©American Society for Engineering Education, 2025Work-in-Progress [WIP] Baseline Results for The Impact of the Liberal Arts on the Ethical Development of Engineers Joel R. TerMaat (1), Kristopher J. Williams (2), and Christopher D. Wentworth (1) (1) Department of Engineering and Physics, Doane University (2) Director of Institutional Effectiveness, Doane UniversityAbstractPrevious research suggests that liberal arts institutions provide improved moral reasoningdevelopment in students compared with other types of institutions, but the

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Virtue & Ethics in the Profession

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto

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Engineering Ethics Division (ETHICS)

“public good” is characterized in the ethical codes andwebsites of engineers’ professional associations. While engineers are expected to hold the public paramount overclient and employer needs, historic accounts of engineers’ professional formation suggest that scientific authorityand the economic bottom line have been powerful drivers of engineers’ work since the turn of the 20th century [1, 2].How do these three occupational authorities—science, business, and public service—shape the contemporarymessaging systems of engineers’ professional organizations and to what extent do these messages differ acrossindustrial and national contexts? My critical analysis of eight engineering organization websites suggests anamplification of scientific and

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Ethics education methodologies and interventions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Edwin R. Schmeckpeper P.E., Norwich University; Ashley Ater Kranov, Washington State University; Michael B. Kelley P.E., Norwich University

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Engineering Ethics Division (ETHICS)

University’s Experience Teaching and Assessing Student Learning of Professional Skills Using the EPSA MethodIntroductionProficiency in engineering professional skills, such as ethics, communication skills, andteamwork, are critical for success in the multidisciplinary, intercultural team interactions thatcharacterize 21st century engineering careers. Boeing’s list of “Desired Attributes of anEngineer” specifically include “Good communications skills”, “High ethical standards”, “Aprofound understanding of the importance of teamwork”, “Understanding of the context in whichEngineering is practiced”, and “Curiosity and a desire to learn for life”[1]. Engineering programaccrediting bodies worldwide recognize this importance and have required