Displaying all 6 results
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Student understanding
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Eman Hammad, Texas A&M University; Celeste Arden Riley, Texas A&M University - Kingsville; Virginia Pederson; Pierre Atieh
- Tagged Divisions
- Engineering Ethics Division (ETHICS)
instruction-based methods such as ethical casesstudies, quizzes and discussions [8] [9]. Other studies examined practical approaches such asinteractive development environments, where students are nudged with automated betterarchitecture choices while working on software development [10]. Finally, the psychologicalelement of empathy as a design factor in senior capstone design projects has been evaluatedthrough engaging students in the design of products for handicapped users [11].Our variation of this integrated disciplinary approach combines ethical considerations withbehavioral and motivational ones. Thus, we advocate for a collaborative research initiativebetween applied engineering and psychology. Our overarching objective is to respond to
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Expanding horizons
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Douglas Yung, Syracuse University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics Division (ETHICS)
students maylearn about the importance of inclusive design, they are rarely provided with opportunities toapply these concepts in project-based learning or capstone design experiences. This gap ineducation perpetuates the separation of DEI from core engineering ethics, reinforcing theperception that equity and inclusion are secondary concerns.Lack of Dynamic Frameworks for Complex ChallengesCurrent frameworks in engineering ethics often adopt static approaches that do not account forthe dynamic interplay between technical, social, and environmental factors. For example,sustainability frameworks may emphasize resource efficiency and environmental impact withoutconsidering how social inequities influence the distribution of benefits and burdens
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Ethics education methodologies and interventions
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Rebekah L Martin, Virginia Military Institute; Tanjina Afrin, Virginia Military Institute; Kacie Caple D'Alessandro, Virginia Military Institute
- Tagged Divisions
- Engineering Ethics Division (ETHICS)
upcomingcurriculum adjustments.6. Conclusion and RecommendationsBecause the FE data consistently shows a below-average performance on ethics questions, VMIcan consider alternative means to improve students' professional engineering ethical formationand, in turn, FE exam performance. First, VMI can consider tracking how students apply ethicalframeworks in capstone projects or internships to observe and evaluate the integration of ethicsinto engineering practice. Surveys or interviews with alumni can also offer valuable insights intothe long-term impact of ethics education on professional practice. Alternative approaches in theclassroom may include more case study analysis using codes of ethics, structured reflectiveessays to focus on professional issues
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Virtue & Ethics in the Profession
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jiamin Zhang, University of California, Riverside; Quoc Tuan Olivier Truong, University of California, Riverside; Neha Gutlapalli, University of California, Riverside; HSIN-LING HSIEH, Northern Michigan University; Dena Plemmons, University of California, Riverside
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics Division (ETHICS)
aculture of interest and analyze it by identifying the virtues highlighted within the story, thendiscussing how those virtues support engineering ethics. The purpose of this exercise was to allowstudents to demonstrate their learning and understanding gained throughout the course.3 IMPLEMENTATIONAs a pilot study, the teaching modules were implemented in the 2-quarter chemical engineering(CHE) capstone design course at a large public university in the Southwest US. Students in thecourse worked in teams of five to design a chemical engineering process. This project wasreviewed and approved by the university’s Institutional Review Board (IRB protocol number:30232). The first author is the course instructor. The control group for the study is
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics Division (ETHICS)
particular to Quebec within north America, and can provide novel legislativeacts to support the integration of training interests with professional deontology, withinQuebec but also as an inspiration for potential changes elsewhere.4.4 Actionable RecommendationsBuilding on our findings, we propose a set of actionable recommendations for both engineer-ing educators and professional orders to strengthen ethical standards within the profession.4.4.1 For Engineering Educators: • Expand ethics instruction: Increase the number of hours dedicated to ethics education and integrate ethical reasoning consistently across technical coursework, internships, and capstone projects to reinforce its relevance throughout the curriculum
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - GenAI in ethics education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Tianjiao Zhao, East Carolina University; Angela Whitehurst, East Carolina University; George C. Wang P.E., East Carolina University; Xi Lin, East Carolina University; Xi Wang, Drexel University; Ron Chance, East Carolina University; Chelsea Rebecca Buckhalter, East Carolina University; shahrooz Ghorbani, East Carolina University
- Tagged Divisions
- Engineering Ethics Division (ETHICS)
learning environments. More information can be found at http://whoisxilin.weebly.com/Dr. Xi Wang, Drexel University Dr. Xi Wang is an Assistant Teaching Professor at Drexel University. She received her Ph.D. and M.Eng both in Civil Engineering, from the University of Kentucky and Auburn University. She is licensed as a Professional Engineer and LEED Green Associate. She is teaching a range of courses in construction management and will be assisting capstone design projects that directly serve regional construction firms. Her research interests include technology adoption in workforce development in the construction industry, sustainable developments in construction education, and learning motivation for student