Displaying all 15 results
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- Engineering Ethics Division (ETHICS) Technical Session - Expanding horizons
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- 2025 ASEE Annual Conference & Exposition
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- 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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Barakat, The University of Texas at Tyler Dr. Barakat is currently serving as a Professor and Chair of Mechanical Engineering at the University of Texas at Tyler. Dr. Barakat is a professionally registered engineer in Ontario, Canada, a Fulbright Specialist, and is a fellow of the American Society of Mechanical Engineers (ASME). Dr. Barakat holds a Ph.D. in Mechanical Engineering from McMaster University, Ontario, and a Master Degree from Concordia University, Canada. He is also the recipient of multiple awards including the ASME Edwin Church Medal (2020), ASME McDonald Mentoring Award (2014), ASME Dedicated Service Award (2011), and GVSU Distinguished Early-Career Award (2010). Dr. Barakat has served in many
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Ethics education methodologies and interventions
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- 2025 ASEE Annual Conference & Exposition
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- Rebekah L Martin, Virginia Military Institute; Tanjina Afrin, Virginia Military Institute; Kacie Caple D'Alessandro, Virginia Military Institute
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meets these standards, including methods to approach, type of application, andcorrelation to industry experience, are presented in the paper.Lastly, this paper assesses the performance of VMI's CE students by analyzing longitudinal datafrom ethics-related questions on the Fundamentals of Engineering (FE) exam. Taking the FEexam is a key graduation requirement for all CE students at VMI, providing a quantitativemeasure of the effectiveness of the institute's ethics education. This analysis will focus onidentifying trends in student performance over time, offering insights into how well VMIprepares its students for ethical challenges in their professional careers. Overall, this paperprovides a comprehensive review of the integration of ethics in
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Expanding horizons
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- 2025 ASEE Annual Conference & Exposition
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- 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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conflicts between profit motives andpublic good, leading some engineers to change careers (1). Common ethical issues includeillegal waste dumping and data manipulation (2). Research suggests a concerning link be-tween academic dishonesty in engineering education and unethical behavior in professionalsettings. Studies have found that engineering students are among the most likely to engagein academic cheating (3; 4). This behavior appears to correlate with unethical conduct in theworkplace, as demonstrated by surveys exploring decision-making patterns in both academicand professional contexts (5). These findings highlight the need for interventions to addressunprofessional behavior. Researchers have identified various approaches, with most interven
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Student understanding
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- 2025 ASEE Annual Conference & Exposition
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- Simge Engelkiran, Thayer School of Engineering at Dartmouth
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aims to build a more comprehensive understanding ofdoctoral-level ethics education.Research Aims and QuestionsThe primary goal of this study is to illuminate how doctoral students interpret and applyethical principles in engineering and to identify critical gaps in ethics education. Theinvestigation is guided by the following research questions: 1. How do doctoral engineering students at the Thayer School of Engineering conceptualize ethics within the context of their training and future careers? 2. In what ways do these conceptualizations shape their approach to professional decision-making? 3. What challenges and gaps in ethics education are perceived by doctoral students, and where might curricular or
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- Engineering Ethics Division (ETHICS) Technical Session - Virtue & Ethics in the Profession
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- 2025 ASEE Annual Conference & Exposition
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- Cindy Rottmann, University of Toronto
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-making authority upon whom three institutional forces act, 1) managerialism enacted byemployers, clients, and the government, 2) scientific training shaped by discipline-specificuniversity programs, and 3) ethical commitments shaped by early growing up experiences and 4formal non-technical education. The diagram illustrates these three external forces using arrowsand the related institutions using boxes. The agentic aspect of the diagram will be fleshed out inthe next phase of this project when I interview early career engineers. The two axes are alsobased on sociological notions of professional identity and professional status. In contrast to
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Virtue & Ethics in the Profession
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- 2025 ASEE Annual Conference & Exposition
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- 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
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, honesty, integrity, kindness, courage,forbearance, and respect. Here we will summarize two of the stories. Figure 1 illustrates bothstories.2.2.1 Story 1: Lu Ban and Ya ZiOne of the virtue-of-the-week stories was about Lu Ban and his son Ya Zi 24,25 . This storyexemplified the virtues of diligence of perseverance. Lu Ban (507 – 440 B.C.E.) is a reveredengineer, architect, and a master of carpentry and masonry in ancient China.Lu Ban’s son, Ya Zi, was not sure about his dream job and future career. First, he told his fatherLu Ban that he would like to become a farmer. Lu Ban was delighted to know it and encouragedYa Zi to go to another place and learn the skills of farming from experienced farmers. One yearlater, Ya Zi returned home. He told
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Virtue & Ethics in the Profession
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- 2025 ASEE Annual Conference & Exposition
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- Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University
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students who were introduced to the purpose and importance ofengineering ethics during the prior semester. Each group contained three to fiveself-selected members, chosen after being given instructions that they should not havepreviously worked with each other.3.4 Data CollectionData included sets of “moral hierarchy” diagrams, co-created for a hypotheticalengineering company where the team would need to spend their entire careers. Thesediagrams were supported by brief reflection questions collected from each student at theend of class, asking about disagreements in the team, how they were negotiated, and whatmoral compromises the students expected to make in their future careers.We used our learning management system to collect each group’s moral
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Student understanding
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- 2025 ASEE Annual Conference & Exposition
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- Todd Freeborn, The University of Alabama; Miriam E. Sweeney, The University of Alabama; Claire Major, The University of Alabama
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-analyses Comparing PBL to Conventional Classrooms,” Interdiscip. J. Probl. Learn., vol. 3, no. 1, pp. 44–58, 2009.[11] IEEE, “IEEE code of Ethics,” [Online]. Available: https://www.ieee.org/about/corporate/governance/p7-8.html (accessed Jan. 26, 2026).[12] National Society of Porfessional Engineerings, "NSPE Code of Ethics for Engineers",. [Online]. Available: https://www.nspe.org/career-growth/nspe-code-ethics-engineers (accessed Feb. 25, 2025)[13] L. Shuman, M Besterfield-Sacre, H. Wolfe, M. Sindelar, R. Pinkus, B. Olds, R. Miller, “Using rubrics to assess students’ ability to resolve ethical dilemmas,” IIE Annu. Conf. Proc., pp. 1–7, 2005.[14] L.J. Shuman, M.F. Sindelar, M. Besterfield-Sacre, H. Wolfe
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Virtue & Ethics in the Profession
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- 2025 ASEE Annual Conference & Exposition
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- Charles E. Baukal Jr. P.E., Oklahoma Baptist University
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- Engineering Ethics Division (ETHICS)
45 ethical misconduct. Asked to take shortcuts I feel are unacceptable. 48 Work I have to undertake makes me feel ethically compromised. 53 Often find myself at odds with my employer when it comes to acting ethically. 58Engineering ethics are extremely important because of the potential danger of some types ofequipment. The author spent an entire career working on industrial combustion equipment whichis inherently dangerous. Failure to properly design, build, operate, and maintain such equipmentcan lead to serious injuries and even fatalities.According to the National Academy of Engineering (2016) [5], ethics are crucial in engineering,“Ethical practice in
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- Engineering Ethics Division (ETHICS) Technical Session - GenAI in ethics education
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- 2025 ASEE Annual Conference & Exposition
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- 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
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- Engineering Ethics Division (ETHICS)
substantial energyconsumption associated with large language models, driven by extensive computationalresources, poses environmental challenges. For instance, data centers powering AI toolscontribute significantly to carbon emissions, highlighting the need for responsible use withineducational and professional contexts [26].To address concerns about AI integration, institutions should focus not only on academicintegrity but also on promoting AI literacy. This includes discussions on sustainability, long-term professional responsibilities, energy efficiency, ethical AI use in decision-making, andbalancing automation with human expertise. Such initiatives can better prepare engineeringstudents for responsible AI adoption in their future careers
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- Engineering Ethics Division (ETHICS) Technical Session - Case Studies
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- 2025 ASEE Annual Conference & Exposition
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- Cameron Michael Kim, Duke University
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- Engineering Ethics Division (ETHICS)
[9]. Meanwhile, electric vehicle present novel ethical dilemmas withrespect to rare earth metals and materials sourcing for batteries [10], increased weight andineffective guardrails for crashes [11], and levels of autonomy in full self-driving algorithms [12].These emerging technologies and the dilemmas they present will be paramount to engineers’preparedness for the future responsibilities they may have in the profession. To ensure that thisABET student outcome is achieved, a culture of engineering engagement is promoted, andengineers are prepared for the future challenges ahead in their careers, I argue that we mustdevelop forward-thinking, modern, and discipline-specific engineering ethics content. This paper outlines the
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Expanding horizons
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- 2025 ASEE Annual Conference & Exposition
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- Jennifer Strickland, The MITRE Corporation
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- Engineering Ethics Division (ETHICS)
communitycontinues to discuss what qualifies as “rigorous” qualitative research. Qualitative methods can bemet with dismissiveness, perceived as less valid data sources than quantitative approaches. Somebelieve qualitative methods are by definition subjective and biased and therefore less useful thanquantitative methods, yet that is not the interpretation I learned in my nontraditional career pathstudying with Indi Young in her advanced training and Tom Tullis on the job at FidelityInvestments. Bias infers a partialness or a singular belief. Subjective refers to data rooted in oneperson’s experience or interpretation of events. The criteria for qualitative methods outlined inMiles and Huberman’s Evaluative Criteria [2] include, as noted by the Robert Woods
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Ethics education methodologies and interventions
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- 2025 ASEE Annual Conference & Exposition
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- Edwin R. Schmeckpeper P.E., Norwich University; Ashley Ater Kranov, Washington State University; Michael B. Kelley P.E., Norwich University
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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
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Ethics in ML/AI
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- 2025 ASEE Annual Conference & Exposition
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- Emad Ali, Virginia Polytechnic Institute and State University; Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Arsalan Ashraf, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University
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completed his B.S. in Aviation Management from Lahore in 2017 and then worked in the aviation industry. After gaining experience, he changed his career path and entered academia as a lecturer at The University of Faisalabad in 2022. He joined Virginia Tech in the fall of 2024.Dr. Dayoung Kim, Virginia Polytechnic Institute and State University Dr. Dayoung Kim is an Assistant Professor of the Department of Engineering Education (College of Engineering) at Virginia Tech and a Director of the LABoratory for Innovative and REsponsible ENgineering workforce (LAB-IREEN). She conducts research in engineering practice and workforce development (e.g., practices and experiences of, and competencies required for, engineers in
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Student understanding
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- 2025 ASEE Annual Conference & Exposition
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- Eman Hammad, Texas A&M University; Celeste Arden Riley, Texas A&M University - Kingsville; Virginia Pederson; Pierre Atieh
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- Engineering Ethics Division (ETHICS)