Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeff R. Brown, Embry-Riddle Aeronautical University - Daytona Beach; Chad Rohrbacher, Embry-Riddle Aeronautical University - Daytona Beach; Taylor Joy Mitchell, Embry-Riddle Aeronautical University ; Leroy Long III, Sinclair Community College - Dayton; Jenna Korentsides, Embry-Riddle Aeronautical University - Daytona Beach; Joseph Roland Keebler, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

Engineering Ethics Division (ETHICS)

placerepresents an essential role in narrative inquiry with the reflection that events impact in eachplace.” Critical because the narratives confront social realities. Akin to critical pedagogy datingback to Dewey and Paulo Freire or critical theory associated with the Frankfurt school, criticalnarratives encourage students to think of power dynamics. Critical also relates to thinking aboutmoral judgment, when moral judgment is defined as issues related to fairness and justice [4].Narrative because if students are going to transfer the problem-solving skills they gained in theclassroom to considering their impact on a variety of stakeholders, they need an intervention thatgoes beyond the traditional case study or a module built around memorizing

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

activities weredesigned to stimulate critical thinking about social aspects of engineering and to reframe thetraditionally technical obligations of the engineer within sociopolitical and equity-orientedstructures.Through a qualitative analysis of student experiences, assignments, and reflections as part of thecourse, this paper evaluates the impact of three pedagogical methods on student engagement withethical questions surrounding their decision-making as both individuals and as future engineers.The three methods being studied are Virtue Points, a tool that encourages self-reflection bycontrasting personal and professional virtues, an adapted ‘Spectrum Game’ based on conceptspresented by Jubilee Media, and a modified Pisces Game used to explore

Conference Session

Decision-Making in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tim Ransom, Clemson University; Alysa Rose Lozano, University of Kentucky; Betul Bilgin, The University of Illinois Chicago; Courtney Pfluger, Northeastern University; Sindia M. Rivera-Jiménez, University of Florida; Katie Cadwell, Syracuse University; Gisella R Lamas Samanamud, University of Kentucky

Tagged Divisions

Engineering Ethics Division (ETHICS)

' written reflections on ethical dilemmaswill be grouped according to three types of possible outcomes: client-based, company-based, andinnovation-based according to their answers to corporate social dilemmas. Students will have asurvey to determine what type of moral reasoning they adopt when they face an ethical dilemma.Students will be presented with an ethical decision-making scenario and answer it based on theirown individuality. The pre and post activity reflections will be compared to verify any changesin perspective in addressing the dilemma. The EM component to this decision-making activity isnot only mimicking decision-making situations as entrepreneurs, but it also includes thediscussion of the entrepreneurial mindset framework to either

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 Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

score (n = 178, p = 0.65), butshowed a decrease of -3.38 in P score (n = 178, p = 0.017). This suggests that over four years,there is a reduction in students prioritizing decisions that were altruistic and based on universalgood. It is challenging to predict why this occurs, but we tentatively suggest that it may reflect amore accurate representation of students' thoughts on these ethical dilemmas. Additionally, itmight indicate a deeper consideration of the complex factors typically involved in real ethicaldecisions, rather than merely an abstract evaluation of what a reasonable engineer should do.Given these results and to gain a fuller understanding of students’ changes in ethical reasoningthroughout their undergraduate programs, we contend

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)

deliverables reflecting a partial recognition or incompletehandling of ethical dimensions, and those that submitted deliverables reflecting thorough navigationof ethical dimensions. These performance observations were possible because the activity involvedmaking resource choices linked to ethical implications, resulting in certain materials’ use (orabsence) evident in teams’ physical deliverables. Students’ post-activity reflections, submitted afterthey participated in an activity debrief, included indications of intended learning in a majority ofcases (83% of submittals) based upon a rubric. Drawing from activity observations and reflections,we discuss how teams’ ethical decision making appears to have been strained by various intendedpressures

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)

researchuniversities seeking federal funding often led to RCR education being housed in legal orcompliance divisions, such as ethics and compliance offices, research divisions, such as grantdevelopment offices, or STEM academic units, such as schools of engineering or medicine(Geller, Boyce, Ford, & Sugarman, 2010). As Resnick (2014) argues, this institutionalbifurcation between the traditional teaching of ethics in the humanities to instill understandingand promote critical reflection, and the emphasis within the sciences to govern behaviors viaresearch conduct and professional codes creates problems when assessing ethics education.The emphasis on institutional factors in ethics education in this paper can be seen as a responseto a small but consistent

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica Koehler, Wake Forest University; Olga Pierrakos, Wake Forest University; Adetoun Yeaman, Wake Forest University

Tagged Divisions

Engineering Ethics Division (ETHICS)

Practical Wisdom (phronesis) is the integrated virtue, developed through experience and critical reflection, which enables us to perceive, know, desire and act with good sense. This includes discerning, deliberative action in situations where virtues collide. Flourishing Individuals and Society Figure 1: Adapted from The Jubilee Framework of the Building Blocks of Character [15].In the context of engineering education, a few publications have previously leveraged the JubileeFramework [3], [4], [30] – [31]. These character virtues can be mapped to the seven ABETstudent outcomes further clarifying their applicability in engineering (Table 1). Multiple virtuesmay map to multiple ABET outcomes and there is room

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)

preparing learners todevelop scripts and action plans for acting consistently with their values in ethically challengingscenarios. The approach moves away from discussing what the right action would be accordingto different ethical normative frameworks, and instead starts from the premise that most peopleare able to recognize the right course of action that is consistent with their values, and want topursue it; however, they have difficulties acting accordingly. Central to this learning model is theapplication of a thought experiment framed as: “Assuming I know what I want to do to act onmy values, how can I get it done?” The capacity to bridge the space between decision and actionis strengthened by reflection about past experiences and each

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)

specifically for mobility engineers. Since examination is oneof the pillars toward licensure, the gap reflects the lack of a complete roadmap toward theprofessional career of mobility engineers. It implies the effectiveness of education programs andquality of practice in this field could be undermined. For example, decision making generatedfrom engineering judgment may lack the grounds of widely accepted norms. Besides,engineering practice could be less tracked, disciplined, or protected. Eventually, less regulatedpractice could lead to adverse impacts on public safety as well as the health of the engineeringcommunity.One of the most important purposes of professional engineering licensure is to provide assuranceto the public of a minimum level of

Conference Session

Engineering, Ethics, and Community Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

studies,methodologies, and frameworks for thinking about how to teach engineers about the nature oftheir work1. The American Society for Engineering Education has a separate Engineering EthicsDivision that has also tackled broader topics on how engineers should consider the ethical andsocietal implications of what they do. Our research paper here seeks to build bridges to some ofthat engineering education and ethics research by reflecting on recent efforts that have beenperformed from within a government agency, the National Aeronautics and SpaceAdministration (NASA), to reflect on the implications on the work of engineers. This event wascalled the Artemis and Ethics workshop, and it focused on bringing in social science andhumanities scholars

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dayoung Kim, Virginia Polytechnic Institute and State University; Diana Bairaktarova, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics Division (ETHICS)

been no exception in engineering ethicseducation. To evaluate the effectiveness of engineering ethics interventions, engineeringeducators have utilized various assessment strategies. Based on their review of the literature,Hess and Fore [2] identified that engineering educators have utilized both quantitative andqualitative strategies to evaluate the effectiveness of their educational interventions: Somecommon quantitative assessment strategies included collecting student perceptions of theeffectiveness of the educational interventions through course evaluation surveys. Some commonqualitative assessment strategies included collecting students’ course evaluations which havetheir reflections on learning gains.However, although there have been

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

thinking processes YES or NO Does the course include attention to principles of universal design of learning, including access and accommodation? Ex. Consider use of visuals designed to include colorblind students or laboratories that accommodate students with visual or physical impairments YES or NO Does the course include attention to highlighting the contributions of diverse exemplars of engineers? Ex. Tell the full story of the origins of engineered designs, like including the role of Lewis Latimer in the development of the light bulbWizard Outcome 4 - Character4a: Learning activities: YES or NO Does the course include opportunities for students to reflect on

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

final metric, the N2 score, concerns the prevalence of post-conventionalrelative to the absence of preconventional reasoning, not only that participants make decisionsbased on universal principles of justice, but also that they do not make decisions based on aconcern for themselves alone.The MFQ is a measure of moral intuitions that asks participants to decide on not onlyconsiderations relevant to resolving ethical questions, but also the extent to which they agreewith statements with moral content [23]. These considerations belong to one of five “moralfoundations,” understandings of right and wrong driven by intuitions, closer in nature toemotions than reflective thought [25]. These include care-harm, fairness-cheating, loyalty-betrayal

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tori Wagner, University of Connecticut; Landon Bassett, University of Connecticut; Jennifer Pascal, University of Connecticut; Daniel D. Burkey, University of Connecticut; Scott Streiner, University of Pittsburgh

Tagged Divisions

Engineering Ethics Division (ETHICS)

with a binarydecision that determines what will happen next in the story. Historically, this game had been ledby an instructor and played weekly, as a whole-class assignment, completed at the beginning ofclass. The class votes and the majority option is presented next. In addition to the centraldecision, there are also follow-up questions at the end of each week that provoke deeper analysisof the situation and reflection on the ethical principles involved.This prototype was initially developed within a learning management system, then supported bythe Twine™ game engine, and studied in use in our 2021 NSF EETHICS grant. In 2022-23 thegame was redesigned and extended using the Godot™ game engine. In addition to streamliningthe gameplay loop and

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)

diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Prof. Pauline Wade, Texas A&M University Pauline Wade was formerly the assistant director for the Craig & Galen Brown Engineering Honors and Grand Challenge Scholars programs. Previously, she was a tenured faculty member at the University of the Philippines, Cebu (UP), in the Department of CompuDr. Shawna Thomas, Texas A&M University Dr. Thomas is an Instructional Assistant Professor in the Department of Computer Science and Engineering at Texas A&M University. She is a member of the Engineering Education Faculty in the Institute for Engineering

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

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Monday June 26, 3:15 - 4:45

Collection

2023 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, Vrije Universiteit Brussels

Tagged Divisions

Engineering Ethics Division (ETHICS)

responsibilities ofengineers to the public and environment [6]. Both domains are reflected in the accreditationcriteria for engineering programs in the United States [3]. Accreditation can be a significantexternal influence in shaping engineering ethics instruction [7] [8]. However, there are multiplefactors that can affect an educator’s decision to teach ethics in the context of engineering. Thesefactors can be personal, such as their intrinsic motivation and professional background [9].Within the academic environment, factors such as course type and discipline can affect facultymembers’ views of engineering ethics education [10] [11].CultureThe study of culture is rooted in anthropology, sociology, and social psychology [12]. Comingfrom different

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

scenarios, students are trained to apply engineering ethics knowledge to practice.Implement educational reform in the form of debate competitions, and conduct engineeringethics debate competitions in various engineering ethics course teaching classes. Practical activities not only fully leverage the leading role of teachers, but also reflect thesubjectivity of students. Student debaters can gain a deeper understanding of the basic concepts,principles, guidelines, moral values, public safety obligations, social responsibilities, and otherelements of engineering ethics from different perspectives through discussions and in-depthanalysis of the topic. This can enhance moral awareness, cultivate moral emotions, and regulatemoral behavior. Under the

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

Tagged Topics

Diversity

Tagged Divisions

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

taken [2]. The research ofEdmondson noticed that certain teams within the same hospital produced very differentoutcomes for the patients they oversaw. As she observed more closely why certain teams couldbecome a learning organization, she noticed that the teams did seven things positively. From theseven items she created a survey that a team could use to guide a reflection on where they are intheir growth towards becoming a learning organization.The seven survey items that Edmonson created are included in the appendix of this paper, butcan be summarized into the following categories of scenarios commonly encountered in teams:making mistakes, asking for help, taking small risks, discussing tough issues, respecting thecontribution of others

Conference Session

Engineering Ethics Division (ETHICS) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cristian Eduardo Vargas P.E., Purdue University, West Lafayette; Manuel José Alejandro Baquero Sierra, Purdue University, West Lafayette; Michael Robinson, Saint Vincent College; Jacqueline Rose Tawney, California Institute of Technology

Tagged Divisions

Engineering Ethics Division (ETHICS)

foundational value withinthe engineering profession. According to Gilbert [3], compassion is a sensitivity to suffering in oneselfand others and a steadfast commitment to alleviate and prevent that suffering. Drawing from the ethicalframework proposed by Campbell [5], which defines care as "active compassion, empathy, and concernfor the well-being of other living (and in some cases non-living) things" [p. 112], this paper explorescompassion as an essential component of ethical engineering practice.While engineering ethics has traditionally emphasized the importance of reflecting on the broaderconsequences of technological advancements, compassion extends beyond cognitive reflection. Itembodies a motivational force beyond empathy and sympathy [3

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

group, selected to better ensure that content on diversity andinclusivity is well-integrated into the course in a meaningful and effective manner. This contentincludes interviews with industry professionals who themselves can effectively represent diverseperspectives; readings selected from texts on engineering failures resulting from a lack ofinclusivity (“missing voices”) in design, and case studies on the impact of locating high risktechnologies and facilities in socio-economically disadvantaged areas (often correlated with largeminority populations). Students are asked to reflect on factors which impact their own values aswell as those of engineers who design, site and implement technologies. DIV learning outcomesto be achieved via the

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Monday June 26, 3:15 - 4:45

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ronald P. Uhlig, National University; Shatha Jawad Jawad, National University; Bhaskar Sinha, National University; Pradip Peter Dey; Mohammad N. Amin, National University

Tagged Divisions

Engineering Ethics Division (ETHICS)

challenges if they are given freedom with appropriate responsibility.2. A Key issue is “how should we grade?” to accurately reflect student learning. When we asked the following question to Open AI’s ChatGPT it immediately generated the answer shown with the citation and references given below. Question: “How can a teacher grade an assignment, which is completed by a student using ChatGPT?” ChatGPT Answer: “ChatGPT is a chatbot that uses a variant of the GPT (Generative Pre- training Transformer) language model to generate text based on a given prompt. It is not designed to be used as a tool for completing assignments or for grading purposes. If a student has used ChatGPT to complete an assignment, it would not be an accurate

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)

use to identify the level offocussed topics versus diverse topics. These will be used as a proxy for assessing regionalrelevance and urgency. Testimonials from four educators who have used toolkit resources ineducational contexts have also been collected to evaluate the efficacy of the toolkitqualitatively. These user cases reflect both novice users introducing ethics and experiencededucators’ use of the toolkit, which comprises of guidance articles and resources to buildknowledge and structure for curriculum delivery. This initial phase of the impact assessmentof the engineering ethics toolkit has shown that it also helps to support educators to achievethe directive from professional bodies to imbue ethics into engineering degrees. Further

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Monday June 26, 3:15 - 4:45

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shreya Kumar, University of Notre Dame; Megan Levis, University of Notre Dame

Tagged Divisions

Engineering Ethics Division (ETHICS)

activities used in ethics and non-ethicsengineering courses. We share details and examples of some of our activities, including examplesof student made scenarios. We share our challenges and reflections about the process.(3) Developing and curating different resources for ethics educators through the Virtues andVocations and Ethics at Work initiatives and through a student developed ethics tool.INTERDISCIPLINARY AND PAN-INTITAIVE COLLABORATIONVirtues and Vocations initiativeThese endeavors came into contact with the Virtues and Vocations initiative at the University ofNotre Dame’s Center for Social Concerns. The Center for Social Concerns is an interdisciplinaryinstitute dedicated to justice education and research for the common good with

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jiaojiao Fu, Peking University

Tagged Divisions

Engineering Ethics Division (ETHICS)

index according to the specific situation of the coursetaught. In this way, the specific situation can be handled flexibly, and the teachingsituation of the course can be intuitively understood.The evaluation indexes and methods should be selected according to the curriculumobjectives. In the construction process of evaluation contents and evaluation system, itis necessary to consider whether indicators are easy to obtain fully. Evaluators mustknow how to judge and give opinions based on fundamental indicators and evaluationcontents. Establishing the evaluation index system should comprehensively reflect thevarious dimensions of the course effect of engineering ethics education. According tothe training objectives and talent training needs of

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

andintegrity, perennialism emphasizes the significance of conserving and reviving these ways ofknowing [11]. 17Application to AI Ethics Research and EducationPerennialism theory has significant implications and suggests approaches for AI ethics researchand education. The essential component of perennials is the requirement that AI incorporateculture, guaranteeing that technical developments honor and reflect the varied cultural legacies ofcommunities. This viewpoint emphasizes how AI has the potential to be a tool for culturerevitalization and preservation, helping to pass along traditional knowledge, stories, and practicesto future generations. Perennialism also highlights education as a continuous

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

in chemical engineering and Russian language. Her research interests focus on the use of reflection in student learning, specifically for self-regulated learning and identity formation. ©American Society for Engineering Education, 2024 Evidence-Based Practice: Looking Good When It Matters: How Engineering Students Regard the Virtue Ethics FrameworkIntroductionOur first-year engineering ethics unit contains an introduction to and guided practice in ethicaldecision making under each of four ethical frameworks: Deontology, Virtue Ethics,Consequentialism, and Utilitarianism. Students receive a briefing about each framework to learnabout its basic features and how to apply them. Prior studies with

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

schools, such as Texas Tech - Costa Rica, have accessed thecourse GVV modules on the OEC, suggesting that the course has the potential to be widelyadopted. We hope that ASEE members will find this to be a valuable resource for instruction.This evidence-based practice paper introduces the engineering ethics course and provides anoverview of how the GVV framework may be used in an engineering context. Its purpose is toprovide a framework for engineering educators who might wish to consider incorporating theseGVV modules into ethics courses. It further includes the instructors’ reflection on the new courseand how well it is achieving its goal of equipping undergraduates with knowledge,understanding, and practice to prepare them for ethical

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Engineering Ethics Division (ETHICS)

students are positively disposed toward engineering ethics content [18].Beliefs and assumptions about disciplinary coherence and autonomy (or lack thereof) shape ourthinking and are not usually the subject of critical reflection. The analysis presented here drawson the literature on interdisciplinarity to engage in such critical reflection. The intent is not todenigrate or devalue disciplinary expertise, but rather to understand the ways that disciplinarythinking and structures limit the possibilities for bringing academic expertise to bear in contextsthat are not organized by disciplinary structures.How Research on Interdisciplinarity Clarifies Its Purposes and ChallengesRobert Frodeman provides an approach that is particularly useful in the

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)

in Africa, Asia, Australia, Europe, and LatinAmerica. They discovered that only four countries had adopted the IEEE code of ethics as is andthe majority of countries (N=28) had variations that reflected sociopolitical and culturaldifferences (2014).A global professional code of ethics for engineers would be great but unfortunately does notexist. The most prominent U.S. code of ethics for engineers is the one developed by the NationalSociety of Professional Engineers (NSPE), as it represents licensed professional engineers.Please note that licensure for engineers is not a requirement for most engineering disciplines.The majority of licensed Professional Engineers (PEs) are civil engineers. Industry exemptionshave inhibited most of the other