Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary

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Diversity

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Engineering Ethics Division (ETHICS)

. ©American Society for Engineering Education, 2025Experience Report: Reflections on Teaching Ethics Unethically [evidence-based practice,DEI]AbstractEngineering ethics education is essential for future graduates, yet it is often seen as a secondary‘complementary’ study, it is pushed to be more ‘engineering-like’ through focusing onquantitative methods, it is reduced to ‘rules and codes’, and assessment of engineering ethicsremains a mysterious process that people are willing to ignore problems within. In this paper, Iprovide an autoethnographical case study of my experience in my first year of teachingengineering ethics, where I engaged as an observer with another instructor’s content. I provide anoverview of the course, and present four main

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

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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

Engineering Ethics Division (ETHICS) Technical Session - Student understanding

Collection

2025 ASEE Annual Conference & Exposition

Authors

Diana Adela Martin, University College London

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Diversity

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Engineering Ethics Division (ETHICS)

’. ©American Society for Engineering Education, 2025Exploring engineering students’ understanding of their social responsibilitythrough a living library of ethics case studiesIntroductionEthics education is increasingly recognized as a crucial component of the undergraduateengineering curricula. Nonetheless, many engineering students show reluctance or outrightdisengagement when exposed to ethical issues [1] [2]. Traditionally, the engineeringcurriculum privileges technico-scientific knowledge, seeing it divorced from ethics andsocietal considerations, and relegating ethics tends to standalone courses or ancillary topicswithin broader coursework [3], [4]. This hierarchization of disciplines reflects a deeper‘depoliticization’ of engineering programs

Conference Session

Increasing Engagement in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

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

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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

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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 Division (ETHICS) Technical Session - Ethics in ML/AI

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jenny Tilsen, Bucknell University; Robert M Nickel, Bucknell University; Stewart Thomas, Bucknell University; Sarah Appelhans, Lafayette College; Alan Cheville, Bucknell University

Tagged Divisions

Engineering Ethics Division (ETHICS)

diminished potential fornegotiating with its outputs [2]. The implementation of collaborative and reflective learning has thepotential to engage students with facets of ethical awareness that go along with algorithmic decisionmaking – such as bias, security, transparency and other ethical and moral dilemmas. However, thereare few studies that examine how students learn AI ethics in electrical and computer engineeringcourses. This paper explores the integration of STEMtelling, a pedagogical storytellingmethod/sensibility, into an undergraduate machine learning course. STEMtelling is a novel approachthat invites participants (STEMtellers) to center their own interests and experiences through writingand sharing engineering stories (STEMtells) that are

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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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 - Case Studies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mary M Bevilacqua, University of Colorado Denver

Tagged Divisions

Engineering Ethics Division (ETHICS)

collaboratively written codes to analyze individual media case studies,identifying areas where their frameworks failed to address critical ethical dilemmas. This createdan opportunity to engage with ethical reasoning in a playful yet rigorous format, encouragingdeeper reflection and prompting revisions of their codes to better account for ambiguity,complexity, and edge-case scenarios in biomedical design ethics.Assignment DescriptionStudents were challenged to create a discipline-specific code of ethics tailored to biomedicalinnovation. Rather than simply summarizing or quoting standard documents, they were expectedto synthesize core concepts from foundational ethics texts with their own interpretations. Theassignment sequence began with a lecture series

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Ethics in ML/AI

Collection

2025 ASEE Annual Conference & Exposition

Authors

Annika Haughey, Duke University; Brian P. Mann, Duke University; Siobhan Oca, Duke University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

Engineering & Materials Science Department Duke UniversityAbstractThe increasing use of artificial intelligence (AI) in recruitment, particularly through resumescreening algorithms, raises significant ethical concerns due to the potential for biaseddecision-making. This case study explores these issues by developing a synthetic datasetmimicking the Amazon hiring tool controversy, where biases in training data led todiscriminatory outcomes. Using artificial resumes that reflect a diverse applicant pool, studentstrained and interacted with a machine learning algorithm, which, despite excluding explicitdemographic information, exhibited biases against underrepresented groups. This exercisehighlights

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - GenAI in ethics education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington; Sarah Marie Coppola, University of Washington

Tagged Divisions

Engineering Ethics Division (ETHICS)

.​ Students should be able to articulate the challenges and harms that GAI tools and LLMs can cause, and acknowledge how these percolate into their usage in the UCD process. 2.​ Students should be able to incorporate GAI tools and LLMs into the UCD process, and make informed decisions on whether using such tools at any given point is appropriate. 3.​ Students should gain practical experience working with GAI tools and LLMs within various stages of the UCD process, and be able to reflect upon the efficacy (or lack thereof) of such usage. 4.​ Students would develop an understanding of the growing body of research on GAI tools and LLMs, and gain insights on the direction of the field. Each class period

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Case Studies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cameron Michael Kim, Duke University

Tagged Divisions

Engineering Ethics Division (ETHICS)

presented by Rotolo, Hicks, and Martin[18] as possessing “radical novelty, fast growth, coherence, prominent impact, and uncertainty andambiguity.” In another framing of emerging technologies such as CRISPR/Cas9 and AI,Veluwenkamp et al. [19] discuss “socially disruptive technologies” that require us to reflect on thenomenclature and significance of novel technologies that can lead to ethical design practices. BothRotolo et al. and Veluwenkamp et al. emphasize the importance of discussing emergingtechnologies at all stages of innovation to prepare for an ethical future of responsible innovation,development, and deployment. In this paper, I will refer to emergent technologies as novel, underexplored, and rapidlyevolving technologies that are

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 - Expanding horizons

Collection

2025 ASEE Annual Conference & Exposition

Authors

Douglas Yung, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

, treating them asperipheral to the core responsibilities of engineers [1], [2].The foundations of engineering ethics can be traced back to early professional codes developedto address the responsibilities of engineers in ensuring public safety and reliability. For example,the Canons of Ethics by the American Society of Civil Engineers emphasized technicalcompetence, safety, and accountability [5]. Over time, engineering ethics evolved to includebroader societal concerns, such as environmental stewardship during the environmentalmovements of the 1960s and 1970s. Frameworks like sustainable design and corporate socialresponsibility emerged, reflecting a growing recognition of the interconnectedness betweenengineering practices and societal impacts [4

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

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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

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

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Engineering Ethics Division (ETHICS)

topreserve critical thinking and foundational writing skills. Both groups called for clearerinstitutional policies and structured guidelines for the ethical use of AI tools in educationalcontexts.The findings underscore the need for a balanced and proactive framework to leveragegenerative AI’s benefits while safeguarding educational integrity. Key recommendationsinclude: (1) establishing clear institutional policies on permissible AI use; (2) developing AIliteracy modules to foster critical engagement; (3) implementing process-oriented assessmentmodels, such as version history reviews and reflective writing logs, to emphasize students'intellectual contributions; (4) promoting active faculty involvement in guiding ethical AI use;and (5) adopting

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Student understanding

Collection

2025 ASEE Annual Conference & Exposition

Authors

Simge Engelkiran, Thayer School of Engineering at Dartmouth

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

complete an anonymousonline survey, followed by two reminders. Forty-five students completed the survey. Inthe second phase, the same cohort was invited to participate in semi-structuredinterviews, with three reminder emails sent. Twelve students participated in one-hourZoom interviews. Participation in the survey and interviews was voluntary, and informedconsent was obtained in both cases.Data CollectionThe survey collected quantitative data on ethical perceptions and experiences, while theinterviews provided qualitative insight into students’ reflections on ethics in research andpractice. All interviews were conducted via Zoom, recorded with consent, andtranscribed for analysis.Data AnalysisQuantitative data were analyzed to detect trends in

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 - 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)

2010 to 2024, we manuallyannotated the true set of violated articles for each judgment and compared them to theLLM-extracted sets. The results were as follows: • Jaccard Accuracy: 91.88% • Precision: 91.88% • Recall: 100.00% • F1-score: 92.89% These results demonstrate that the LLM-based extraction pipeline performs with highfidelity. The perfect recall indicates that no relevant article references were missed (i.e., nofalse negatives), while the high precision reflects relatively few false positives. False positives stemmed mainly from: (1) Ambiguity in articles under suspended proceedings (2) Misinterpretation of restated charges during sentencing Despite these edge cases, the evaluation supports the reliability of the LLM

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

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics Division (ETHICS)

. Wechose to not rely on an ethical framework for reference, because we have found thatmany students have interpreted ethical frameworks in absolute terms.The exercise began with a briefing about the differences between ethics and morals, withexamples of typical moral themes, followed by individual reflection about what thestudents knew about themselves. The participants were then assigned to ad-hoc teams inorder to compare their moral priorities to those of other team members. Finally, eachteam formed a set of moral priorities for their own hypothetical engineering company.In order to assess the outcomes of this activity, we sought to answer the followingquestion: How did this exercise bring out multiple competing moral standpoints and

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