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 - 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

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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

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

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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

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Diversity

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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

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

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Diversity

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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, and Community Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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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

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Diversity

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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, 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

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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 - Student understanding

Collection

2025 ASEE Annual Conference & Exposition

Authors

Simge Engelkiran, Thayer School of Engineering at Dartmouth

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Diversity

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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

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Diversity

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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 - Expanding horizons

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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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

The Global and Cultural Dimensions of Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Huiming Fan, East China University of Science and Technology; Xinru Li

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Diversity

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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

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Diversity

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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) Technical Session _ Monday June 26, 1:30 - 3:00

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University

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Diversity

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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

The Global and Cultural Dimensions of Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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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

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Diversity

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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 - Ethics education methodologies and interventions

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Engineering Ethics Division (ETHICS)

favorof there being multiple cognitive schemas available to a person depending on the specificsituation they are considering, although there can be a preferred schema. Despite the shift intheoretical frameworks, the DIT remained a primary assessment tool for studying moralreasoning, although the interpretation of results changed.The original DIT required test takers to read six stories concerning moral dilemmas and then rateand rank items related to the stories. In the 1990’s, the DIT was revised, producing the DIT-2,with new stories that reflected the changing social context [2].The original DIT used a numerical index, the P-score, that measured the percentage of post-conventional responses to a moral dilemma. The DIT-2 also uses the P-score

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Engineering Ethics Division (ETHICS)

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, 11:00 - 12:30

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Engineering Ethics Division (ETHICS)

outside of their field (µ=8.62, σ=1.52) than the graduate program control group (µ=8.00,σ=1.89). On the other hand, ethics class alumni rated “academic freedom and free speech” (µ=8.31,σ=1.68) slightly lower than the graduate program (µ=8.57, σ=1.64). The ethics class alumni alsovalued listening to professionals within their field (µ=8.37, σ=1.60) slightly less than the controlgroup (µ=8.57, σ=1.40). However, neither of these differences were of statistical significance(p>0.05). Figure 3: Importance of Various Parameters on one’s Ability to Act EthicallyDiscussionAlumni of the ethics class had different priorities for their professional careers and lives asengineers and scientists (Figures 1 and 2). This may partly reflect a self

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rosalyn W. Berne, University of Virginia

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Diversity

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Engineering Ethics Division (ETHICS)

side. Madeline K. Biomedical Engineering StudentAnother UVA biomedical engineering student shared during a class discussion that she mustdisconnect herself from her feelings when injecting toxic nerve agents, used for militaryresearch, into rats.The split in identity expressed by these students reflects a larger cultural schism that begancenturies ago:As Franco notes: “René Descartes’s (1596–1650) description of animals as “machine-like” was heavily criticized by many of his contemporaries, but nevertheless provided scientists a way to justify what would now be considered extremely gruesome experiments in a time when anesthesia, for humans and animals alike, was not available.” [4] (p. 241)Descartes’s

Conference Session

Broader Approaches to Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kyle Payne, Collins Engineers

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Diversity

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Engineering Ethics Division (ETHICS)

. One rater disagreedwith the other two raters on the interpretation of two codes, resulting in an interrater agreementscore of .80 (that is, among three raters, the number of actual agreements divided by the numberof potential agreements equaled .80). This result, while acceptable, prompted an immediaterevision to define the two suspect codes more clearly and establish complete interrateragreement.Results Among professional engineers, the ethical implications of the work are significant.Whether their output is buildings or bridges, or roadways, or sewage systems, or electrical grids,professional engineers play an important role in protecting the public. As Bert reflected, “Stopand think for a moment about the number of lives that the

Conference Session

Professional Development and Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

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Diversity

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Engineering Ethics Division (ETHICS)

, the aim of an individualis to create a positive social image, and this goal can be threatened by a perceived lack ofcompetence, questionable moral behavior, or even when an individual or group feels they are notrecognized as a person or group with autonomy or unique qualities [17]. This would in turncause one’s social identity to develop in a negative direction; development in a positive directionwould occur when one’s social identification and social comparison reflected good or popularbehaviors or attitudes either through initiating positive change in their group or potentiallymoving to another group that aligns with their developed personal identity.The second theory which differentiates and acknowledges the interplay between personal

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Engineering Ethics Division (ETHICS)

, educators attemptingto address the Collingridge Dilemma by better training engineers and designers in ethics needto take a more comprehensive approach to ethics beyond one-off courses in professional ethicsor generic humanities ‘liberal arts’ curriculum requirements (i.e. ethics is nonfungible withlanguage, history, religion, etc.).Additionally, to account for value dynamism, an approach to ethics is needed that is not onlyfocused on legal standards, regulatory guidelines, or ethical checklists. These approaches of-ten grow stagnant if they are not updated regularly, uphold hegemonic societal values anddominant images of user groups (see [27] for additional examples), inhibit critical reflection,and settle for very narrow definitions and

Conference Session

Virtues in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chloe Adams, Wake Forest University; Olga Pierrakos, Wake Forest University and National Science Foundation ; Lasya Agasthya

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Diversity

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Engineering Ethics Division (ETHICS)

topical themes wereinitially identified by reviewing the following three textbooks - Ethics in Engineering Practiceand Research [27], Engineering Ethics: Concepts and Case [9], and Engineering Ethics [8]– andthen continued by adding each additional textbook. Thus, more topics were iteratively addedafter each textbook examination. The final list of forty-one ethical topics identified, shown inTable 1, reflects a comprehensive list of engineering ethics topics. When a keyword wasmentioned or clearly alluded to, the topic was marked on the table with an “X” to indicate it wasincluded in that textbook. It is noteworthy that there were differences in the format of thetextbooks’ table of contents, specifically with the headings. The table of contents

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Engineering Ethics Division (ETHICS)

engineering program certification. Additionally, professional ethicalcodes evolved to include priorities for the health, welfare, and safety of society as their topconcern. Prior to this, codes were more reflective of protecting the profession and the client.To support this move toward protecting society, professional publications began to addressengineering ethics in articles and conferences [9]. As engineering ethics education becameinculcated into engineering programs, different pedagogical approaches emerged. As much asengineering education is standardized, engineering ethics education pedagogical approaches arenot. The National Academy of Engineering conducted a study in 2016 to identify the bestengineering ethics approaches. The study revealed

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto

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Diversity

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Engineering Ethics Division (ETHICS)

thehorizontal axis, I draw on functionalist notions of professional status that depend on a specializedknowledge base, commitment to public good, and self-regulation. The disciplinary training boxand ethical box are to the right because they reflect two of the three professional statusrequirements (specialized knowledge base and commitment to public good), while themanagerial box is on the left since employers, clients, and government policies restrict the extentto which an individual engineer or even engineering as a profession may self-regulate. In thenext two paragraphs I use sociological theories to blur the seemingly static nature of myexplanation.The overarching theoretical umbrella for my analysis is based on Larson’s notion

Conference Session

Decision-Making in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Corin L. Bowen, California State University, Los Angeles; Elizabeth Ann Strehl, University of Michigan; Megan Ennis, University of Michigan; Andrew Benham; Aaron W. Johnson, University of Michigan

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Diversity

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Engineering Ethics Division (ETHICS)

. Aaron W. Johnson, University of Michigan Aaron W. Johnson (he/him) is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. His lab’s design-based research focuses on how to re-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Their current projects include studying and designing classroom interventions around macroethical issues in aerospace engineering and the productive beginnings of engineering judgment as students create and use mathematical models. Aaron holds a B.S. in Aerospace Engineering

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Expanding horizons

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Strickland, The MITRE Corporation

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Diversity

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Engineering Ethics Division (ETHICS)

. As a survivor of violence healing among other survivors, I discovered emotionshave a factual component and reason for an individual, something to process in order to respondafter reflection, not react impulsively, and are important to consider in the design of publicservices. In my graduate study at Syracuse University’s Maxwell School for Citizenship andPublic Affairs I learned that public policy success depends upon “thick” participation (definedlater in this paper), where qualitative research is an example. “Indifference towards people and the reality in which they live is actually the one and only cardinal sin in design.” — Dieter Rams, German industrial designerpublic policy failures and relevance of qualitative

Conference Session

Increasing Engagement in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rajani Muraleedharan, Saginaw Valley State University; Thomas Wedge, Saginaw Valley State University; Erik Trump, Saginaw Valley State University

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Diversity

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Engineering Ethics Division (ETHICS)

fall semester of 2021, theatre and engineering students collaborativelydeveloped an engineering ethics skit. At the beginning of the semester, engineering student groupsconsisting of four members were formed with specific constraints: each group had to include oneinternational student, and no two students could come from the same industrial affiliation. Theseconstraints facilitated the formation of diverse student groups, reflecting varied cultural and professionalbackgrounds. To increase student interest and reduce professional distance, each group was required toselect a case study that was no more than five years old and related to their program of study. Afterreviewing this issue as a group, they shared their findings with the theatre