Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert S. Emmett, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Natasha B. Watts, Virginia Polytechnic Institute and State University

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Diversity

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Liberal Education/Engineering & Society

Paper ID #30323Teaching Ethical Photography to deepen Global Engineering CompetencyDr. Robert S Emmett, Virginia Tech Dr. Emmett serves as Assistant Director for Global Engagement in the College of Engineering at Virginia Tech. He is the author of Cultivating Environmental Justice: A Literary History of US Garden Writing (University of Massachusetts Press, 2016) and with David E. Nye, Environmental Humanities: A Critical Introduction (MIT Press, 2017). With Gregg Mitman and Marco Armiero, he edited the collection of critical reflections and works of art, Future Remains: A Cabinet of Curiosities for the Anthropocene (Uni

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Joseph R. Herkert, Arizona State University

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Diversity

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Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #12488What is gained by articulating non-canonical engineering ethics canons?Dr. Donna M Riley, Virginia Tech Donna Riley is Professor of Engineering Education at Virginia Tech.Prof. Amy E. Slaton, Drexel University (Eng. & Eng. Tech.) Amy E. Slaton is a Professor of History at Drexel University. She write on issues of identity in STEM education and labor, and is the author of Race, Rigor and Selectivity in U.S. Engineering: The History of an Occupational Color Line .Dr. Joseph R. Herkert, Arizona State University Joseph R. Herkert, D.Sc., is Lincoln Associate Professor of Ethics and Technology (Emeritus) in

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Yanna Lambrinidou, Virginia Tech

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Diversity

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Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

Paper ID #12542Canons against Cannons? Social Justice and the Engineering Ethics Imagi-naryDr. Donna M Riley, Virginia Tech Donna Riley is Professor of Engineering Education at Virginia Tech.Dr. Yanna Lambrinidou, Virginia Tech Yanna Lambrinidou is a medical ethnographer and adjunct assistant professor in the Science and Technol- ogy Studies (STS) program at Virginia Tech. For the past 8 years, she has conducted extensive research on the historic 2001-2004 Washington, DC lead-in-drinking-water contamination. This work exposed wrongdoing and unethical behavior on the part of engineers and scientists in local and federal

Conference Session

Communicating Across Cultural and Epistemological Boundaries

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Robin Sacks, University of Toronto; Mike Klassen, University of Toronto

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Diversity

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Liberal Education/Engineering & Society

Paper ID #23487Where’s My Code? Engineers Navigating Ethical Issues on an Uneven Ter-rainDr. Cindy Rottmann, University of Toronto Cindy Rottmann is a Senior Research Associate at the Institute for Leadership Education in Engineering (ILead) at the University of Toronto. Her research interests include engineering leadership and engineer- ing ethics & equity education.Dr. Doug Reeve, University of Toronto Dr. Reeve is the founding Director of the Institute for Leadership Education in Engineering (ILead) estab- lished in 2010. Development of personal capability has been central to his work with engineering students

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alison Wood , Franklin W. Olin College of Engineering; Robert Martello, Franklin W. Olin College of Engineering

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Diversity

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Liberal Education/Engineering & Society

her teaching and advising duties at Olin, Dr. Wood serves as the Director of the Babson- Olin-Wellesley Three College Sustainability Certificate Program, the Director of Olin’s Grand Challenge Scholars Program, on the Catalyst Board of the open source journal Murmurations, as a member of Olin’s Sustainability Steering Committee, and as a member of Olin’s Context and Ethics in Engineering Educa- tion Working Group. After graduating from Harvard University with a B.A. in Dramatic Literature, Dr. Wood worked pro- fessionally in theater and wrote and recorded two musical albums. She then returned to school to study engineering, earning a B.S. in Civil Engineering from Rutgers University. Dr. Wood then went on to

Conference Session

Ethics, Mindfulness, and Reform During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thomas A. De Pree, University of New Mexico; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Atsushi Akera, Rensselaer Polytechnic Institute; Melissa Shuey, Rensselaer Polytechnic Institute

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Diversity

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Liberal Education/Engineering & Society

), populated by channelssuch as #lees-liberal-ed-slash-engr-and-society, #ethics, #hallway, and #onlin-learning-and-covid-response.[3] The channel #craftingwhileconferencing also offered an important understoryto the virtual conference on engineering education. It offered refrain from the formal panels andworkshops of the virtual conference through craft. It created a virtual space of multisensoryepistemology and opened up an alternative digital (maker) space: “This is the very beginning ofthe craftingwhileconferencing channel. Description: Frivolous or fundamental to survival in avirtual conference? This channel was created for all the crafters out there who are knitting,crocheting, doodling, whatevering their way to staying focused while attending

Conference Session

Ethics, Mindfulness, and Reform During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kacey Beddoes, San Jose State University; Andrew Danowitz, California Polytechnic State University, San Luis Obispo

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Diversity

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Liberal Education/Engineering & Society

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

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Diversity

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Liberal Education/Engineering & Society

Humanities and the National Science Foundation. She is currently investigating the intersections between engineering and CSR on the NSF grant ”The Ethics of Extraction: Integrating Corporate Social Responsibility into Engineering Education.”Dr. Juan C. Lucena, Colorado School of Mines Juan Lucena is Professor and Director of Humanitarian Engineering at the Colorado School of Mines (CSM). Juan obtained a Ph.D. in Science and Technology Studies (STS) from Virginia Tech and a MS in STS and BS in Mechanical and Aeronautical Engineering from Rensselaer Polytechnic Institute (RPI). His books include Defending the Nation: U.S. Policymaking to Create Scientists and Engineers from Sputnik to the ’War Against Terrorism’ (University

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines

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Diversity

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Engineering Ethics, Liberal Education/Engineering & Society

ethics, which students seem todisconnected and/or irrelevant add- perceive as a more appropriate topic for the engineeringon classroom. ! Begin the semester with 3 case studies (one per week?) that include (or will include) social elements, including things that have gone wrong or could go wrong. Revisit the case studies throughout the semester. ! Include excerpts from fall 2014 focus group/interview responses

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University

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Diversity

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Engineering Ethics, Liberal Education/Engineering & Society

incorporating social justice and human values into the curriculum. I started this with the [ECP design task]. Surprisingly, no one was very attentive to the ethical ramifications of using children for power generation… I was disappointed in that I found myself lecturing more than allowing for discussion… Ultimately, I was attempting to convey that the problems that they solve in this course are situated in real contexts, and sometimes, these contexts are more Page 26.866.8 important than the signals and systems problem itself. I look forward to reading their reflections on these topics to see if some of them

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Deborath Silva, Colorado School of Mines; Justin Stephen Fantasky, Colorado School of Mines

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Diversity

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Engineering Ethics, Liberal Education/Engineering & Society

ethic are important traits for engaging in Page 26.1378.4social justice work” (p. 39). Schneider, Lucena, and Leydens [17] describe the rapid growth inengineering programs that are designed to help. Unfortunately, as is argued by these authors[17], the very nature of many of these activities contributes to a sense within engineering thatcommunities can be defined by what they are lacking. This attitude unintentionally lends itself tothe right-or-wrong problem-solving training common in engineering education. As the authors of[17] explain, the very nature of such formulation can lead to colonialist or imperialisticrelationships and continued

Conference Session

Imagining Others, Defining Self Through Consideration of Ethical and Social Implications

Collection

2018 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva, Utah State University; Louis S. Nadelson, Colorado Mesa University; Jana Bouwma-Gearhart; Katherine L. Youmans, Utah State University; Sarah Lanci, Colorado Mesa University; Adam Lenz, Oregon State University

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Diversity

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Liberal Education/Engineering & Society

Conference Session

Imagining Others, Defining Self Through Consideration of Ethical and Social Implications

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tina Lee, University of Wisconsin-Stout; Devin R. Berg, University of Wisconsin-Stout; Elizabeth A. Buchanan, University of Wisconsin-Stout

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Diversity

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Liberal Education/Engineering & Society

Paper ID #22216Challenges and Opportunities in International Service LearningDr. Tina Lee, University of Wisconsin-Stout Dr. Tina Lee is an Associate Professor of Anthropology and the Program Director for the Applied Social Science Program at the University of Wisconsin-Stout.Dr. Devin R. Berg, University of Wisconsin-Stout Devin Berg is an Associate Professor and Program Director of the B.S. Mechanical Engineering program in the Engineering and Technology Department at the University of Wisconsin - Stout.Dr. Elizabeth A. Buchanan, University of Wisconsin-Stout Elizabeth Buchanan is Endowed Chair in Ethics and Acting Director

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark H Minster, Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Corey M. Taylor, Rose-Hulman Institute of Technology

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Diversity

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Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

”). Professional codes of ethics and ABET requirements are sometimes applied, withsustainability introduced as a design constraint.3 In our experience, these professionalrequirements are often treated only in senior design projects, and then only as items on achecklist. Optional minor and certificate programs may exist for those engineering students whoare interested, but even here crucial tensions often go unexplored between definitions ofsustainability (between weak and strong sustainability4, 5, between “technological sustainability”and “ecological sustainability”6, between “eco-efficiency” and “eco-effectiveness”7, or betweensustainability and sustainable development8, 9, 10, 11) and even between areas of the triple bottomline.3 Missing, too, are

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu

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Diversity

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Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

Paper ID #12225Which Courses Influence Engineering Students’ Views of Social Responsibil-ity?Dr. Nathan E Canney PE, Seattle University Dr. Nathan E. Canney teaches civil engineering at Seattle University. His research focuses on engineering education, specifically the development of social responsibility in engineering students. Other areas of interest include ethics, service learning, and sustainability education. Dr. Canney received bachelor’s degrees in Civil Engineering and Mathematics from Seattle University, a master’s in Civil Engineering from Stanford University with an emphasis on structural engineering, and a

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

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Diversity

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Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

students to the overallcomplexity of wicked problems3,11, while giving students the tools and cognitive awareness toeffectively and confidently respond to these wicked problems in their future work asprofessionals, designers, and engineers (see Hess, Brownell, & Dale 2014 for the instructionaldesign1). The survey we have designed corresponds to the following learning objectives:As a result of participating in the course, students will… 1) Develop confidence in responding to wicked, sustainability-related problems 2) Become conscious of the ethical and professional responsibilities within their field in a (a) global, (b) social, and (c) environmental contextIn the first WPSI iteration, we created and distributed 15 loosely related

Conference Session

Socially Responsible Engineering II: Pedagogy, Teamwork, and Student Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Larkin Martini, Colorado School of Mines; Jordyn MacKenzie Helfrich, Colorado School of Mines

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Diversity

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Liberal Education/Engineering & Society

learn and experience. Similar discrepancies between faculty andstudents have been seen in previous studies of engineering ethics education [6]. In this paper we ask: 1) What methods do teachers choose to use most often in teaching CSR? 2) What methods are most clearly recognized by students and in what courses? 3) Given student and faculty concerns, what are previous pedagogical methods from ethics literature that may be most effective for teaching CSR? CSR is a broad term encompassing the many ways that corporations attempt to accommodate theneed for maximizing profit and taking into account the needs and wellbeing of the community andenvironment [1]. CSR can be used as a method for teaching macroethics to engineering

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout; Tina Lee, University of Wisconsin, Stout

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Diversity

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Liberal Education/Engineering & Society

Education, 2016 Incorporation of Liberal Education into the Engineering Curriculum at a PolytechnicAbstractTraditional engineering education often falls short when it comes to the inclusion of issues relatedto social justice, ethics, and globalization. While engineering programs are required to includeethics content for accreditation, most seem to rely primarily on general education electives,providing only a high-level overview and including the bare minimum in the program core. Thiscan lead to an inconsistent student experience and minimal exposure to topics which are criticallyimportant for achieving worldwide equity and operating responsibly in the engineeringworkplace. Given the role that engineers play in

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University - West Lafayette; Nicholas D. Fila, Purdue University

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Diversity

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Liberal Education/Engineering & Society

Paper ID #16281The Development and Growth of Empathy Among Engineering StudentsDr. Justin L Hess, Purdue University - West Lafayette Justin L. Hess received his PhD from Purdue University’s School of Engineering Education along with his Master’s of Science and Bachelor of Science from Purdue’s School of Civil Engineering. Justin is currently a Postdoctoral Researcher in the STEM Education Research Institute at IUPUI. Justin’s research interests include developing pedagogical strategies to improve STEM students’ ethical reasoning skills; exploring the role of empathy within design, innovation and sustainability

Conference Session

Liberal Education/Engineering & Society Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeong-Hee Kim, Texas Tech University; Ryan C. Campbell, Texas Tech University; Ngan T.T. Nguyen, Texas Tech University; Roman Taraban, Texas Tech University; Danny D. Reible P.E., Texas Tech University; Chongzheng Na, Texas Tech University

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Diversity

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Liberal Education/Engineering & Society

currently facilitates an interdisciplinary project entitled ”Developing Reflective Engineers through Artful Methods.” His scholarly interests include both teaching and research in engineering education, art in engineering, social justice in engineering, care ethics in engineering, humanitarian engineering, engineering ethics, and computer modeling of electric power and renewable energy systems.Ms. Ngan T.T. Nguyen, Texas Tech University Ngan Nguyen is a research assistant and doctoral student in the Department of Curriculum and Instruc- tion at Texas Tech University. Her research is focused on fostering the learning experiences of Asian international graduate students in higher education.Dr. Roman Taraban, Texas Tech

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katie Barillas, Rowan University; Stephen Fernandez, Rowan University

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Diversity

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Liberal Education/Engineering & Society

and community development. Dedicated to promoted social justice and peace in the engineering profession. c American Society for Engineering Education, 2019Work In Progress: The Sky’s the Limit: Drones for Social GoodAbstractA full semester course, with a focus on engineering design to promote social good, wasdeveloped for second-year engineering students. The course, ​The Sky’s the Limit: Drones forSocial Good​, engages students with drone technology as well as the awareness of the needs,challenges, and resources of diverse communities and how drones can serve these communities.Humanities, ethics, and human centered design are explored in the context of engineering, andinterwoven throughout the semester. ​The

Conference Session

Liberal Education Division Technical Session Session 10

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

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Diversity

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Liberal Education/Engineering & Society

literature that establishes the state-of-theart in liberal education for engineers, the aims of the research and analysis presented here aremore modest: to provide an initial sketch of the intellectual common ground of LEES and toassess the extent to which the fears and aspirations outlined above have been realized.After describing the approach used to analyze the corpus of work presented at the 2018 AnnualConference, this paper identifies 4 themes that constitute the intellectual common ground of andpossible future directions for research in LEES: (1) integration, (2) diversity and inclusion, (3)communication, and (4) the LEES-STS-engineering ethics relationship. Because these themesoverlap, a final section of the paper is devoted to papers that

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rider W. Foley, University of Virginia; Rachel Sinclair, University of Virginia; Araba Dennis, Purdue University

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Diversity

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Liberal Education/Engineering & Society

Paper ID #34487Exploring Values and Norms of Engineering Through Responsible Innova-tionand Critiques of Engineering CulturesDr. Rider W. Foley, University of Virginia Dr. Rider W. Foley is an assistant professor in the science, technology & society program in the De- partment of Engineering and Society at the University of Virginia. He is the principal investigator at University of Virginia on the ’4C Project’ on Cultivating Cultures of Ethical STEM education with col- leagues from Notre Dame, Xavier University and St. Mary’s College. He is also the co-leader of the ’Nano and the City’ thematic research cluster

Conference Session

Diversity and Inclusion: Concepts, Mental Models, and Interventions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Toluwalogo Odumosu, University of Virginia; Sean Ferguson, University of Virginia; Rider W. Foley, University of Virginia; Kathryn A. Neeley, University of Virginia; Caitlin Donahue Wylie, University of Virginia; Sharon Tsai-hsuan Ku, University of Virginia; Rosalyn W. Berne, University of Virginia

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Diversity

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Liberal Education/Engineering & Society

2014. He specializes in sustainable technology and policy making from a background in Science and Technology Studies from Rensselaer Polytechnic Institute, working on energy and environmental policy in New York State, and a former life in cellular biology.Dr. Rider W. Foley, University of Virginia Dr. Rider W. Foley is an assistant professor in the science, technology & society program in the De- partment of Engineering and Society at the University of Virginia. He is the principal investigator at University of Virginia on the ’4C Project’ on Cultivating Cultures of Ethical STEM education with col- leagues from Notre Dame, Xavier University and St. Mary’s College. He is also the co-leader of the ’Nano and

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

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Diversity

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Liberal Education/Engineering & Society

twoproblematic ideologies at work in engineering education: an over-reliance on Outcomes-BasedEducation (OBE) and an emphasis on “evidence-based” research and practice, where “evidence”is narrowly defined following the medical model of randomized controlled trials (RCTs), nearlyimpossible to execute validly in educational settings. The changes remove or weakenrequirements for educational breadth, including global and social context, engineering ethics, andlifelong learning.One of the stated rationales for these changes is that some outcomes are difficult to assess. To thecontrary, the engineering education community has invested a great deal of time and effortinnovating assessment methods to create increasingly valid, concise, and easy to implement

Conference Session

Research on Diversification, Inclusion, and Empathy I

Collection

2016 ASEE Annual Conference & Exposition

Authors

George D. Catalano, Binghamton University

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Diversity

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Liberal Education/Engineering & Society

the possible implications and consequences for any proposed solution are explored. What are the ethical considerations involved? The societal implications? The global consequences? The effects on the natural environment? • Via Creativa. The third step refers to the act of creation. The solution is chosen from a host of possibilities, implemented and then evaluated as to its effectiveness in meeting the desired goals and fulfilling the specified criteria. • Via Transformativa. The fourth and final step asks the following questions of the engineer: Has the suffering in the world been reduced? Have the social injustices that pervade our global village been even slightly ameliorated? Has the notion of a community of

Conference Session

Liberal Education Division Technical Session 11

Collection

2019 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Colorado School of Mines

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Diversity

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Liberal Education/Engineering & Society

Paper ID #27424Toward a Globalized Engineering Education: Comparing Dominant Imagesof Engineering Education in the United States and ChinaDr. Qin Zhu, Colorado School of Mines Qin Zhu is an Assistant Professor in the Ethics Across Campus Program and the Division of Humanities, Arts & Social Sciences at Colorado School of Mines, where he is co-directing the Daniels Fund Program in Professional Ethics Education that provides support for faculty to integrate ethics into applied science and engineering curricula. Qin serves as a graduate faculty member in the Master’s Program in Natural Resources and Energy Policy at

Conference Session

Social Justice, Social Responsibility, and Critical Pedagogies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashley R. Taylor, Virginia Tech ; Cynthia Hampton, Virginia Tech; Walter C. Lee, Virginia Tech; Bevlee A. Watford, Virginia Tech; Ben David Lutz, Virginia Tech

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Diversity

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Liberal Education/Engineering & Society

theseperceptions changed after STEP. Data were collected using open-ended entrance surveys andwritten responses on final exams. Research protocols were approved by the Institutional ReviewBoard (#13-577).Context and ParticipantsThe research setting was an introductory engineering course embedded within STEP. The courseis designed to introduce students to fundamental engineering concepts, and course objectivesincluded engagement with the engineering design process, exploration of engineering disciplines,engineering ethics, technical writing, and problem solving with software tools (Matlab). Thecourse curriculum integrated problem-based learning and product archaeology frameworks(Barrows, 1986; Kolmos, De Graaff, Johri, & Olds, 2014; Lewis et al., 2011

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Seth Krones, Boston College; Jenna A. Tonn, Boston College; Russell C. Powell, Boston College

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Diversity

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Liberal Education/Engineering & Society

Ethics at Boston College. His research is in contemporary environmental issues and their religious, ethical, and political resonances. He is currently at work on a manuscript focused on John Muir, the famed nineteenth-century American conservationist and founder of the Sierra Club, and Muir’s influence on conceptions of the sacred in modern American religious consciousness. Dr. Powell’s research also examines the intersection of race, religion, and environment. American c Society for Engineering Education, 2021 Integrating history and engineering in the first-year core curriculum at Boston College1. IntroductionIn What

Conference Session

Liberal Education/Engineering & Society Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Michigan State University

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Diversity

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Liberal Education/Engineering & Society

adaptability inprofessional life. What is more, he introduced interesting questions about automation and labor,some that could help students engage the ethical and moral dimensions of robotics. Yet, thenarrative he constructed is ultimately from the perspective of the business owner who profitsfrom technological unemployment. It may be the case that questions about the negative intendedand unintended consequences of STEM might be difficult for teachers to navigate and may evenappear contradictory if the goal is to inspire entry into affiliate careers.Considering her students’ age and interests, Deborah proposed that an older student or a roboticsteam might be appropriate guest speakers. She explained her rationale, I would probably have another