Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michel A. Kornegay, Morgan State University; Md Tanvir Arafin, Morgan State University; Kevin Kornegay, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

. A typical I. I NTRODUCTION CTF competition requires at least some basic technical security knowledge and time spent preparing [7]. Unfortunately, CTFT HE United States needs to utilize the available talent to meet the future’s cybersecurity challenges, and underrep-resented minorities are a significant resource pool. There is a contests typically attract fewer underrepresented minorities [8]. The games reflect the designers’ interests, who have usu

Conference Session

Industry and Practice Topics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Secil Akinci-Ceylan, Iowa State University of Science and Technology; Yiqi Liang, Iowa State University of Science and Technology; Kristen Sara Cetin P.E., Michigan State University; Benjamin Ahn, Iowa State University of Science and Technology; Bora Cetin

Tagged Divisions

Civil Engineering

-structured problems are perceived byengineering students, less work has been conducted on engineering faculty’s perceptions ofteaching and solving ill-structured problems. In one study, Mason [15] explored faculty’sperceptions and approaches to problem solving and found that while teaching problems, facultydecomposed the problem into smaller pieces implicitly with a variety of details. Faculty alsoused reflection as a way of understanding students’ problem solving processes as an informalway of assessment. They felt that having students collaborate with each other to solve a problemresulted in informal rather than structured social learning, although they recognized theimportance of collaboration in the workforce. In another study, Phang et al. [16

Conference Session

How We Tackled the Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ulises Juan Trujillo Garcia, Boise State University; Krishna Pakala, Boise State University; Samantha Schauer, Boise State University; Diana Bairaktarova, Virginia Polytechnic Institute and State University; Bhaskar Chittoori P.E., Boise State University

Tagged Divisions

Mechanical Engineering

changeto remote learning negatively impacted student learning. Due to reduced engagement in thismodality, students seemed to prefer in-person learning over remote learning. The facultyreported being more flexible in assessing student learning by offering open-book quizzes andtests. Some faculty have replaced exams with projects to accommodate students facingpandemic-related uncertainties. A majority of the faculty noted that time constraints made aconsiderable difference in how they were able to assess their students' learning and that the fastpace of events during the pandemic did not allow for much reflection. Overall, faculty felt that ajudicious mix of synchronous and asynchronous teaching methods was most conducive tostudent success during

Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sumaia Ali Raisa, West Virginia University; Karen E. Rambo-Hernandez, Texas A&M University; Reagan Curtis, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

of belonging and engineering identity sometimes overlapsbecause they have some similarities but there are also some distinctions between the twoconstructs. Students sense of belonging relates to their reflection on current experiences andgreater affective components in their majors, like- how comfortable they feel in engineeringclassroom or college. It emerges from the self-reflection of the students’ feelings when theycompare themselves with their peers [10]. On the other hand, engineering identity is theirbroader sense of fit in the engineering discipline, like- the extent student sees themselves as aprospective engineer [14], [15].In an engineering context, learning engineering content also requires becoming a member ofthe engineering

Conference Session

Construction Engineering Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Tymvios, Bucknell University; John Gambatese, Oregon State University

Tagged Divisions

Construction Engineering

construction safety courses. Though limited inthe sample size, the investigation showed that the majority of the courses (90%) coveredtopics such as introduction to OSHA, workers’ rights, employers’ responsibilities, and healthhazards. To a smaller percentage, these courses included topics such as hazard analysis,hazard communication, as well as specific safety topics such as falls, fire protection, electricalhazards, etc.Regarding expectations from the industry for recent graduates entering the constructionindustry, the available information is dated, and does not reflect the technological advances,as well as current expectations for the industry. Specifically in 1995[10], a survey of ACCEprograms conducted by Suckarieh and Diamantes showed that only

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Lauber, Microsoft; Benjamin Emery Mertz, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

or dismisses information that contradicts a shared group belief[12]. In an engineering classroom, a shared group belief is the engineering education’s pillar ofmeritocracy. To avoid identity-protective cognition, an unconscious bias curriculum forengineering education should illustrate how bias mitigation techniques leads to a system moreaccurately reflective of merit.ModuleThe curriculum is designed for a class of approximately 40 upper division engineering studentsand is intended to take about 45 minutes to run. The curriculum is suitable for lower divisionstudents with only minor modifications, though differences in how students would react to thecurriculum at different grade levels is beyond the scope of this exploratory study. The

Conference Session

Computational Tools & Analysis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacob Z. Kelter, Northwestern University; Jonathan Daniel Emery, Northwestern University; Uri Wilensky, Northwestern University

Tagged Divisions

Materials

addition to helping students understand systems from an emergent perspective, computationalatomistic approaches also expose students to computational materials science techniques. Thereis a widespread consensus among academics, national labs and industry that computation willplay an increasingly important role in MatSE and that both undergraduate and graduateeducation should reflect that [13]–[15]. There are multiple ways to integrate computation intoMatSE education. One approach taken by several departments is for students to solve problemsusing computational tools designed for research and industry [16]–[21]. The advantage of thisapproach is that students learn to use tools they are likely to encounter in professional settings. Asecond approach

Conference Session

Engineering Design Graphics Division Technical Session 4: A Potpourri of Ideas

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adulfo Amador, Rice University; Matthew Wettergreen, Rice University

Tagged Divisions

Engineering Design Graphics

were forced to reflect on the changesthat could be made to the course without the opportunity to use a 24 hour world-classmakerspace. In the design of exercises for the online component we looked to students’ ownliving situations to understand the possible scope. Students had a range of opportunities forprototyping at their homes and apartments, with few instances where students had completelyequivalent materials for prototyping. Internet connectivity, installed programs, and quality ofremote equipment varied by student as well. Obviously, the Create goal would be impossible toachieve so we adjusted learning outcomes at the Understand through Analyze steps. Inessence, students would be required to communicate and defend their process rather

Conference Session

International Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sanjay Tewari, Missouri University of Science and Technology; Peng Zhang, Missouri State University; Yuan Zhuang, Missouri State University

Tagged Topics

Diversity

Tagged Divisions

International

about ethical, racial, and cultural diversity determines their instructionaldiversities” (p. 126), and plurality in class. Teachers’ awareness of students’ cultures can betterequip them to interact with diverse students [12]. The plurality in culturally responsive teachingtheory reflects cultural synergies within the class, developed from the notion that race, class,culture, ethnicity, and gender shape the diverse students’ learning styles, requiring multipleinstructional strategies for the common learning outcomes [12]. Therefore, cultural synergies canbe viewed from three aspects. It requires various teaching techniques in class to accommodatevarious students’ learning styles; it is reflected on relevant curriculum by locally

Conference Session

Engaging the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicolas Ali Libre, Missouri University of Science and Technology

Tagged Divisions

Mechanics

usually last an hour, but theinstructional videos were intentionally short (average ~ 7 min), having been adapted to suitstudents' relatively shorter attention spans while watching educational videos online. To promoteproblem solving skills and higher level thinking, students were required to attempt severalpractice problems after watching the instructional videos. Zhang et. al. [14] reported that studentswho used interactive video content showed 20-30% higher achievement of learning outcomes inpost-gain tests, compared to students who did not use video, or used video without interactionand reflection. This aligns with the observations of this study which indicated that the diversifiedresponsiveness and interactivity of learning tools are

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 1

Collection

2021 CoNECD

Authors

Claudio Freitas, Purdue University; Jennifer Deboer, Purdue University at West Lafayette (COE)

Tagged Topics

CoNECD Paper Submissions, Diversity

displacement contexts, such as refugee camps. Theoverall goal of this course was to prepare students to solve problems using engineering designeffectively. The LED course targeted the following learning objectives: 1) using a systematicproblem-solving method to identify, evaluate, and scope an engineering problem; 2) applying theengineering design process to generate ideas, critically evaluate and develop evidence-basedsolutions; 3) fostering the growth of reflective individuals and empower their social agency, and4) discussing and practicing professional competencies. Students develop a capstone projectwhere they applied the theoretical concepts learned in the course throughout the course. Thiscapstone project is an important component of our

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 4

Collection

2021 CoNECD

Authors

Angela R. Bielefeldt, University of Colorado Boulder

Tagged Topics

CoNECD Paper Submissions, Diversity

their program was not sufficient. Based on interviews,faculty descriptions of how they taught social justice issues in a variety of course types and co-curricular settings are provided. This includes pedagogies that are common for ESI broadly suchas reflection, discussion, and case studies. These results provide ideas to help engineering facultyintegrate social justice topics into their teaching.BackgroundEngineering education should prepare students to practice as ethical professionals. The ABETEngineering Accreditation Commision student outcomes require that students upon graduationhave “an ability to recognize ethical and professional responsibilities in engineering situationsand make informed judgments, which must consider the impact of

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 2

Collection

2021 CoNECD

Authors

Mohamed ElZomor, Florida International University; Gabriella Santi, Florida International University; Piyush Pradhananga, Florida International University; Mais Kayyali, Florida International University; Lu Zhang, Florida International University

Tagged Topics

CoNECD Paper Submissions, Diversity

influenced by external factors besides the training implemented; nevertheless, theauthors believe the results reflect the influence of the training on the students professionalgrowth; and (4) the survey target was limited to two Construction Management courses. Thefuture stage of this study will conduct the activity on three additional courses at the minority-serving institution of Florida International University, as well as incorporate and analyze theeffectiveness of additional informal learning pedagogies, such as VR-based presentationsimulations and social media activities, that will further engage and nurture these minoritystudents’ presentation skills.ConclusionTo succeed as professionals in the United States and globally, minority STEM

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 3

Collection

2021 CoNECD

Authors

Adrienne Decker, University at Buffalo, SUNY; Monica McGill, Knox College

Tagged Topics

CoNECD Paper Submissions, Diversity

” 45I’ll leave you with a challenge today[Click] Submit an article to csedresearch.org that isn’t listedand involves work in K-12 to help grow this dataset[Click] Look at your own practices for collecting and reportingand determine if there are processes you could improve upon[Click] Think about what we need to do to really be “for all” 45 Acknowledgements • This work is funded in part by the National Science Foundation under grants 1625005, 1625335, 1745199, 1757402 and 1933671. ‘- Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF

Conference Session

Classroom Methodologies

Collection

2021 Illinois-Indiana Regional Conference

Authors

Susan C. Brooks, Western Illinois University - Quad Cities

Tagged Topics

Classroom methodologies

process.Student ShortcomingsMathematics is an ancient discipline dating back to before the early Greek and Babyloniandynasties. Although math has been studied for centuries, there is great hesitation from studentswhen it comes to utilizing their skills outside of the math classrooms. From a mathematicalperspective, one way to explain this is that students are severely lacking in critical thinkingskills. As Stevenson and Stigler put it, “In mathematics, the weakness is not limited toinadequate mastery of routine operations, but reflects a poor understanding of how to use © American Society for Engineering Education, 20212021 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 35347mathematics in solving meaningful problems

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Michael Shenoda, State University of New York, College of Technology at Farmingdale

availability of the cost data provided by theinstructor in Fall 2020 was reflected in lower spending on course materials; and (c) there isconsistency in usage of the OER materials across the offerings, although it is noted that greaterusage of the material could have been fostered (the instructor’s notes are also comprehensive,though, and were likely not considered among the OER materials by the students).The responses to Questions 8 and 9 are presented in Figures 9 and 10. These two questions maybe considered to surmise the overall attitudes of the students about OER implementation in theCON 357 course. Coming after the previous questions, and not before or in the absence of thosequestions, they should have given the students the opportunity to

Collection

2021 ASEE Midwest Section Conference

Authors

Rachel Mosier P.E.; Sanjeev Adhikari; Sandeep Langar

before the 20th century, most of the minimumrequirements for public education began to be codified between 1918-1930. The World Wars affectedboth public health and education policy. Not only did it become apparent that there was inequality in thelevel of education, but there were also health needs which were causing concern. The poor health andeducation systems were a national security issue. Nurses became more prevalent in schools just prior tothe first world war (Cubberly 1919). In 1908 with a Tuberculosis outbreak in the United Kingdom, otherconcerns about ventilation and a healthy environment were also identified (Hays 1908). In 1918, everyU.S. state finally had a minimum requirement for elementary education. Reflections on how quickly

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Ashish D Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Chizhong Wang, New Jersey Institute of Technology

teach engineering ethics is developed byHamlin et. al. [16]. They propose the idea of a phenomenological approach to teach engineeringethics where students examine what it is to be an ethical engineer through a series of readingsabout ethical engineers, personal interviews with engineers, and their personal reflection abouttheir own character and values. Atwood and Read-Daily [17] propose a creative fictionassignment requiring the students to generate and reflect upon an ethical dilemma of personalinterest, while exercising creativity and communication skills. Rossmann [18] introduces studentsto ethics using a risk assessment-based approach. This approach attempts to incorporate the basicquestions of risk-benefit analysis with information on

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Aaron P. Wemhoff, Villanova University

development by preventing kinesthetic learning and making it difficult for them to move around the room to directly engage the class. 2. The course format did not reflect the pedagogical techniques it introduces: the lectures are largely traditional PowerPoint presentations and lack significant active learning. 3. Many, if not most, engineering faculty have not had any significant formal teaching training nor been exposed to the topics of the course. The course for the first four offerings was only taught by a total of two instructors. Therefore, a major opportunity existed for improving overall engineering instruction – and, by extension, student learning – at Villanova if the course was reformulated to provide

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Frank E. Falcone P.E., Villanova University; Gayle F Doyle, Villanova University

required to reflect on their exchange. The subject matter and the specific text foreach of these emails is provided to the students by the Director of Professional Development &Experiential Education. Students can choose to use the exact text provided. They are free to alterthe text, but not the basic intentions or the specific subject matter. The subject matter for the sixemails, in the form of abbreviated student questions to their mentors for the sophomore year, are: • After graduation what career paths did you consider? • How did your selected career path lead you to where you are now, professionally? • What did you do during your undergraduate years to help you on your current career path? • In your work life how are

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Tariq Khraishi, University of New Mexico

theirinformation with the rest of the higher education community worldwide.Methods:For this paper, the author relied on a fully-online and synchronous teaching modality to gatherthe info written in this paper. Specifically, the modality was invoked for a graduate course withan enrollment of less than twenty students. For live lectures, Zoom was utilized. For everylecture, a recording of it was made and a document camera was used. The document cameralively showed the instant hand writings of the teacher regarding any explanations or notes. Theauthor also relied on personal reflection and internal comparisons between the perceivedplusses or minuses for full-online teaching versus in-person teaching.In addition, a survey mechanism was employed. Here a survey

Collection

2003 GSW

Authors

Ifte Choudhury; Ricardo E. Rocha; Richard Burt

prepared to evaluate the obscure information usually entailed in technical topics.Since the information cannot be judged on content, most instructors will invariably revertto issues of format and technique. In short, the writing in many areas of composition andtechnical writing courses does not reflect the kinds of writing that the modern workplaceexpects students to do 1.Writing-Across-the-CurriculumRegardless of the style and amount of writing in specific English courses, the evidencewas apparent. A “gap” appeared between the writing competency displayed in acomposition course and the writing performance in the type used by the individualstudents’ professional disciplines 2. The response to this performance gap has led to whatis now termed

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Kathy Ann Gullie, Gullie Consultant Services LLC; Barry J. Sullivan, Inclusive Engineering Consortium; Megan Bekolay ; Dean T. Spaulding ; Mandoye Ndoye, Tuskegee University; Otsebele E. Nare, Hampton University; Abdelnasser A. Eldek, Jackson State University

Tagged Topics

Diversity, NSF Grantees Poster Session

learning experience, and research activities done at a distance. To gather thisinformation from REU/RET graduate mentors and undergraduate students, surveys weredeveloped and administered electronically. Items for the surveys were both Likert type items andopen ended to gather in depth information about how they moved from face to face to online/virtualclassrooms and how they addressed challenges along the way. The data included an analysis ofstudent reflections comparing perceptions from the spring 2020 semester of the COVID-19pandemic through to the present spring 2021 semester. Information focused on student perceptionsduring that time period. Qualitative and quantitative data were gathered and analyzed using theme-pattern analysis for both

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Herman Ronald Clements III, Purdue University at West Lafayette (COE); Heather Lee Perkins, Purdue University at West Lafayette (PPI); Joana Marques Melo, Purdue University at West Lafayette (COE); Andrea Lidia Castillo, University of California, Irvine

Tagged Topics

Diversity, NSF Grantees Poster Session

the Fall of 2018. Eachinterview used journey maps to elicit students’ identity trajectories and probed further into theirshort and long-term goals and current educational environments, especially in response to theCOVID-19 global pandemic and its impact on engineering education. In this research, wespecifically use journey maps as a reflective tool for students to document their “high points” and“low points” within a particular semester (i.e., Summer 2019 to Fall 2019 or Winter 2019 to Spring2020). We also used journey maps as an artifact to guide the interviews and operate as an elementof procedural and communicative validation [11]. In alignment with the identity trajectory model,these journey maps allow us to differentiate between the most

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Gonczi, Michigan Technological University; Whitney Nicole McCoy, University of Virginia; Robert M. Handler; Jennifer L. Maeng, University of Virginia

Tagged Topics

NSF Grantees Poster Session

incorporate computers only forresearch (Wang et al., 2011). If integrated ETS instruction reflects these narrow views, studentswill not develop an understanding of the breadth of technologies and/or how they support scienceand engineering. Therefore, professional development and teacher preparation is needed toensure teachers have robust understandings and confidence to implement ETS instruction(Brophy et al., 2008; Dare Ellis, & Roehrig, 2014; Roehrig et al., 2012).The ill-defined nature of ETS instruction can also pose unique challenges for teachers. By nature,science instruction that incorporates engineering is student-focused, involves active learning, andemphasizes process rather than a single correct answer. This is a stark contrast with

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Tracy Anne Hammond, Texas A&M University; Karan Watson P.E., Texas A&M University; Samantha Ray, Texas A&M University; Robert Harold Lightfoot Jr, Texas A&M University; Drew Steven Casey, Texas A&M University; Shawna Thomas, Texas A&M University

Tagged Topics

Diversity

diversity and equity, reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Dr. Karan Watson P.E., Texas A&M University - Corpus Christi Karan L. Watson, Ph.D., P.E., is currently a Regents Senior Professor of Electrical and Computer Engi- neering, having joined the faculty at Texas A&M University in 1983 as an Assistant Professor. She is also serving as the C0-Director of the Institute for Engineering Education and Innovation. She has served in numerous roles at Texas A&M University, including: Provost and Executive Vice President(2009-2017), Vice Provost (2009), Dean of Faculties and Associate Provost (2002-2009), Interim VP for Diversity

Conference Session

CoNECD Session: Day 3 Slot 2 - Technical Session 4

Collection

2021 CoNECD

Authors

Agnieszka Miguel, Seattle University; J. McLean Sloughter, Seattle University; Jennifer M. Dorsey, University of Texas at Austin; Rebecca Hartley, Seattle University; Frank J. Shih, Seattle University; Joy Crevier, Seattle University

Tagged Topics

CoNECD Paper Submissions, Diversity

syllabus statement on diversity, equity, and inclusion that has been adopted in severaldepartments, and is currently being discussed for college-wide adoption as a required part of allcourse syllabi.Feedback regarding these initiatives has, to this point, been anecdotal, but positive. We describethe aspects that have been particularly noted by students, faculty, and staff to have been helpful.We conclude the paper with a reflection on how we can improve our community building eventsand the online community and describe our future support services for underrepresentedstudents.1. IntroductionSeattle University is a small, private, religiously-affiliated and mission-driven institution locatedin Seattle. Our urban campus is home to eight colleges and

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Student

TechnologyStudies (STS). Throughout the fall 2019 semester, I began to question the ways in which I hadbeen recruited and channeled, as a woman with an interest in science and math, into studyingengineering. Upon taking an introductory STS course, I was introduced to reflecting criticallyabout engineering as a field of study. This led me to enroll in a graduate seminar, EngineeringStudies, which provided me with a much deeper introduction to STS-inflected studies ofengineering, including engineering education. During this time, my professor, along with apostdoctoral fellow, were co-PIs for a study of student experiences in engineering education andhad already convened a group of undergraduate students who were in the process of interviewingtheir peers

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohammed F. Farghally, Virginia Polytechnic Institute and State University; Mostafa Kamel Osman Mohammed, Virginia Polytechnic Institute and State University; Assiut University; Hamdy F. F. Mahmoud, Virginia Polytechnic Institute and State University; Assiut University; Margaret O'Neil Ellis, Virginia Polytechnic Institute and State University; Derek A. Haqq, Virginia Polytechnic Institute and State University; Molly Rebecca Domino, Virginia Polytechnic Institute and State University; Brett D. Jones, Virginia Polytechnic Institute and State University; Clifford A. Shaffer, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

beneficial to theirlearning, before and then after the online transition, and their mode preferences for each regardingonline vs. Face-to-Face. By comparing student reactions across courses, we gain insights onwhich components are easily adapted to online delivery, and which require further innovation.COVID was unfortunate, but gave a rare opportunity to compare students’ reflections on F2Finstruction with online instructional materials for half of a semester vs. entirely online delivery ofthe same course during the second half. Although the instruction provided during the second halfof the semester may not be the same as what would have been provided had the course beendesigned as a fully online course from the beginning, it did provide the

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexis Powe Nordin, Mississippi State University; Amy K. Barton, Mississippi State University

Tagged Divisions

Liberal Education/Engineering & Society

National Societyof Professional Engineers (NSPE) 1935 Code of Ethics specified a duty to “seek to promote thepublic welfare” [3], emphatic recognition of social responsibility did not consistently appear inethical codes until the third phase, which began post-WWII and continues today.A defining feature of the current phase is that all engineering codes of ethics explicitly prioritizesocial responsibility in their first canons: “hold paramount the safety, health, and welfare of thepublic” [1]. Differences exist among codes to reflect unique areas of technical focus, and codesare updated periodically in response to changing social and professional values. For example, in2003, the American Institute of Chemical Engineers (AIChE) added “and protect