Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Tufts University; Susan Bobbitt Nolen, University of Washington; Michelle Kay Bothwell, Oregon State University; Christine Kelly, Oregon State University; Susannah C. Davis, University of New Mexico

Tagged Topics

Diversity, NSF Grantees Poster Session

, consequential learning.” Inthis paper, we encapsulate our work in this last year (no cost extension) of the grant through thelens of our 17 published or in preparation journal articles.Our research in equity and inclusivity has had three foci: student climate, conceptualization ofoppression and privilege, and organizational change. This research has addressed themes of peerrelations, the relation between epistemology and climate, assessment metrics for understandingsystems of power, reflection on problematic norms that frame engineering culture, anduncontested informal practices that produce gendered and racialized inequities across theinstitution. Our research in meaningful, consequential learning has focused on activities andassessments that align

Conference Session

Pre-College Engineering Education Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olushola V. Emiola-Owolabi, Morgan State University ; Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University

Tagged Divisions

Pre-College Engineering Education

. ‘Concrete Experience’ describes when a student is exposed tonew information or reinterprets prior knowledge. ‘Observation and reflection’ captures when astudent reflects on new or reinterpreted information. ‘Forming abstract concepts’ is the nextstage where reflection develops into a new idea or modification of an existing idea. The finalstage of ‘testing in new situations’ describes when active experimentation takes place and astudent applies the idea to the real-world [35]. Kolb believed that a student attains newknowledge of new concepts through new experiences, i.e., “Learning is the process wherebyknowledge is created through the transformation of experience” [35].Figure 1.Experiential learning cycleMethodsA qualitative approach was used to

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael F. Young, University of Connecticut; Landon Bassett, University of Connecticut; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University; Joshua Bourne Reed

Tagged Divisions

Engineering Ethics

Education department. He has graduated with a bachelors degree in mechanical engineering from Rowan University. Josh is very passionate about education as well as the social issues in both the engineering and education systems. He hopes to further his understanding in both of these fields. American c Society for Engineering Education, 2021 Let’s Play! Gamifying Engineering Ethics Education Through the Development of Competitive and Collaborative Activities Through both success and failure, many engineering projects have a profound impact onindividuals and society. Thus, ensuring future engineers consider these impacts and reflect on theethical

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda N. Quay, Stanford University; Callan E. Monette, Stanford University; Stacey A. Huang, Stanford University; Alexa Wnorowski, Stanford University; Anjali Mulchandani, Stanford University; Ronnie Miller, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Student

education practices. In this paper, we will discuss the majorcomponents of these pivots, including (i) transitioning existing programming to the virtualenvironment, (ii) reassessing chapter direction and goals by expert elicitation to evaluate chapterniche, (iii) developing new strategies to increase participation and engagement, including theformation of an anti-racism multimedia learning club aimed at promoting awareness of systemicinequity and discussing strategies to combat anti-black racism in higher education, and(iv) continuously adjusting chapter goals and activities through iterative reflection. We will placethis discussion in the context of literature on mental health, well-being, and flourishing ofstudents and educators during this

Conference Session

International Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sweta Saraff, Amity University Kolkata; Roman Taraban, Texas Tech University; William M. Marcy P.E., Texas Tech University; Ramakrishna Biswal, National Institute of Technology, Rourkela

Tagged Divisions

International

in differences inethical perspectives. The ongoing collaborative project described in this paper attempts todevelop the cross-cultural sensitivity of Indian and USA students through their reflections oncase studies that present ethical dilemmas in real-world situations. Central questions addressed inthis paper include: 1) How does a pedagogical model based on socio-cultural theory andincorporating cross-cultural activities support undergraduate engineering students in socio-cultural and ethical thinking? and 2) How do engineering students develop their professionalidentities through socio-cultural and ethical discourse? Based on socio-cultural learning theory,the present collaborative effort engages hundreds of students in professional

Collection

2021 First-Year Engineering Experience

Authors

Meagan Eleanor Ita, The Ohio State University; Laine Rumreich, The Ohio State University

each of the 3Cs, and a short reflection survey including three open-ended promptsabout EM. A total of 38 UTAs completed the training module. UTA responses to the three surveyprompts were analyzed using qualitative coding. A team of researchers each independently coded the datainto categories and, where necessary, resolved differing results as a team. The categories were chosenbased on an in-depth review of the data before the coding process to determine common themes.Results Prompt 1: Craft question(s) you might use to spark curiosity. This prompt produced a wide variety ofresponses and was designed to encourage TAs to brainstorm questions that can develop the criticalthinking skills and curiosity of their students. The most common theme

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Haolin Zhu, Arizona State University

Tagged Divisions

First-Year Programs

structured reflective practices throughout the engineering curriculum. c American Society for Engineering Education, 2017Work in Progress: An Interdisciplinary Course Designed to Assist First YearStudents in Planning and Preparing for Success in the NAE Grand ChallengeScholars ProgramAbstractThis Work in Progress paper describes an interdisciplinary course for first year engineeringstudents focused on exploring the National Academy of Engineering (NAE) Grand Challenges,and recognizing societal issues that influence engineering solutions to those challenges. Thiscourse is offered as a part of the NAE Grand Challenge Scholars Program (GCSP) at ArizonaState University (ASU) to help students develop a personal plan for

Conference Session

Environmental Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sanjay Tewari, Missouri University of Science & Technology

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

concepts and techniques.However, a major portion of teaching still takes places in classroom settings. Educators adoptvarious pedagogical practices, teaching-aids, and technologies to engage students in learningthe course contents effectively within the controlled environment of classrooms. In ideal classsettings, an instructor should be able to reach out to all students regardless of their learningstyles. These learning styles could be sensory, intuitive, visual, verbal, reflective, active,sequential and global as defined in the Index of Learning Styles (ILS) classification system[1] - [5].Active and hands-on learning in environmental engineering is not new. More recently, theauthor has been involved in multiple studies focused on promoting

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Thomas J. Siller, Colorado State University; Michael A. de Miranda, Texas A&M University; Elizabeth Deuermeyer, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

yetimplemented at another university have been developed.In an effort to broaden the impact of this project a summer workshop was held with a select groupof invited universities. Results from that summer workshop indicate a range of approaches fornew engineering pathways for pre-service teacher preparation will be required to reflect theparticular culture of the universities. Potential approaches identified include:• The use of a minor in STEM education to complement an existing engineering degree, this reflects additions to existing undergraduate engineering degrees• Post-Baccalaureate degree programs –this minimizes impact to undergraduate engineering degrees• Working with educational technology programs –they tend to have greater flexibility

Collection

2013 ERC

Authors

Sohi Rastegar

CBET$40,000.00 1$20,000.00 0.5 $0.00 0 2007 2008 2009 2010 2011 2012 2007 2008 2009 2010 2011 2012 * Data do not reflect no-cost extensions for more recent years * Data do not reflect no-cost extensions for more recent

Conference Session

Collaborative & New Efforts in Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Melany Ciampi; Claudio Brito, Council of Researches in Education and Sciences

Tagged Divisions

International

adding to the records of building companies. "Knowing how to do"of those workers happens in the building site and it is part of a structure of occupations, in whichunqualified workers apprehend an occupation side by side with more experienced workers.Finally to recognize that a better education degree is fundamental in the absorption of newtechnologies that demand new productive processes and consequently a new profile of handwork in the building site.1. IntroductionThe so called global work market has been changing drastically the workplace and the practices.Therefore reflecting about the data of the field research and of the permanent dialogue with thesubject of the investigation, it was built a referential to think the object study the worker

Conference Session

Engineering Ethics V

Collection

2009 Annual Conference & Exposition

Authors

John Ochs, Lehigh University; Lisa Getzler-Linn, Lehigh University; Margaret Huyck, Illinois Institute of Technology; Scott Schaffer, Purdue University; Mary Raber, Michigan Technology University

Tagged Divisions

Engineering Ethics

, 3) Models do exist for how students learn in solving unstructured problems, Page 14.250.3 4) The “Steps for Better Thinking” by Wolcott and Lynch11,12 and “reflective judgment model’ by King and Kitchener9,10 and advanced by others seem appropriate instruments for assessing experiential learning.Based on the research done to date, our collective and individual assessment of learning bystudents engaged in multidisciplinary team based projects at all four institutions will involve thefollowing: 1) The development of explicit criteria for success 2) On going, in-process assessment at gradable moments during

Collection

1996 Annual Conference

Authors

Gary S. Godfrey

and feedback; scaffolding and fading; articulating and reflections;exploration; and sequence. Table Three has been constructed to apply the cognitive apprenticeship model toprinciples of 3-D Visualization. Table 3 COGNITIVE APPRENTICESHIP AND 3-D VISUALIZATION CONTEXT Textbook Knowledge Mechanical Drawing Blueprint Reading ANSI Standards Computer Literacy Computer Aided Design 2-D Visualization & Construction

Conference Session

Attitudes, Self-Confidence, and Self-Efficacy of Women Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Women in Engineering

series of questions that students responded to on a Likert scale. Male students had amore favorable view of engineers’ role in society than female students, based on responses toquestions from the Pittsburgh Freshman Engineering Attitudes Survey (PFEAS). Becauseprevious studies have indicated that females want to benefit society through their work, thecontinuing poor perception of engineering as a helping profession among females may reflectrecruiting problems. More revealing information was found in the reflective essays that thestudents write at the end of the semester summarizing their feelings about engineering andwhether they plan to stay in the major or switch majors.BackgroundThe engineering profession needs to recruit more students, and

Conference Session

Assessment Methods

Collection

2006 Annual Conference & Exposition

Authors

Abi Aghayere, Rochester Institute of Technology

Tagged Divisions

Engineering Technology

. Page 11.1283.1© American Society for Engineering Education, 2006 The Efficacy of Ongoing Course Assessment for Enhancing Student Learning in Structural Design CoursesAbstractA technique was recently developed for the continuous assessment of student learningthat involves measuring students’ perception of learning of course topics. The assessmentinstrument is divided into several modules with each module consisting of a detailedlisting of course topics. This instrument has been used in the author’s on-campus andonline structural analysis courses. The results of the data collected from a structuralanalysis course pointed to enhancement in student learning, with the additional benefit offorcing the students to reflect on and take

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Tiago R Forin, Rowan University; Kauser Jahan P.E., Rowan University; Ralph Alan Dusseau P.E., Rowan University; Parth Bhavsar, Rowan University; Beena Sukumaran, Rowan University

Tagged Topics

ASEE Diversity Committee, Diversity

another as well as relate to how their discipline is practiced [2]. Students who are not able todevelop an alignment in a given discipline in higher education may change majors or drop out toseek a sense of belonging elsewhere.Diversity is one of the greatest challenges to the engineering profession today. Manyengineering schools struggle to attract and retain a student population that reflects the diversityof the general population. One of the key reasons cited for students leaving STEM is theperception of a chilly climate, especially by those who are members of underrepresented groups[3]. Furthermore, there is compelling evidence that diversity among students and faculty iscrucially important to the intellectual and social development of both

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ruth E. H. Wertz, Valparaiso University; Karl R.B. Schmitt, Valparaiso University; Linda Clark, Brown University; Bjorn Sandstede, Brown University; Katherine M. Kinnaird, Smith College

Tagged Topics

NSF Grantees Poster Session

observation is impractical. Extensivework shows that student self-reports alone can be unreliable. Students may under- or over-report Commen ted [1]: do you have any citations for self-their degree of misunderstanding based on any number of external factors, or they may legitimately reports?not know the degree of their misunderstandings relative to certain topics. Instead of relying onlyon student self-observations, this study uses a triangulated approach incorporating instructors,teaching assistants, and students each completing a weekly reflection. T he reflection asks aboutthe difficulties or misunderstandings experienced in the classroom during the past week. Theprotocol consists of five items that are tailored to the instructor, T A

Conference Session

Systems Engineering Division Technical Session 1: Course Design & SE Competencies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kuan-Yu Chou, National Chiao Tung University; Yon-Ping Chen, National Chiao Tung University; Sunny S. J. Lin, National Chiao Tung University; Chao-Yang Cheng, National Chiao Tung University

Tagged Topics

Diversity

Tagged Divisions

Systems Engineering

transformation emphases are illustrated in the coloredboxes. The colored circles signified the methods and decisions of self improvements (SI0-1, SI1-2, andSI2-3). Various self-improvement methods (teacher reflection, product creativity check, and PBLexperience student report) were adopted in each round (text underlined). The major decisions of self-improvement are provided in the colored circle.This paper is structured as a case study to explain the transformation process listed inFigure 1, including working emphases, self-improvement methods and sequentialtransformation decisions for the DCS capstone course. Figure 1 shows the timeline ofcapstone transformation (rounds 0 to 3) and self-improvement cycles from 0-1, 1-2,and 2-3.In the following, Session

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

David G. Novick, University of Texas, El Paso; Meagan R. Kendall, University of Texas, El Paso

Tagged Divisions

Entrepreneurship & Engineering Innovation

engineering design and engineering entrepreneurship. a. Did the things you learned in the course about engineering design and engineering entrepreneurship help you with the designing your life course activities? Please explain. b. Did the designing your life course activities help you in the course about engineering design and engineering entrepreneurship? Please explain.The DYL activities used in the course were taken from the text and minimally modifiedto suit a classroom setting. The activities used in the course included: • Creation of a life-design team • Identification of key mentor(s) • Creation of health/work/play/love dashboard • Descritption of workview • Lifeview reflections • Good

Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette (College of Engineering); Mark T. Schuver, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

for- profit or nonprofit institution.Higher Education Tuition-Based On-Campus Enrollments are DownIn the Distance Education Learning Report, Allen and Seaman [1] report higher educationenrollments, overall, for academic years spanning 2012-2015, are down across public and privatefor-profit institutions, while enrollments are slightly higher in private non-profit institutions.Figure 1 below depicts this relationship. Figure 1 – Enrollments by Type of Institution [1]The Allen and Seaman data reflects nearly a one million student decrease of -931,317 in studentsstudying on campus. Figure 2 below depicts both the percent change from 2012 – 2015 as wellas the equivalent student population. Worth noting is that public

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

James A. Middleton, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Kara L. Hjelmstad, Arizona State University; Ying-Chih Chen, Arizona State University

Tagged Divisions

First-Year Programs

Attitudes Toward Engineering scaleand the Reformed Teaching Observation Protocol, respectively. There were significantdifferences in the extent and connectedness of faculty across departments, reflecting departmentalinstructional climate [3].In this follow-up, we examine the social networks of faculty, many of whom were not included inthe original sample, who were recruited to participate in a 1-year series of workshops on learner-centered pedagogy, active learning methods, and use of advanced instructional technology andassessment. Forty-three faculty participated in eight professional development workshops(approximately one every two weeks for each of the two semesters in Fall, 2016 and Spring,2017) on Evidence Based Instructional Practices (EBIS

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Sarah Wodin-Schwartz, Worcester Polytechnic Institute

Tagged Divisions

Mechanics

engineers capable of working in both the social and technical dimensionsof contextualized, open-ended problems [6]. Wisnioski, a historian of engineering studies,reflected in his 2015 editorial that, while calls for engineering education reform towards “global,economic, environmental, and societal context” [7] have been existent since as early as the1920s, “each wave of reform has come with incomplete efforts to establish institutional rewardsthat value such historical and contextual work.” [8] However, since Wisnioski’s editorial, muchprogress towards contextualization has been made in the engineering community, largely in partdue to support from the Accreditation Board for Engineering and Technology (ABET) and theNational Science Foundation (NSF

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Milton Johnson, Bioscience High School; Allison Wolf; Xavier A. DeLeon, QESST; Mayra Ramos; Meredith Marie Morrissey, Mountain Pointe High School; Alyssa Johnson, Kyrene School District; Scott Richard Currier; Lauren D’Amico

Tagged Divisions

Pre-College Engineering Education

grade, 3 hours): Working in small groups, studentscreate a solar scribbler and use the engineering design cycle to refine their STEAM design basedon a hypothesis, test the hypothesis, (i.e. Build, Test, Reflect, Refine, Repeat). For the entire set of lesson instructions and materials, please click here.This material is based upon work supported in part by the National Science Foundation (NSF) and the Department of Energy (DOE) under NSFCA No. EEC-1041895. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and donot necessarily reflect those of NSF or DOE.

Conference Session

First-Year Programs: Wednesday Cornucopia (Educational Research)

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karen E. Rambo-Hernandez, West Virginia University; Melissa Lynn Morris, West Virginia University; Anne Marie Aramati Casper, Colorado State University ; Robin A. M. Hensel, West Virginia University; Jeremy Clinton Schwartz, West Virginia University; Rebecca A. Atadero, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering can beexplored.MethodsStudy contextIn fall 2017, students in a total of eight sections of a common first-year engineering course tookfour surveys throughout the semester and were taught by three distinct instructors. Eachinstructor had an equal number of intervention (four sections, n =116) and comparison sections(four sections, n = 137).The students in the intervention sections participated in multiple activities, which are describedsubsequently. Table 1 shows when each of the activities occurred throughout the fall term.Table 1. Activities and Timeline Activity Week of Semester Dean’s Talk and Reflection Questions 2 Teamwork

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Christine Nguyen, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

Tagged Divisions

Pre-College Engineering Education

-on engineering design challenges in the modules. During thisprocess, the phenomenon is also mapped to NGSS to ensure that material would be appropriate for a middleschool teaching environment.Hands-On Activities. Each module included hands-on engineering design challenges for the students toperform while working through the associated phenomenon. During these activities, students are required towork in pairs, which facilitates an environment conducive to learning through collaboration and integrativecomplexity. Additionally, after each section of the modules, students are required to reflect on their ownreasoning, which challenges them to compare their misconceptions about a concept before the module and theirfindings after the module

Conference Session

Case and Scenario in Engineering Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Justin L Hess, IUPUI, Indianapolis

Tagged Divisions

Engineering Ethics

failure will have on a broad range of stakeholders.Additionally, whereas many engineering ethics case studies focus on human stakeholders andcorporations, here the focus also includes marine and aquatic life, challenging a narrowlyanthropocentric focus by placing environmental issues as a focal point. In this sense our focuspushes beyond both macro-ethical issues, where students are encouraged to adopt a broadenedsocietal viewpoint to deduce the most ethical courses of action, and micro-ethics, where thefocus is towards the professional obligations of an individual engineer.7,8The case as we designed it challenges students to justify the ethicality of deeper water drilling inlight of this disaster, guided by the reflective specification and

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Margret Hjalmarson, George Mason University; Lori C. Bland, George Mason University; Anastasia P Samaras, George Mason University, VA USA

Tagged Topics

NSF Grantees Poster Session

comprises a series of design decisions that are madeover multiple semesters.Significant research about faculty development of interactive teaching practices has beenconducted 2–5. Earlier work by McKenna, Yalvac, and Light examined how to createcollaborative partnerships between engineering faculty and learning scientists toencourage collaborative, reflective, and improved teaching. They state, “An extension ofthis work would be to examine the trajectory of change in teaching approaches, that is, toinvestigate the process of change.” (p. 25) 4 We expect learning and change to happenthrough faculty development, and we propose a framework for scaffolding that process ofchange much like engineering education research has proposed constructing

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher R. Saulnier, Massachusetts Institute of Technology; Aikaterini (Katerina) Bagiati P.E., Massachusetts Institute of Technology; John G. Brisson II, Massachusetts Institute of Technology

Tagged Divisions

Design in Engineering Education

environment impacts students’ perception of the engineering design process.Design Based Wilderness Education PedagogyWhen developing a curriculum targeting the engineering design process, the role that design-thinking plays within a design-based learning environment is of particular interest. As describedby Dym et al., design thinking “reflects the complex processes of inquiry and learning thatdesigners perform in a systems context, making decisions as they proceed, often workingcollaboratively on teams in a social process”3. Design thinking has been explored through manyframeworks broadly divided into two paradigms: design as a rational problem solving process,and design as a process of reflection-in-action4. The wilderness environment is

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tatiana Teslenko, University of British Columbia, Vancouver

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

American Society for Engineering Education, 2015 Focus on Social Learning in a First-Year Technical Writing Class: a Canadian Case-Study The University of British Columbia, CanadaAbstract: Incorporation of writing assignments into the first-year curriculum is a keyopportunity for engineering educators. The topics of sustainable consumption and design,environmental issues and global engineering were introduced into a first-year engineeringcommunication course in the Faculty of Applied Science at the University of British Columbia,Vancouver. This successful initiative was further expanded to include writing reflection papers,proposals and research reports on community service learning

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

to teach,especially in ways that capture students’ interest and attention. A variety of approaches areimplemented including dedicated courses inside and outside of engineering, as well as weavingethical case studies throughout the curriculum 3-5. Creative approaches to teaching engineeringethics including argumentation, eye-witness role playing, videos, engineering ethics lunches, andeven an engineering ethics board game have previously been presented 6-10. The objective of thisassignment was to combine the common practice of integrating an ethics unit into a first yearIntroduction to Engineering course with the innovation of a creative fiction assignment requiringthe students to generate and reflect upon an ethical dilemma of personal