Displaying results 1 - 30 of 194 in total
- Conference Session
- Engineering Ethics Division Technical Session 2
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- 2015 ASEE Annual Conference & Exposition
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- Melodie A. Selby PE, Walla Walla University
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- Diversity
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- Engineering Ethics
Paper ID #14093Assessing Engineering Ethics TrainingMs. Melodie A. Selby PE, Walla Walla University Melodie Selby is a civil engineering and environmental science assistant professor at Walla Walla Uni- versity. A Walla Walla University graduate, she returned to the University in 2009 after 23 years during which she received a master’s degree in environmental engineering, worked as a civil and environmental engineering consultant, and worked in the Nuclear Waste Program and Water Quality Program for the Washington State Department of Ecology
- Conference Session
- Engineering Ethics Division Technical Session 1
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- 2015 ASEE Annual Conference & Exposition
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- David A. Rogers P.E., North Dakota State University; Orlando R. Baiocchi, University of Washington, Tacoma; Paulo F Ribeiro, UNIFEI
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- Diversity
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- Engineering Ethics
Paper ID #13410ENGINEERING ETHICS IN TECHNOLOGY AND SOCIETY COURSESDr. David A. Rogers P.E., North Dakota State University Service in the U.S. Army in 1961-62 followed graduation from the University of Washington with a B.S.E.E. degree. Then Rogers earned the M.S.E.E. degree at IIT and the Master of Divinity degree (ministry) from Trinity Evangelical Divinity School. He earned the Ph.D. in Electrical Engineering at the University of Washington in 1971. Rogers taught in Brazil until 1980 in electrical engineering at the University of Campinas. Rogers then moved to North Dakota State University in Fargo where he still
- Conference Session
- Engineering Ethics Division Technical Session 1
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- 2015 ASEE Annual Conference & Exposition
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- Daniel J. Biezad P.E., California Polytechnic State University
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- Diversity
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- Engineering Ethics
eight journal publications. He has taught short courses in satellite navigation and integrated aircraft systems to the Navy at China Lake and Pt Mugu Naval Air Stations, the Air Force Test Pilot School at Edwards Air Force Base, and to the national AIAA guidance and control conference. Dr. Biezad has over 4,700 hours of flight experience in both fixed-wing and rotorcraft including pilot instructor duties at the Air Force Test Pilot School, Edwards Air Force Base, California. Page 26.684.1 c American Society for Engineering Education, 2015 Ethics Education as
- Conference Session
- Non-Canonical Canons of Engineering Ethics
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- 2015 ASEE Annual Conference & Exposition
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- 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
- Qualitative Methodologies
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- 2015 ASEE Annual Conference & Exposition
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- Joachim Walther, University of Georgia; Alice L. Pawley, Purdue University, West Lafayette; Nicki Wendy Sochacka, University of Georgia
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- Educational Research and Methods
Paper ID #12492Exploring Ethical Validation as a Key Consideration in Interpretive ResearchQualityDr. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in
- Conference Session
- Engineering Ethics Division Technical Session 1
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- 2015 ASEE Annual Conference & Exposition
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- Tobias Rossmann, Lafayette College
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- Diversity
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- Engineering Ethics
Excellence in Teaching Award, and is an Associate Fellow of the AIAA. Page 26.686.1 c American Society for Engineering Education, 2015 Ethics for First-Year STEM: A Risk Assessment Based ApproachAbstract This paper describes the development of a first-year seminar focused on the discussion ofethical issues in engineering for STEM students. The seminar course is intended to provide abroad introduction to ethics through discussions and writing assignments focused on case studiesof engineering catastrophes, meeting once a week for ninety minutes, as
- Conference Session
- Engineering Ethics Division Technical Session 4
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- 2015 ASEE Annual Conference & Exposition
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- Brian E Moyer, University of Pittsburgh, Johnstown; Randy Dean Kelley P.E., University of Pittsburgh, Johnstown; Richard A. Youchak PE, University of Pittsburgh, Johnstown
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- Diversity
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- Engineering Ethics
Paper ID #13842Understanding and Influencing Student Attitudes Toward Ethical ClassroomActionsProf. Brian E Moyer, University of Pittsburgh, Johnstown Brian E. Moyer is an Assistant Professor of Mechanical Engineering Technology at the University of Pittsburgh at Johnstown, an adjunct professor for Bioengineering at the University of Pittsburgh, and an automation consultant for Crossroads Consulting, LLC. Brian’s consulting, teaching and research focus areas include hardware and GUI software integration primarily using LabVIEW by National Instruments and kinematic and kinetic data collection and analysis methods for
- Conference Session
- Non-Canonical Canons of Engineering Ethics
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- 2015 ASEE Annual Conference & Exposition
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- 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
- Engineering Ethics Division Technical Session 3
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- 2015 ASEE Annual Conference & Exposition
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- Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Thomas M. Philip, University of California Los Angeles
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- Diversity
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technologyAbstractUnderstanding the social, environmental, economic, and political impact of engineering is animportant aspect of being a professional engineer. Responding to this need, engineeringprograms increasingly offer engineering ethics education. However, courses in engineeringethics as well as research on students’ developing sense of engineering ethics often emphasizethe micro-ethics of research, mentoring, and publications. In comparison, research is limited onhow future engineers understand the social, ethical, environmental, economic, and politicalimpact of their scientific and technological contributions. In this manuscript, we present 2 case-study accounts of how future engineers think about an engineer’s responsibility towards thesocial and global impact
- Conference Session
- Engineering Ethics Division Technical Session 2
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- 2015 ASEE Annual Conference & Exposition
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- Madhumitha Ramachandran, University of Oklahoma; Diana Bairaktarova, University of Oklahoma, Norman, OK; Anna Woodcock, California State University San Marcos; Othman Mohammed Bawareth, University of Oklahoma
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- Diversity
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- Engineering Ethics
Paper ID #12096Differences in Ethical Decision making between experts and novices: A Com-parative StudyMs. Madhumitha Ramachandran, University of Oklahoma Madhumitha Ramachandran received her Bachelor of Technology in Bioengineering in May 2012 from SASTRA University, India. She is currently a M.S. candidate in the School of Industrial and Systems Engineering at The University of Oklahoma. Madhumitha is always excited about school and looks to other motivated students to share her learning with them. Looking forward for a career in academia, she developed an interest for engineering education. Her recent research on
- Conference Session
- Engineering Ethics Division Technical Session 3
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- 2015 ASEE Annual Conference & Exposition
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- Greg Rulifson, University of Colorado, Boulder; Angela R Bielefeldt, University of Colorado, Boulder
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- Diversity
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- Engineering Ethics
where interdisciplinary students learn about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity. Page 26.643.1 c American Society for Engineering Education, 2015 Engineering Students’ Varied and Changing Views of Social ResponsibilityAbstractEngineering students have been found to have a wide range of opinions on their socialresponsibilities as engineers. These ideas relate
- Conference Session
- Engineering Ethics Division Technical Session 1
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- 2015 ASEE Annual Conference & Exposition
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- Sara A. Atwood, Elizabethtown College; Brenda Read-Daily, Elizabethtown College
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- Diversity
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- Engineering Ethics
Paper ID #11098Using a Creative Fiction Assignment to Teach Ethics in a First Year Intro-duction to Engineering CourseDr. Sara A. Atwood, Elizabethtown College Dr. Sara A. Atwood is an Assistant Professor of Engineering at Elizabethtown College in Pennsylvania. She holds a BA and MS from Dartmouth College, and PhD in Mechanical Engineering from the University of California at Berkeley.Dr. Brenda Read-Daily, Elizabethtown College Dr. Brenda Read-Daily is an Assistant Professor of Engineering at Elizabethtown College in Pennsylva- nia. She holds a BS in Civil Engineering from Bradley University, and a MS and PhD in Environmental
- Conference Session
- Engineering Ethics Division Technical Session 4
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- 2015 ASEE Annual Conference & Exposition
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- Bhavna Hariharan, Stanford University
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- Diversity
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- Engineering Ethics
working with the community rather than for them.The class project focused on improving sanitation and hygiene problems in rural Indiawas undertaken in groups of three. It then describes the challenges of ensuringparticipation of the students and the community as equal partners and how this wasachieved by including practice of care as a central piece of the course. In addition toreading and discussing literature on care ethics, the students used these concepts to createindividual “care statements” which guided the design process. The paper then describes apreliminary attempt at understanding student engineers’ experiences of engaging withcare as well as their evolving understanding of practicing care in engineering practice.Introduction
- Conference Session
- Novel Student Experiences in Chemical Engineering
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- 2015 ASEE Annual Conference & Exposition
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- Darinka del Carmen Ramírez , ITESM (Tecnológico de Monterrey); Pablo Moreno Ramírez, Universidad Autónoma Chapingo
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- Diversity
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- Chemical Engineering
Paper ID #13185Making practical experience: Teaching thermodynamics, ethics and sustain-able development with PBL at a bioenergy plantDr. Darinka del Carmen Ramirez, ITESM (Tecnol´ogico de Monterrey) Ph. D. Darinka Ram´ırez is a professor at the Chemical Engineering department of ITESM (Tecnol´ogico de Monterrey), Campus Monterrey, Mexico. She has a B. S. in biochemical engineering at IT La Paz, M. S. in chemical engineering at Tecnol´ogico de Monterrey, and Ph. D. in Educational Innovation also at Tecnol´ogico de Monterrey. She teaches mainly Material Balances, Energy Balances and Thermodynamics to undergraduate students
- Conference Session
- Peace, Conflict, and Sustainability: Addressing Global and Ethical Issues in Engineering Education
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- 2015 ASEE Annual Conference & Exposition
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- Robert J Muscat, Global Peace Services USA; Angela R Bielefeldt, University of Colorado, Boulder; Donna M Riley, Virginia Tech; Rebecca A Bates, Minnesota State University, Mankato
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- Diversity
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- Engineering Ethics, Engineering and Public Policy
Paper ID #13321Peace, Conflict and Sustainability: Addressing Global and Ethical Issues inEngineering EducationDr. robert j muscat, Global Peace Services USA Robert J. Muscat is an economist specializing in problems of conflict in developing countries. He was formerly Chief Economist of the US Agency for International Development, and has consulted for the World Bank and UN agencies. He has authored books and articles on Thailand, development aid and con- flict, aid effectiveness, malnutrition, and other subjects.He received his PhD in economics from Columbia University. He is currently an independent scholar, living in
- Conference Session
- Integrating Social Justice in Engineering Science Courses
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- 2015 ASEE Annual Conference & Exposition
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- 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
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- 2015 ASEE Annual Conference & Exposition
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- 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
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- 2015 ASEE Annual Conference & Exposition
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- 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
- Assessing Social Responsibility & Sustainability
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- 2015 ASEE Annual Conference & Exposition
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- 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
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- 2015 ASEE Annual Conference & Exposition
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- 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
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- 2015 ASEE Annual Conference & Exposition
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- 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
- Electrical and Computer Engineering Curriculum Design and Evaluation
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- 2015 ASEE Annual Conference & Exposition
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- Susan M Lord, University of San Diego; Matthew W. Ohland, Purdue University; Jeffrey E. Froyd, Texas A&M University; Euan Lindsay, Charles Sturt University
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- Electrical and Computer
) teachundergraduate students, (2) administer a degree program (i.e., Department Chairs), (3) serveas a top-level administrator over all engineering degree programs (i.e., Deans), and (4) workprofessionally in engineering. Survey items address areas including instructional strategies,instructional technologies, assessment strategies, curricula, evaluation of teaching, andpreparation of graduates. With over 2100 respondents, these survey results can informconversations about the future of ECE education. This paper focuses on responses from theover 600 academic respondents. When asked about teaching and assessing problem solving,moral/ethical reasoning, and design, respondents were most likely to teach problem solvingand design. This suggests that ethics may
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- Engineering and Public Policy Division Technical Session 1
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- 2015 ASEE Annual Conference & Exposition
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- John Heywood, Trinity College-Dublin; R. Alan Cheville, Bucknell University
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- Diversity
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- Engineering and Public Policy
educators will be “restricted” professionals [1]. Some countries however, such as the UK and Sweden, dorequire intending university faculty to have training in teaching and learning. It can be argued that such training servesas the teaching equivalent of the PE; the PEE, as it were.All of this implies a second characteristic of a profession, that is, that it possesses a codified body of knowledge andexpertise. A third characteristic of a profession is that it has agreed standards of behavior, and a set of ethical standardsthat members abide by or face sanctions for violating.This paper argues that, certifications or degrees aside, university teaching should be a professional activity and effectivetraining should be required. If engineering
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- Assessment of Engineering Leadership Skills
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- 2015 ASEE Annual Conference & Exposition
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- William J. Davis P.E., The Citadel; Dimitra Michalaka P.E., The Citadel
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- Diversity
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- Engineering Leadership Development Division
as a member of an interdisciplinary team. 21. Self Directed Learning Demonstrate the ability for self-directed learning. 22. Ethical Responsibility Apply standard of professional and ethical responsibility to determine an appropriate course of action. Page 26.1465.4Department outcomes and identifies eight specific outcomes that are being used to assessprofession skills. Course embedded indicators on tests, assignments, and projects are used toevaluate each of the 22 CEE Department outcomes. Results from embedded indicators and othermeasures are evaluated to ensure overall desired performance
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- Women in Engineering Division: Curricular Programs
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- 2015 ASEE Annual Conference & Exposition
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- Claire Lynne McCullough P.E., University of Tennessee, Chattanooga
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- Diversity
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- Women in Engineering
Ethics, Controls, and Engi- neering Design. Dr. McCullough has over 30 years’ experience in engineering practice and education, including industrial experience at the Tennessee Valley Authority and the US Army Space and Missile Defense Command. Her research interests include Image and Data Fusion, Automatic Target Recogni- tion, and Bioinformatics. She is a member of the ABET Engineering Accreditation Commission, and is on the board of the Women in Engineering Division of ASEE. Page 26.1255.1 c American Society for Engineering Education, 2015 Problem Based Learning as a
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- Design in Engineering Education Division Poster Session
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- 2015 ASEE Annual Conference & Exposition
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- Denny Davis, Ohio State University; Peter Rogers, The Ohio State University
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- Diversity
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- Design in Engineering Education
year-long Capstone design experience. With a fo- cus on providing students with a broader experience base, the multidisciplinary program applies teams of engineers, business, design, and other students to work with Ohio companies to help them be more competitive and with local non-profits to help them become self-sustaining. Using a formal design pro- cess, teams develop new products to meet industries’ competitive needs and others to meet the needs of people with disabilities. Students learn to solve open-ended problems and gain skills in critical thinking, professional communication, ethics, and teamwork. Rogers recently expanded this one-year program to a four-year Integrated Engineering and Business (IBE) honors
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- Multidisciplinary Course Development
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- 2015 ASEE Annual Conference & Exposition
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- Michael Richey, The Boeing Company; Fabian Zender, The Boeing Company; Charles J Camarda, NASA
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- Diversity
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- Multidisciplinary Engineering
ABET Criteria Traditional AerosPACE ICED Capstone (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve
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- Measuring the Impact of Community Engagement on Students
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- 2015 ASEE Annual Conference & Exposition
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- Matthew Siniawski, Loyola Marymount University; Sandra G. Luca, Loyola Marymount University; Jeremy S. Pal, Loyola Marymount University; Jose A. Saez, Loyola Marymount University
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- Diversity
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- Community Engagement Division
reflection component on personal development, social impact, academic enhancement,university mission, and ethics. A mixed-methods approach was used to examine differencesbetween first-year engineering students who participated in service-learning projects during thefall semester of 2014 and those who did not. Students participating in service-learning projectsshowed significantly higher gains in confidence in both technical and professional engineeringskills. Female students in particular showed the most dramatic gains, with an average increase of81.6% in technical engineering confidence as a result of their service-learning course. The highergains in confidence can be attributed to the students learning more about how to identify andunderstand
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- Design Pedagogy
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- 2015 ASEE Annual Conference & Exposition
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- Sudhir Kaul, Western Carolina University; Wesley L. Stone, Western Carolina University
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- Diversity
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- Design in Engineering Education
literature) that aredifficult to achieve in the rest of the engineering curriculum. These learning outcomes includestudent ability to function effectively as a member of a diverse and interdisciplinary team,student understanding of professional and ethical responsibilities, student ability to understandthe impact of technology in a societal context, and student ability to grasp engineering projects ina holistic sense. The course is designed to be a part of the project-based learning sequence and isexpected to prepare students for the challenging senior year projects where students are requiredto demonstrate a strong ability to synthesize and integrate the skills learnt from the previousyears. This course serves as a scaffolding2 to assist the junior
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- Reflective & Critical Pedagogies
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- 2015 ASEE Annual Conference & Exposition
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- Devika Patel, Stanford University; Jonathan Edward Pang, Stanford University; Sarah Salameh, Stanford University
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- Diversity
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- Liberal Education/Engineering & Society
through multidisciplinary projectsand ethics from three students’ perspectives. From these case studies we examine the way we, asstudent engineers, reconcile technocentrism with ways of thinking utilized in liberal education.Analysis of the case studies imply a role for reflection and care in addressing technocentrism andour paper ends with a call for further studies analyzing these relationships.Introduction:“My app will change the world, my product is a disruptive innovation”―these are the mantras ofstartup founders, engineers, and computer scientists throughout the Silicon Valley. Writer JoelStein presents this profile of tech entrepreneurs in his Bloomsberg Businessweek article,Arrogance is Good: In Defense of Silicon Valley.3 This stereotype