Hammond, T. A., & Wade, P., & Thomas, S., & Merzdorf, H. E. (2024, June), A Student-Led Ethics Deep Dive, Discussion, and Content-Generation Ethics Assignment in Computer Science & Engineering Capstone  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46493

\bibitem{asee_peer_46493}
  Hammond, T. A., \& Wade, P., \& Thomas, S., \& Merzdorf, H. E. (2024, June), \emph{A Student-Led Ethics Deep Dive, Discussion, and Content-Generation Ethics Assignment in Computer Science \& Engineering Capstone}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/46493

Tracy Anne Hammond, Pauline Wade, Shawna Thomas, and Hillary E. Merzdorf.  "A Student-Led Ethics Deep Dive, Discussion, and Content-Generation Ethics Assignment in Computer Science & Engineering Capstone".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/46493 Internet.  30 Jul, 2024

\bibitem{asee_peer_46493}
  Tracy Anne Hammond, Pauline Wade, Shawna Thomas, and Hillary E. Merzdorf.
  "A Student-Led Ethics Deep Dive, Discussion, and Content-Generation Ethics Assignment in Computer Science \& Engineering Capstone".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46493 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_46493
author = "Tracy Anne Hammond, Pauline Wade, Shawna Thomas, and Hillary E. Merzdorf"
title = "A Student-Led Ethics Deep Dive, Discussion, and Content-Generation Ethics Assignment in Computer Science \& Engineering Capstone"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46493}
}

TY  - CPAPER
AB  - As senior capstone design represents the culmination of the knowledge and understanding gained throughout the four-year degree program, this specific ABET criteria has significant prominence in ensuring that we graduate ethical and professional engineers. We implemented a content generation assignment in two sections of a senior computer science and engineering (CSCE) capstone course. In these two sections, 49 students were asked  how interactive ethics assignments helped them become knowledgeable about ethical issues, analyze the ethical implications of their projects, and the value of choosing their own ethics topics. Students in both sections on average rated the ethics assignments highly for learning ethics issues and being able to choose topics, with more mixed ratings of the ability to analyze their own capstone projects. From written responses, we found that students valued assignments for bringing awareness of relevant ethical issues in society, for providing opportunities to learn with and from peers, and for deeper learning of ethics principles to be applied to their specific projects. Our results are useful for instructors who wish to incorporate ethics into their CSCE courses while also supporting student engagement, autonomy, and peer learning.
AU  - Tracy Anne Hammond
AU  - Pauline Wade
AU  - Shawna Thomas
AU  - Hillary E. Merzdorf
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - A Student-Led Ethics Deep Dive, Discussion, and Content-Generation Ethics Assignment in Computer Science & Engineering Capstone
UR  - https://peer.asee.org/46493
ER  -