Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Gary P. Halada, Stony Brook University; Shyam Lal Sharma Sharma P.E.; Lori Scarlatos; Yi Zhang, Stony Brook University

familiar with each other and the theories and principles that inform this program. They will share a current syllabus that they plan to update as they move through this program. Like the modules, the orientation includes a synchronous discussion. Participants play the collaborative online game, exploring the diversity of ways in which communication and collaboration, scientific inquiry and innovation, debate and engagement can be done more inclusively, without conflict/competition. Module 1: Updating a course syllabus: Participants update an existing course by interrogating the sociocultural basis of their discipline, drawing upon knowledge and perspectives, discourses and methodologies from diverse cultures. They exchange

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Caitlin Grady, The George Washington University

theworkshop, participants will have developed a ready-to-implement syllabus and preliminary lecturematerials for their Fall courses.To evaluate the impact of these pedagogical interventions on undergraduate student ethicaldevelopment, this phase will incorporate a methodological approach similar to phases 1 and 2,utilizing a quasi-experimental design with pre and post-test surveys. These surveys will employestablished tools for assessing ethical agency, complemented by at least one course assignmentdesigned around the reflexive principlism rubric. This multifaceted assessment strategy will notonly allow for a comprehensive evaluation of student ethical growth but also serve as a criticalcheck on the research's integrity by examining the pedagogical