Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

George Weinschenk; Koenraad Gieskes

Title: Ethical Analysis Process Toward Learning Professionalism in the Applied Sciences Classroom Weinschenk, George and Gieskes, Koenraad weinscgg@binghamton.edu and gieskes@binghamton.edu, Binghamton UniversityAbstract:Professional ethics instruction at the first-year level can too easily fall short of engaging studentsand assume the less inviting appearance of authoritarian dictate. Alternatively, studentsfrequently claim that, although such discussions allow them to enjoy playing “devil’s-advocate,”the ethical problems are too “gray” to warrant specific, practical solutions. This paper describesthe creation and implementation of a set of exercises to address these shortcomings

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Trystan S. Goetze

Roleplaying Game–Based Engineering Ethics Education: Lessons from the Art of Agency Trystan S. Goetze tsgoetze@cornell.edu Sue G. and Harry E. Bovay Program in the History and Ethics of Professional Engineering Cornell UniversityAbstractHow do we prepare engineering students to make ethical and responsible decisions in theirprofessional work? This paper presents an approach that enhances engineering students’engagement with ethical reasoning by simulating decision-making in a complex scenario. Theapproach has two principal inspirations. The first is Anthony Weston’s scenario-basedteaching [1

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Katherine Abrey; Maddy Cronin; Deanna Malone; Libby Osgood P.Eng.

International Humanitarian Trips: Objectionable or Estimable? Katherine Abrey, Maddy Cronin, Deanna Malone, and Libby (Elizabeth) Osgood Faculty of Sustainable Design Engineering, University of Prince Edward IslandAbstractThe ethical considerations surrounding student international humanitarian trips are complex. Thisarticle considers the benefits and drawbacks of such trips by examining existing literature anddiscussing personal experiences. The positive aspects of these trips for communities includeessential work being accomplished, economic support, and job creation for support staff. Thebenefits for students include professional, personal, and technical growth, global awareness,research opportunities, leadership

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Kai Zhuang; Dimpho Radebe; Mojgan Jadidi

Art-Inspired Pedagogies in Engineering EducationUsing Comics, VR/AR, Gaming, and Music in Engineering EducationKai Zhuang1,2, Dimpho Radebe3, Mojgan Jadidi11: Lassonde School of Engineering, York University, Canada2: Brave49, Canada3: Faculty of Applied Science and Engineering, University of Toronto, CanadaIn recent years, there is growing recognition in engineering education that creative, humanistic,and transferable skills such as emotional intelligence, ethical leadership, and teamwork, areessential to students’ success, thriving, and contribution in university and beyond (Jarrahi et al.,2023; Lappalainen, 2015; Rottmann et al., 2015; World Economic Forum, 2020). However, mostengineering students are used to rigorous curriculums that

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Evalyna Bogdan; Heather Jean Murdock; Nadine Ibrahim

assigned player roles. Such insights are crucial for understanding potential moraland ethical challenges they may encounter in their engineering careers. We also asked whetherthis game increased their understanding of flood risk governance. The average rating was a 3.54(n=13) on a scale from 1 (not at all) to 5 (extremely). Over half of the respondents (54.26%)rated their understanding as between 4 (very) and 5 (extremely), highlighting substantial learninggains in flood risk governance. One student commented: “When floods occur, communicationcan easily break down despite even the best efforts.”Lastly, we investigated RQ 2) Did students feel more engaged by the FRC game than bytraditional teaching techniques such as lecturing and reading

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Cindy Rottmann

ethics, learning styles, and methodological credibility in engineering education. Whileengineering education may be interdisciplinary in name, I argue it that it remains a multidisciplinary field withtransdisciplinary ambitions. I punctuate this analysis with implications for engineering education researchersinterested in using disciplinary fissures as a catalyst for meaningful, interdisciplinary collaboration andunderstanding.BackgroundIn October 2012, I was interviewed for a job as a staff researcher at a Canadian engineeringschool. The interview was both playful and disorienting. After more than a decade of training ineducational leadership, culminating in a tenure track position at a Canadian faculty of education,I had become deeply, and

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Libby Osgood P.Eng.; Christopher Power

studyreviewed by the institution’s Research Ethics Board. This paper is part of a larger study on beingthing-focused versus people-focused within design education. The subject of this paper is on thereflections themselves, adopting the Aronson advice to “reflect on the process of teachingreflection” [12]. The two research questions for this paper are as follows: I. Do students perceive reflections as useful? II. Does the act of reflecting change throughout the design process?This is an exploratory examination of 1,278 reflections that were recorded during these two yearsof design projects.Background InformationLand Acknowledgement and Positionality StatementsIn order to understand the context in which this paper was written, we offer the

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Reilly Sullivan; Libby Osgood P.Eng.

combines internationalhumanitarian engineering education with activities to prepare them for their IHEE, to ensure theypossess the necessary skills and cultural preparation which could allow them to make valuablecontributions during the trip, and to reflect on the IHEE upon returning home so they couldintegrate it within their coursework [4,5]. Appendix A contains the major topics in the course.Though over 50 students were interested in attending the IHEE, many of whom helped to designthe course, only 17 students participated. This study seeks to understand why. Students whoattended the IHEE and those who were interested in the experience but did not attend wereinvited to participate in an institutional ethics-approved study. Pre-IHEE surveys

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Lisa L. Greenwood; Megan Hargrave; Yewande S. Abraham; Sumita Mishra; Jennifer L. Schneider

verbal and writtenfeedback, and document analysis. Ethical considerations are carefully addressed, with adherenceto ethical guidelines for research involving human participants, ensuring informed consent,confidentiality, and voluntary participation. Approval from the university's Institutional ReviewBoard (IRB) was obtained before data collection. The findings of the formative and summativeassessments gathered from the curriculum design and module implementation phases contributeto the continuous improvement data used to enhance the modules for faculty adaptation andimproved student learning.Modular approachOur educational approach aims to integrate multiple standards in graduate and undergraduatecurricula in a range of existing engineering and

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Chris Rennick; Sophie Nasato; Samantha White; Mary Robinson

(theToyota Innovation Challenge or TIC). The study participants were asked to generate a unique IDcode so that their responses could be connected across the survey offerings. Each surveyconsisted of the student-generated ID, a series of demographics questions adapted from thecampus equity survey plus program and academic year, the Situational Motivation Scale (SIMS)survey instrument [4], and an open question asking students why they chose to participate in theevent. The surveys were given to participants at the start of each event and again near the end.This study was approved by the institutional research ethics committee.In total, 68 students filled in the first survey (53 from the TIC event, and 15 from the WiE event),and 10 filled in the second

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Juliette Sweeney

individuals who identified as women and those who identifiedas men were interviewed, and participants represented both research and course based degreesand various levels of study. Students were recruited by departmental emails sent from theirengineering faculty and were given a $30- gift card to compensate them for their participation.Data collection activities during this study were approved by Ethic Review Boards at theUniversity of Toronto and the two universities where the case studies were conducted.Interviews were semi-structured in nature and took approximately 60 minutes to complete. Asinterviews were conducted in 2022, COVID public health restrictions mandated that allinterviews took place on Zoom. Transcripts were produced using third