Conference Session

Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yousef Jalali, Virginia Tech; Christian Matheis, Guilford College; Vinod K. Lohani, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

first elaborate on the major elements of the liberatory struggle, relationships,understanding, transformation, and solidarity [22]. The first element, relationships, highlightsthe status of the oppressed and oppressor in oppression, “institutionalized dominance of one partof humanity by another” [23, p. 41]. There are oppressors who tend to reproduce the status quo,and there are the oppressed, who are target group in institutionalization of discrimination anddominance. Understanding, is the stage in which the oppressed acknowledge the fact that theyare oppressed and critically seek for the causes. As a result of such critical reflection on the stateof oppression, the oppressed may discover who they really are. However, the oppressed need

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; David Zhao; Alexandra Danielle Kulich, Tufts University; Madeline Polmear, University of Colorado, Boulder; Nathan E. Canney, CYS Structural Engineers Inc.; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

differences in the interests and/or training indifferent majors. The very short responses from many students are somewhat troubling, giventhat all students should be able to readily answer these questions with more complex and detailedresponses after having taken a course that included ethics content. This raises interesting issuesaround students’ feelings about the importance of these topics, and indicates that these questionsmay reflect on the affective domain (e.g. value) to an equal or greater extent than the cognitivedomain (e.g. knowledge, reflected in the response to Q2).IntroductionEngineering has significant and important impacts on society, being critical to providing basicnecessities (e.g. access to clean water) as well as contemporary

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gokhan Egilmez, University of New Haven; Phillip A. Viscomi, University of New Haven ; Maria-Isabel Carnasciali, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

end, student takes the final challengeassignment, which consists of multiple choice 10 questions. In addition to the 3 self-assessment and onefinal challenge quiz-type assessments, the students complete two reflection essay papers in the 9th an 10thweeks of the semester.Research Survey and Data collectionThe students in the 4th year seminar were asked to complete the online module in the 9th week of the courseduring fall 2018 term and the survey was administered in the last week (Week 10). The online module wasintegrated as a take-home assignment, where students were able to complete the online ethics module onBlackboard (the University’s Learning Management System). A survey consisting of 10 sections with 18questions was given to the

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sharon Tsai-hsuan Ku, University of Virginia; Xiafei Yang, University of Virginia; Sitong Wang, Chongqing University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

conduct mutual interview through which they developboth reflective and reflexive understanding toward each other’s profession, cultures as well as biasduring the communication. The paper is organized in four parts. First, it reviews engineering education in the US andChina, identifying their ontological foundations and differences/similarities in terms ofpedagogies, curriculum and objectives. Seconds, it introduces the design and implementation ofthe Global Classroom in the context of US-China trade war, in particular, how teaching moduleswere concocted to situate ethics discussion in the world with growing hostility, and how themutual interview between US/Chinese students along with the self-evaluation of bias were builtinto the

Conference Session

Engineering Ethics Division - WIP Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; William M. Marcy P.E., Texas Tech University; Lakshmojee Koduru; John Richard Schumacher, Texas Tech University ; Micah Iserman, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

application of LIWC is whether the pre-defineddictionaries that LIWC draws on are appropriate for the texts that are being analyzed. The essaysthat students compose in specific courses, for instance, may more strongly reflect concepts (assignaled by the words they use) in that course, and those concepts may not have been adequatelyanticipated in the development of LIWC.An emerging supervised method for text analysis uses naïve Bayesian computations. The methodis based on an extension of Bayes theorem and is used to create classifiers that identify predictorsthat are able to classify old and new instances. For instance, after training on a set of newspapereditorials written from reactionary and liberal perspectives, a Bayesian classifier can be used

Conference Session

Engineering Ethics Division Technical Session - Ethics Decision-Making

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dayoung Kim, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

developing emotional responses such as empathy and sympathy [20]. Inengineering ethics education more specifically, Roesser discussed the importance of enhancingemotional and imaginative capacities of future engineers, especially in terms of encouragingemotional reflection in the design process for risky technologies [21]. Moreover, Sunderlandreported a novel attempt to engage students’ moral emotions in story-telling activity aboutethical issues [22].Despite growing interest in emotions in engineering ethics education, there has been littleempirical research about how emotions actually influence engineering students’ ethical decision-making. More broadly, it is not known whether, how, and to what degree emotions permeatestudents’ thinking about

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong Joint Institute; Horst Hohberger, University of Michigan - Shanghai Jiao Tong University Joint Institute

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

,unvalidated version of the MFQ, such that the results do not support their claims.[69] Althoughthe authors of this paper find those responses convincing, as Owen Flanagan has recently andrightly noted, not all characteristics of MFT proposed by its creators/advocates logically entaileach other, such that trouble for one or some does not necessarily entail trouble for all.[70]The chief interest in MFT for the present study is as a pluralist, social intuitionist theory of morality– in other words, that, first, morality is about many things rather than only one; second, the contentsof moral judgments are socially oriented and culturally variable; third, moral judgments are closerto/result from feelings than rational reflection. As mentioned above, this