Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luan Minh Nguyen, Iowa State University ; Cristina Poleacovschi, Iowa State University; Kasey M. Faust, University of Texas at Austin; Kate Padgett Walsh, Iowa State University; Scott Grant Feinstein; Cassandra Rutherford, Iowa State University

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Engineering Ethics

Paper ID #30127Conceptualizing a theory of ethical behavior in engineeringMr. Luan Minh Nguyen, Iowa State University Luan M. Nguyen is an MA/Ph.D. student in Anthropology/Civil Engineering, who completed his Master of Science in Biochemistry at Iowa State University and his Bachelor of Science in Chemistry at Hartwick College. His first master’s thesis focused on the structural analysis of the schizophrenic gene DISC1 using transmission electron microscopy and hydrogen-deuterium exchange mass spectrometry. For his second master’s thesis, he focuses on identifying the individual and institutional factors that contribute

Conference Session

Innovating Ethics Curriculum and Instruction

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2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Debartolo, Rochester Institute of Technology; Wade L. Robison, Rochester Institute of Technology; Sarah Aileen Brownell, Rochester Institute of Technology

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Engineering Ethics

, influence, and interest for an engineering design team, adapted from [9].“Design solutions have costs and effects, some harmful and major if the idea scales or isreplicated. A harm is a loss of something of value. So scrub any unnecessary harms from yourdesign:1. How to avoid harms within the design team: a. Is the design problem clear and are changes cleared with the contractors? b. Do team members have clearly allocated and documented roles & responsibilities, and accountability? c. Can you obtain the resources you need? d. Is the design choice feasible: physically possible, manufacturable, within the team’s technical reach? e. Do you have a plan to address conflict; to give, accept, and address

Conference Session

New Areas of Ethical Inquiry

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2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph Benin, U.S. Coast Guard Academy; William Randall, U.S. Coast Guard Academy

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Engineering Ethics

course, the authors start with a definition of ethics as a set of moral principles and cyberethics as a set of "moral principles relative to IT systems, technologies, and digital media." Wedefine “cyber” as pertaining to cyberspace. We adopt the United States Department of Defensedefinition of cyberspace as A global domain within the information environment consisting of the interdependent networks of information technology infrastructures and resident data, including the Internet, telecommunications networks, computer systems, and embedded processors and controllers. [23]We build from these definitions as a class by discussing how (a) the acceptable behavior in thereal world is also acceptable in cyberspace, (b) examples

Conference Session

New Media for Ethics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allen R. White, Rose-Hulman Institute of Technology

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Engineering Ethics

try to match this power bycollecting data and doing research and testing, providing them with Data Chips that price themwith additional power to create a different outcome the second time around.See Appendix B for the complete PC and group sheets. Project Work Skills: Meeting Skills: Analysis Intimidate Testing Business Analysis Research Reason Simulation Stubborn Presentation Preparation Persuade Marketing Analysis Technology Supplier Resourcing Marketing Analysis Customer Satisfaction Resist Research Six Sigma Analysis Poka-Yoke Lean ManufacturingTable 2

Conference Session

New Areas of Ethical Inquiry

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2020 ASEE Virtual Annual Conference Content Access

Authors

Minha R. Ha, York University; Joshua Racette, McMaster University; Shinya Nagasaki, McMaster University

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Diversity

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Engineering Ethics

professional responsibility may be tied to: (a) the perceived impact of nuclearengineering (to what one should respond), and (b) the perceived autonomy in making the designdecisions in technology development (whether one can respond). The former requires an effort todevelop well-integrated understanding of the systems - of actors, issues, and causal relations - thathelp visualize and anticipate the impact of design decisions. The latter makes it important forengineering ethics education to build practical skills suited to specific engineering workplaceenvironments.Strong public opinions have always been part of the discourses around nuclear power, and it is notsurprising that the public takes an important part of students’ perceived world of

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rob Sleezer, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato

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Engineering Ethics

Works as Case Studies for Teaching Human Experimentation Ethics,” J of Nursing Educ, vol. 35, no. 3, pp 142-144, Mar 1996.[22] A. Lesnick, “Forms of engagement: the ethical significance of literacy teaching,” Ethics and Educ, vol. 1, no. 1, pp 29-45, Mar 2006, doi: 10.1080/17449640600584953.[23] R. Bates, “AI & SciFi: Teaching writing, history, technology, literature and ethics,” in ASEE Annual Conference, Vancouver, British Colombia, Canada, 2011, pp 22.152.1-22.152.13.[24] R. Ulseth, J. Froyd, T. Litzinger, D. Ewert, and B. Johnson, “A New Model of Project- Based Learning in Engineering Education,” in ASEE Annual Conference, Vancouver, British Colombia, Canada, 2011, pp 22.781-22.78.13.[25] E. Cline, Ready Player One. New York

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katy Luchini-Colbry, Michigan State University; Melissa McDaniels, Michigan State University

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Diversity

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Engineering Ethics

Destructive Group Behaviors) b. Aligning Expectations i. Case Studies c. Cultivating Ethical Behavior i. Case Studies d. Addressing Equity and Inclusion i. Diversity Study Results ii. Case Studies 3. Part 2: Facilitating the Training a. Facilitation Techniques & Overview of Practice Facilitation b. Practice Facilitation (small groups) c. Practice Facilitation Debrief (large group) 4. Part 3: Planning your Implementation a. Implementation Challenges and Strategies b. Implementation Resources 5. Wrap up, evaluations, adjournment This was a highly interactive training program, including

Conference Session

New Media for Ethics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Valerie H. Summet, Rollins College; Rebecca A. Bates, Minnesota State University, Mankato

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Engineering Ethics

Paper ID #29719Science Fiction as an Entry Point for Ethical Frameworks in Engineeringand Computer Science EducationDr. Valerie H. Summet, Rollins College Dr. Valerie Summet is an Assistant Professor of Computer Science at Rollins College, a liberal-arts school located in Winter Park, FL. Her research interests include human-computer interaction and CS education. She earned a BS in Computer Science from Duke University and an MS and PhD in Computer Science from the Georgia Institute of Technology.Prof. Rebecca A Bates, Minnesota State University, Mankato Rebecca A. Bates received the Ph.D. degree in electrical engineering

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Koehler, Wake Forest University; Olga Pierrakos, Wake Forest University ; Michael Lamb, Wake Forest University; Alana Demaske, Wake Forest University; Carlos Santos, Wake Forest University; Michael D. Gross, Wake Forest University; Dylan Franklin Brown, Wake Forest University

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Diversity

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Engineering Ethics

theengineering classroom, the study selection process was not designed to be comprehensive nor toidentify exemplars. However, this review lays the foundation for a more rigorous and systematicreview in the future. In the following four sections, we present a summary of our literaturereview and present the following for each of the four selected virtues: (a) definition of the virtue,(b) role of the virtue in engineering education, (c) teaching the virtue in engineering education,and (d) summary paragraph.Critical Thinking: An Intellectual VirtueDefining Critical Thinking as a VirtueCritical thinking represents “the cognitive skills of analysis, interpretation, inference,explanation, evaluation, and of monitoring and correcting one’s own reasoning” [28

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Stafford Sands II, Florida Gulf Coast University; Annie R. Pearce, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Min Jae Suh, Sam Houston State University; Christine Marie Fiori, Drexel University

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Engineering Ethics

Documents Provided by Sample Construction Programs to Fill Gaps Figure 1. Exploratory Sequential Design of this Study [13]Conceptual FrameworkTo move toward an understanding of how ethics is taught in construction education, we need tounderstand the curriculum components. Therefore, we use Eash’s [16] curriculum componentsmodel as a conceptual framework for this research. Eash’s [16] curriculum components include:(a) framework of assumptions about the learner and society; (b) aims and objectives; (c) contentor subject matter with its selection, scope, and sequence; (d) modes of transaction, for example,methodology and learning environments; and (e) evaluation. These components “must all bewell

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott A. Civjan, University of Massachusetts, Amherst; Nicholas Tooker, University of Massachusetts, Amherst

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Engineering Ethics

ethics instruction 74%, 62%, and 69% of responses chose the same options, whilethose only taking the steel design class were less consistent in their responses, with 59%, 60%,and 66% choosing those same options, respectively. Most of the other options for the scenarioresponses are regarded either as more passive (tending towards a perspective of “it’s not myproblem”) or more active (taking significantly more action up through whistleblower actions).For Scenario 1 the only other options selected more than once by those taking both classes werea (16%) and h (5%), both more passive actions. For the cohort receiving only traditional ethicsinstruction in the capstone seminar, multiple students chose a (6%), b (9%), d (6%), and e (4%)which include

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Grant A. Fore, Indiana University Purdue University, Indianapolis; Justin L. Hess, Purdue University; Andrew Katz, Virginia Tech

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Diversity

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Engineering Ethics

Paper ID #29561Ethics in Engineering or Engineering in Ethics?Mr. Grant A Fore, Indiana University Purdue University, Indianapolis Grant Fore is a Research Associate in the STEM Education Innovation and Research Institute (SEIRI) at Indiana University-Purdue University Indianapolis. As a SEIRI staff member, Grant is involved in research development, qualitative and mixed methods research, and programmatic assessment and evalu- ation. His research interests include ethics and equity in STEM education, the intersubjective experience of the instructor/student encounter, secondary STEM teacher professional development

Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Florida; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder; Nathan E. Canney

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Engineering Ethics

Paper ID #31238Variations in Reflections as a Method for Teaching and Assessment ofEngineering EthicsDr. Angela R Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE) and Director for the Engineering Plus program. She has served as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty director of the Sustainable By Design Residential Academic Program, a living-learning

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yousef Jalali, Virginia Tech ; Scott A. Civjan, University of Massachusetts Amherst

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Diversity

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Engineering Ethics

Paper ID #30780Many Facets of Imagination: What Really Matters in Engineering EthicsInstruction?Mr. Yousef Jalali, Virginia Tech Yousef Jalali is a Ph.D. candidate in the Department of Engineering Education at Virginia Tech. He re- ceived a B.S. and M.S. in Chemical Engineering and M.Eng. in Energy Systems Engineering. His research interests include interaction between critical thinking, imagination, and ethical reasoning, interpersonal and interinstitutional collaboration, diversity, equity, and inclusion, systems thinking, and chemical en- gineering learning systems. Yousef taught chemical engineering courses for a few

Conference Session

Assessing Ethics Learning

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2020 ASEE Virtual Annual Conference Content Access

Authors

David S. Greenburg, The Citadel; Robert J. Rabb P.E., The Citadel

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Diversity

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Engineering Ethics

: a. The student will be able to articulate the impact of ethics on society and the professions. b. The student will be able to apply an ethical decision-making process.3. Faculty will identify and develop one written assignment in the selected course that studentswill upload into their E-Leadership portfolios to be evaluated by the QEP assessment team usingthe national Association of American Colleges and Universities VALUE rubric on EthicalReasoning [6].Freshman students take LDRS 101 and LDRS 111. LDRS 101 is a two lecture hour, one creditcourse which includes an ethical analysis of their summer reading assignment “A Few GoodMen”. LDRS 111 is a Freshman Ethical Fitness Seminar which is taken in the second semesterof the

Conference Session

Ethical Reasoning and Decision Making

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2020 ASEE Virtual Annual Conference Content Access

Authors

Vignesh Subbian, University of Arizona; Linda R. Shaw, University of Arizona

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Engineering Ethics

like to thank Colleen Halpin for their assistanceduring the early stages of this project.References[1] M. Davis, “Teaching Ethics across the Engineering Curriculum,” in International Conference on Ethics in Engineering and Computer Science, 1999.[2] L. Fan, “Decision-making models for handling ethical dilemmas,” Proc. Inst. Civ. Eng., vol. 156, no. 4, pp. 229–234, 2003.[3] B. Bero and A. Kuhlman, “Teaching ethics to engineers: Ethical decision making parallels the engineering design process,” Sci. Eng. Ethics, vol. 17, no. 3, pp. 597–605, 2011.[4] M. Rogerson, M. Gottlieb, and M. Handelsman, “Nonrational processes in ethical decision making.,” Am. Psychol., vol. 66, no. 7, pp. 614–623, 2011.[5] A. Tjeltveit and M

Conference Session

Ethical Design

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2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Schroeder, University of Southern California

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Diversity

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Engineering Ethics

class, with learning acquisition levels tested at themidpoint of the term and then after the completion of the course. When surveyed at the midtermabout their exposure to ethics education prior to the course, 73.33% of students expressed havingeither “little” or “none.” When then questioned about their sense of improvement in anunderstanding of ethical theory, nearly 88% expressed having an above-average understanding,with the remaining 12% reporting an average understanding.The students take one midterm and one final in this course, and those testing instruments clearlydemonstrate an increased understanding in ethics by the end of the course. The average midtermgrade for all students over all six semesters of the course is a B. But marked

Conference Session

New Media for Ethics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua Gargac, University of Mount Union

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Engineering Ethics

and ethics trainings (question 2),thoughts about morality (question 3), and the ethical dilemma presented in the episode (question4). Table 1: Personal Reflection Work Sheet The Office "Business Ethics" Personal Reflection Questions. 1. At the start of the episode Holly implies that her meeting won’t be interesting because she’ll have to read from a binder. a. What are your expectations for our ethics module? b. What do you think we’ll talk about? c. Are you excited? How would you rate your excitement on a scale of 1 (low) to 10 (high) 2. Dunder Mifflin initiates the ethics seminar after misconduct from its corporate leaders. a. Are you familiar with real-life

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Donald Winiecki, Boise State University; Lynn Catlin P.E., Boise State University; Harold Ackler, Boise State University

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Engineering Ethics

arebeginning in the Senior Design/Capstone courses, with the goal that content and activities willgradually be filtered into other courses starting with the first-year experience.7These efforts seek to address the gaps in engineering education noted above by (a) involving aspecialist in ethics and technology in the context of engineering education, (b) embeddingengineering ethics within straightforwardly “technical” courses, (c) illustrating how professionaland engineering questions encountered in upper division engineering education benefit from apan-ethical perspective, and (d) subjecting these decisions to the critical review of clients whowill have to face any ethical dilemmas arising from engineering decisions.Working to fulfill the Future of

Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter Wesley Odom, Purdue University, West Lafayette

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Engineering Ethics

dataregarding 17 items flagged by the PCFA. Results from this analysis provided a great deal of helpfulinformation about the previous PCFA conducted on EERI service learning data. Supportingevidence was found for several of the PCFA item-specific results. At the same time, the qualitativedata did not provide very clear support of why several other items were flagged by the PCFA. Inaggregate, it is believed that this analysis generated enough insights into the items flagged by thePCFA to make targeted and evidence-based changes to some of the items of the EERI. Thesechanges and their subsequent validity assessments will be the subject of future work. References[1] Odom, P. W., and Zoltowski, C. B (2019

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Greg Rulifson P.E., U.S. Agency for International Development; Angela R. Bielefeldt, University of Colorado Boulder

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Engineering Ethics

. [Online]. Available: https://peer.asee.org/inner-engineering-a-convergent-mixed- methods-study-evaluating-the-use-of-contemplative-practices-to-promote-resilience- among-freshman-engineering-students.[17] B. E. Pozos-Radillo, M. de Lourdes Preciado-Serrano, M. Acosta-Fernández, M. de los Ángeles Aguilera-Velasco, and D. D. Delgado-García, “Academic stress as a predictor of chronic stress in university students,” Psicología educativa, vol. 20, no. 1, pp. 47–52, 2014.[18] J. A. G. Balanay, A. Adesina, G. D. Kearney, and S. L. Richards, “Assessment of occupational health and safety hazard exposures among working college students,” American journal of industrial medicine, vol. 57, no. 1, pp. 114–124, 2014.[19] S. A. Smith, E

Conference Session

Ethical Reasoning and Decision Making

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Tech

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Engineering Ethics

Methods of educational and social science research- the logic of methods, 3rd ed., Long Grove, IL: Waveland Press, 2009, pp. 159–186.[9] J. Saldana, The coding manual for qualitative researchers. Thousand Oaks, CA: Sage Publications, 2016.[10] J. W. Creswell and C. N. Poth, “Chapter 10: Standards of validation and evaluation,” in Qualitative inquiry & research design: choosing among five traditions, Washington, DC: Sage Publications, 2018, pp. 253–286.[11] E. G. Guba and Y. S. Lincoln, “Chapter 6: Competing paradigms in qualitative research,” in Handbook of Qualitative Research, 2nd ed., Thousand Oaks, CA: Sage Publications, 1994, pp. 105–117.[12] R. A. Singleton and B. C. Straits, “Chapter 9: survey research,” in

Conference Session

Ethical Reasoning and Decision Making

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2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Engineering Ethics

moral judgment,” Sci. Eng. Ethics, vol. 16, no. 2, pp. 387–407, 2010.[2] M. J. Drake, P. M. Griffin, R. Kirkman, and J. L. Swann, “Engineering ethical curricula: Assessment and comparison of two approaches,” J. Eng. Educ., vol. 94, pp. 223–231, 2005.[3] J. L. Hess, J. Beever, C. B. Zoltowski, L. Kisselburgh, and A. O. Brightman, “Enhancing engineering students’ ethical reasoning: Situating reflexive principlism within the SIRA framework,” J. Eng. Educ., vol. 108, no. 1, pp. 82–102, 2019.[4] M. J. Bebeau, “The defining issues test and the four component model: Contributions to professional education,” J. Moral Educ., vol. 31, no. 3, pp. 271–295, 2002.[5] D. J. Self and E. M. Ellison, “Teaching

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Tech; Umair Shakir, Virginia Tech

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Engineering Ethics

engineering departments require theirstudents to see engineering ethics in their coursework and (b) how much engineeringdepartments may offer regarding engineering ethics. For this we present a basic descriptivestatistical analysis. The results we present have implications for engineering ethics educators andadministrators working at various levels in the entire undergraduate engineering educationecosystem.Introduction Ethical decision-making is an essential element of engineering practice. Engineersoccupy myriad roles in society that enable them potentially to impact the lives of thousands ofpeople. Without an understanding of how to identify and make better and worse decisions,engineers could make detrimental decisions that register a

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong University Joint Institute; Charlemagne Manuel, University of Michigan Shanghai Jiao Tong University Joint Institute; Richard James Clancy, University of Colorado Boulder

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Engineering Ethics

,” Cogn. Sci., vol. 35, no. 5, pp. 997–1007, 2011.[3] M. Alfano, A. Higgins, and J. Levernier, “Identifying Virtues and Values Through Obituary Data-Mining,” J. Value Inq., vol. 52, no. 1, pp. 59–79, 2018.[4] S. J. Kulich and R. Zhang, “The multiple frames of ‘Chinese’ values: From tradition to modernity and beyond,” in Oxford Handbook of Chinese Psychology, M. H. Bond, Ed. Oxford: Oxford University Press, 2012, pp. 241–278.[5] J. Graham, B. A. Nosek, J. Haidt, R. Iyer, S. Koleva, and P. H. Ditto, “Mapping the Moral Domain,” J. Pers. Soc. Psychol., 2011.[6] J. Graham, J. Haidt, M. Motyl, P. Meindl, C. Iskiwitch, and M. Mooijman, “Moral Foundations Theory: On the Advantages of Moral Pluralism over

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Engineering Ethics

, "Engineering ethics education in the USA: Content, pedagogy and curriculum", European Journal of Engineering Education, vol. 25, no. 4, pp. 303-313, 2000.[4] C. E. Harris, M. Davis, M. S. Pritchard, and M. J. Rabins, “Engineering ethics: What? Why? How? And When?,” Journal of Engineering Education, pp. 93–96, Apr. 1996.[5] A. Colby and W. Sullivan, "Ethics teaching in undergraduate engineering education", Journal of Engineering Education, vol. 97, no. 3, pp. 327-338, 2008.[6] C. J. Finelli, M. A. Holsapple, E. Ra, R. M. Bielby, B. A. Burt, D. D. Carpenter, T. S. Harding, and J. A. Sutkus, “An assessment of engineering students curricular and co- curricular experiences and their ethical development,” Journal of Engineering Education

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Justin L. Hess, Purdue University, West Lafayette; Nicholas D. Fila, Iowa State University

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Diversity

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Engineering Ethics

Paper ID #30123Experiencing Ethical Engineering PracticeMs. Dayoung Kim, Purdue University-Main Campus, West Lafayette (College of Engineering) Dayoung Kim is a Ph.D. student in the School of Engineering Education at Purdue University. Her current research interest centers on engineering ethics and social responsibility, and she is specifically interested in cultural influences on engineers’ moral formation. She earned her B.S. degree in Chemical Engineering at Yonsei University, South Korea in 2017.Dr. Justin L Hess, Purdue University at West Lafayette Dr. Justin L Hess is an assistant professor in the School of

Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jagadish Torlapati, Rowan University; Sarah K. Bauer, Rowan University; Cheng Zhu, Rowan University

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Diversity

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Engineering Ethics

the students. These case studieswill be improved to create complex scenarios for ethical education and training of students incivil and environmental engineering curricula. 105. References[1] Martin, M.W. & Schinzinger, R. Ethics in Engineering. New York: McGraw Hill (1996).[2] Houston, B. (2006, June), Ethics A Tough Choice Paper presented at 2006 AnnualConference & Exposition, Chicago, Illinois. https://peer.asee.org/793[3] Poor, C. J., & Chase, A., & Inan, M. (2019, March), Integrating Ethics Across the CivilEngineering Curriculum Paper presented at 2019 ASEE PNW Section Conference, Corvallis,Oregon. https://peer.asee.org/31883[4] Carpenter, W. (2004, June), Teaching Ethics To

Conference Session

New Areas of Ethical Inquiry

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2020 ASEE Virtual Annual Conference Content Access

Authors

Karen C. Davis, Miami University

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Engineering Ethics

Education in 2016. Dr. Davis received a B.S. degree in Computer Science from Loyola University, New Orleans in 1985 and an M.S. and Ph.D. in Computer Science from the University of Louisiana, Lafayette in 1987 and 1990, respectively. c American Society for Engineering Education, 2020 Ethics in Data Science EducationAbstractThere is a growing recognition of the importance of ethics education in data science programs.Recent news stories about data breaches and algorithmic biases indicate that big data projectsraise ethical concerns with the potential to inflict harm on a wide societal or global scale. In thispaper, we address three main research questions: (1) what curricular