Conference Session

Sustainability and Humanitarian Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Khanjan Mehta, Penn State University; Duarte B. Morais, North Carolina State University; Yu Zhao, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park

Tagged Divisions

Engineering Ethics

AC 2011-2654: MILKING THE RHINO - INNOVATIVE SOLUTIONS SHOW-CASE: PROMOTING ETHICS EDUCATION, USER-CENTERED DESIGNAND SOCIAL ENTREPRENEURSHIP IN THE GLOBAL CONTEXTKhanjan Mehta, Penn State University Khanjan Mehta is the Director of the Humanitarian Engineering and Social Entrepreneurship (HESE) Pro- gram at Penn State University. His professional interests include innovative system integration, high-tech entrepreneurship and international social entrepreneurship. Khanjan loves connecting concepts, people, computers and devices. A basic philosophy behind his work is the convergence of disciplines, concepts, cultures, and countries to create a freer, friendlier, fairer and more sustainable planet. He has led social

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bill D Carroll P.E., University of Texas, Arlington; Bob P. Weems, University of Texas, Arlington; Bahram Khalili, University of Texas, Arlington

Tagged Divisions

Engineering Ethics

ethics, contemporary issues, life-longlearning, and communications primarily in the two-semester senior design course sequence.About five years ago, the department observed that this approach was not as effective as neededand decided to introduce a new standalone course covering these and other topics. This papercovers details of the course and discusses lessons learned.2. IntroductionThe course is titled Professional Practices and is currently offered as a senior-level course.Students typically take the course prior to or simultaneously with the first course in a two-semester senior design course sequence. The course is structured as five modules – professionalethics, contemporary issues, entrepreneurship, communications, and career

Conference Session

Technology and Design in Engaging and Analyzing Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kenneth W. Van Treuren, Baylor University; Cynthia C. Fry, Baylor University; William M. Jordan, Baylor University; John Edward Miller, Baylor University

Tagged Divisions

Engineering Ethics

Jordan is Professor of Mechanical Engineering at Baylor University. He has B.S. and M.S. degrees in metallurgical engineering from the Colorado School of Mines, an M.A. degree in theology from Denver Seminary, and a Ph.D. in mechanics and materials from Texas A & M University. He teaches materials-related courses and does work in the area of mechanical behavior of composite materials. He is also interested in entrepreneurship and appropriate technology in developing countries.Mr. John Edward Miller, Baylor University c American Society for Engineering Education, 2017 Helping Engineering and Computer Science Students Find Joy in Their WorkAbstractAs

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Danielle Corple, Purdue University, West Lafayette; David H. Torres, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Katharine E. Miller; Megan Kenny Feister, California State University, Channel Islands; Patrice Marie Buzzanell, University of South Florida

Tagged Divisions

Engineering Ethics

designed to makeparticipants think deeply about their answers. This reflexive discussion enabled our team to drawout rich, nuanced descriptions of students’ ethical decision-making as it emerged throughout thecourse of the design process.Participants and ContextParticipants for this study are students enrolled in EPICS, a multi-disciplinary service-learningdesign program at Purdue University. In EPICS, students of multiple majors are taught a modelof human-centered design, in which they develop projects to meet the needs of specificcommunity members, and are instructed to engage these partners at each stage of the designprocess. For example, a team of engineering and entrepreneurship students may partner with acommunity member with a disability in

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

asked when beginning this paper. Thesewere questions asked by some of my students. And these were certainly questions that Icontinued to ask of myself. There are at least two ways I could respond to this question. On onehand, I could respond to the question, “Why attempt to humanize signals and systems?” In doingso, I could demonstrate to the reader how prior scholarship as well as data from my class shouldpersuade them to humanize technical content. This approach is often seen in papers that promotea “best practice”, or a certain technique that may be used in other institutional settings.On the other hand, I could respond to the question, “Why attempt to humanize signals andsystems?” In doing so, I could recognize that many factors, beyond

Conference Session

Peace, Conflict, and Sustainability: Addressing Global and Ethical Issues in Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert J Muscat, Global Peace Services USA; Angela R Bielefeldt, University of Colorado, Boulder; Donna M Riley, Virginia Tech; Rebecca A Bates, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Engineering and Public Policy

the settlement plan for land that would be newly openedby the project. Retaining the original designs of this major project might have helped avert thesubsequent political deterioration that spiraled into warfare.A rural development project in Rwanda that started in 1974 is another example of a missedopportunity that turned out instead to exacerbate tensions. In this case, the benefits (includingstructures, roads, and land access) were largely captured by local Hutus, excluding Tutsis. Thefinal result was judged by one Africa scholar to be “a great increase in inequality betweenregions, social classes, groups and individuals.”In two examples from Thailand, irrigation projects were constructed (in the 1950s-1970s) to winpopulation loyalty in a

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lorraine G. Kisselburgh, Purdue University, West Lafayette; Justin L. Hess, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Jonathan Beever, University of Central Florida; Andrew O. Brightman, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

a visiting research scientist in the Weldon School of Biomedical Engineering, visiting faculty in the Center for Entrepreneurship, and a visiting Fellow in the Center for Education and Research in Information Security at Purdue University.Dr. Justin L. Hess, Purdue University, West Lafayette Justin L. Hess received his PhD from Purdue University’s School of Engineering Education along with his Master’s of Science and Bachelor of Science from Purdue’s School of Civil Engineering. Justin is currently a Postdoctoral Researcher in the STEM Education Research Institute at IUPUI. Justin’s research interests include developing pedagogical strategies to improve STEM students’ ethical reasoning skills; exploring the role

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Tech; Umair Shakir, Virginia Tech

Tagged Divisions

Engineering Ethics

), and ambiguity (what does it mean thatethics is covered, anyway?). These are all important limitations and we caution the reader toconsider these when interpreting the results. Another limitation is the source of evidence: coursedescriptions available on-line may not be the most updated descriptions of the courses as they arecurrently taught, and we have no way to know whether how accurate the description truly is. Athird limitation is the ambiguity of what “ethics” may entail when written in the coursedescription or course title. This does not tell us anything about the ethics-related content taughtor covered. It simply tells us whether ethics is something that a student may expect to see atsome point in that class. While a coarse signal, we

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jake Walker Lewis, University of Colorado Boulder; Madeline Polmear, University of Florida; Daniel Knight, University of Colorado Boulder; Chris Swan, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

education, and extracurricular involvement. During college, engineering ethical developmentoccurs, catalyzed by formal education, extracurricular involvement, and broader factors such asinstitutional culture. Ethical development also should continue to grow in the workplace via aprocess of lifelong learning. Engineers may encounter different situations that cause them todraw on previous experiences and in hindsight view those experiences differently. For example,learning a framework for ethical reasoning in a required engineering ethics class that seemedunimportant at the time may be perceived as meaningful when the individual realizes itsusefulness in confronting a situation in the workplace.Figure 1. Visualization of how engineering ethical

Conference Session

Professional and Regulatory Issues in Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Graeme W Troxell, Colorado State University; Wade O. Troxell, Department of Mechanical Engineering, Colorado State University, Fort Collins, Colorado 80523-1374

Tagged Divisions

Engineering Ethics

Paper ID #19697A Reflective Analysis on Professional Codes of EthicsMr. Graeme W Troxell, Colorado State University Graeme will soon be completing his master’s degree in philosophy at Colorado State University, where he is a graduate research assistant working with engineers, ethicists, and entrepreneurs to address pressing questions in the ethics of engineering design. He is interested in emerging technologies and technolog- ical entrepreneurship, ethics, epistemology, and design theory. He is also a Venture Capital Analyst for Rockies Venture Club in Denver, Colorado.Dr. Wade O. Troxell, Department of Mechanical

Conference Session

Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Charles J. Robinson, Clarkson University

Tagged Divisions

Engineering Ethics

concepts, hopefully transferable to a real-world situation.In one sense, this writing exercise and the paragraphs related to the ethical question assignmentsforced the students to use adaptive expertise. A story has no right or wrong answer. Its plot andits characters can be ethically correct, marginally so or completely unethical, or some combina-tion thereof. The story writing exercise and the homework opinion pieces required the students toreview the didactic material from the class and then internalize it so that they could writeopinions and a cohesive story with a great plot. The first innovation comes from a group’s plotand character outlines. Then each author has to innovate his/her own full story in “competition”with others in his/her

Conference Session

Engineering Ethics Division Technical Session - Ethics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gunter Bombaerts; Karolina Doulougeri, Eindhoven University of Technology

Tagged Divisions

Engineering Ethics

0 feedback written and in class b. Rubric - 0 +++ c. Lectures: more case based +++ 0 0 d. Ass Doc Helpful in ethics - + 0 e. Teamwork: groups of 6 instead of 4 0 -- 0 f. Deep learning 0 0 +++ Qualitative data after USE Base 2018 The answers to the open questions included in the final evaluation of the course (in week 11) were analyzed. Students from all three departments found the content of the course interesting with AM

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

, there is no right answer.3.6 Reinforcement of ValuesMany students noted that their professional responsibilities did not change as a result ofparticipating in the course (n=14), and roughly half of these respondents suggested theirprofessional orientations were reinforced. For some students, this reinforcement came in theform of encouragement to continue on their chosen career path (be it engineering or some other).When this was coded, the students’ reinforced values or career vision tended to be ofhumanitarian-orientation. Sophomore Electrical Engineering Student from Course 1: For me, this class reaffirmed my thoughts of entering either the social entrepreneurship or nonprofit space after graduation. It is something that I

Conference Session

Engineering Ethics V

Collection

2009 Annual Conference & Exposition

Authors

John Ochs, Lehigh University; Lisa Getzler-Linn, Lehigh University; Margaret Huyck, Illinois Institute of Technology; Scott Schaffer, Purdue University; Mary Raber, Michigan Technology University

Tagged Divisions

Engineering Ethics

(IIT) is a private urban Chicagouniversity with 2,300 undergraduates and 4,500 graduate students with 18 percent minorities and34 percent foreign. IIT’s Interprofessional Projects [IPRO] program annually supports over 50multidisciplinary teams from 4 to 10 junior or seniors from over 30 majors working on designprojects covering service learning, entrepreneurship, process improvement, new product and newventure development.3Lehigh’s IPD Program: Lehigh University is a small private university in Bethlehem, PA with4,600 undergraduates and 2,000 graduates. In Lehigh’s Integrated Product Development (IPD)program each calendar year 170+ students from engineering, business and design arts work in25+ teams on new product development and process

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heng Li, Zhejiang University; Yanjie Xie, Zhejiang University; Shuxin Yang, Chinese Society for Engineering Education (CSEE); Ruixue Xu, Zhejiang University

Tagged Divisions

Engineering Ethics

” dimension mainly includes the construction strategy and implementation plan ofengineering ethics education that integrates inclusive innovation. The “output” dimension isexpressed in the cultivation of engineering talents with ethical awareness and practical abilityto “benefit human society” and to promote “inclusive development” in a certain region. Intheory, the “output” of engineering students is closely related to the connotation of inclusiveinnovation, that is, it closely revolves around “knowledge creation” and “productinnovation”.3.2 An Inclusive Innovation Informed Ethics Based Case Study – MIT D-LabGlobal participation is an essential part of MIT's commitment to solving world problems andimproving human life. As a world-class university

Conference Session

Engaging Ethics, Internationally

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Pennsylvania State University, University Park; Wei Zhang, Zhejiang University; Shuxin Yang, Chinese society for engineer education(CSEE)

Tagged Divisions

Engineering Ethics

Proceedings of American Societyfor Engineering Education Annual Conference.[44] Tuana, Nancy. 2007. “Conceptualizing Moral Literacy.” Journal of Educational Administration 45 (4):364–78.[45] Layton, Edwin T., Jr. 1986. The Revolt of the Engineers: Social Responsibility and the AmericanEngineering Profession. Johns Hopkins University Press.[46] Lucena, J, J Schneider, and J Leydens. 2010. Engineering and Sustainable Community Development.Morgan & Claypool.[47] Lu, H., Chen, J., and Huang, W. 2013. “Review of Engineering Students’ Ethics Education Research.”Innovation and Entrepreneurship Education [Chuang Xin Yu Chuang Ye Jiao Yu] Vol.4, No.5: 80-88.[48] Li, X., and Wei, H. 2008. “Implications of Comparing Engineering Ethics Education in China and

Conference Session

Ethics Instruction in Context: Civil and Construction Engineering and Engineering Technology

Collection

2016 ASEE Annual Conference & Exposition

Authors

George C. Wang, East Carolina University; John St James Stewart Buckeridge, RMIT University

Tagged Divisions

Engineering Ethics

different classes; c) nonsystematic course materials; and d) lack of learning outcomes.7. Concluding remarksIt is crucial for educators to pass on the fundamental and critical information regarding thedifferences in ethics, including universal ethics theory, to their students before they graduate andjoin the workforce. Interestingly, it has been observed that a notable number of graduatestudents expressed great interest in ethical issues22.Measures to integrate global components into ethics education for construction majored studentsand professionals include curricula reform and development, international lecture exchange,study abroad, student exchange, scholar exchange and collaborative research.The first step to improve ethics education is

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

Professional Responsibility Assessment (EPRA) tool was distributed toundergraduate engineering students across all majors and all academic years at 17 universities inthe spring of 2014 to assess student views of social responsibility. In total, 1885 undergraduatestudents completed the survey. One question on this survey asked if there were any collegeclasses that the student found influential to his/her views of social responsibility. Forty-threepercent of the students said that no classes had been influential to their views of socialresponsibility. If the student answered yes, an open-ended question then asked the student todescribe what courses had been influential and in what ways. These 1224 open-ended responseswere coded using emergent coding

Conference Session

Interactive Approaches to Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leslie Dodson, Worcester Polytechnic Institute; David DiBiasio, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; John Bergendahl, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Glenn Gaudette, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; Curtis Abel, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

, stakeholder analysis, mass balance, sewagetreatment, material properties and selection, sewage properties and conveyance, staticsand stress, filtration and chemical precipitation, and so on). These engineering concepts,though, are not abstracted from social, political, and economic considerations. Rather,engineering is imbued with social context. Through class events like town hall meetings,debates, and stakeholder analyses, students in character, are exposed to differentperspectives, values, priorities, and constraints. Additional out-of-class work such asindividual reflective essays and team-based projects also engaged them in ethicalreasoning and complex cognitive tasks related to empathy, ethics, and social justice. Inthe follow-on course

Conference Session

New Media for Ethics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua Gargac, University of Mount Union

Tagged Divisions

Engineering Ethics

, approximately 170 are majoring in one ofthe engineering disciplines. Mechanical engineering students are required to take a two-semestercapstone sequence during their final academic year. Each week, students are required to meet fora lecture as a full cohort (105 min) and for progress meetings with their advisors as individualproject teams (60 min). Specific project-related questions are addressed during the team progressmeetings. The course lecture addresses a handful of topics related to engineering includingprofessional practice, designing for sustainability, entrepreneurship, and engineering ethics. Thecapstone sequence is used to evaluate all seven ABET student outcomes.ABET Student Outcome 4 has been addressed in the capstone course through a

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

& machine learning. For more information, please visit his personal blog at https://gokhanegilmez.wordpress.com/ and research group page at www.asoslab.comMr. Phillip A. Viscomi, University of New Haven Mr. Viscomi is a technology industry veteran with 25+ years’ experience who has formed, led, grown, and returned value to investors in emerging, mid-size, and Fortune 50 corporations. His record of ac- complishment includes successfully launching four technology companies, multi-billion dollar growth of major global programs, and advising multiple expansion stage technology companies. Viscomi lectures in entrepreneurship, intrapreneurship, and engineering ethics. He published several Kearn Foundation

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark H Minster, Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Corey M. Taylor, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

for demand. Following themodel of sustainability across the curriculum which has worked at schools such as NorthernArizona University and Emory University and has been emulated in North America andbeyond,13, 14, 15 we sought federal and local grants that would pay interested faculty to learn moreabout sustainability, sustainable engineering, and sustainable design and then incorporatelearning modules into one or more of their courses. While this model has worked at otherengineering schools,16, 17, 18, 19 a number of cultural and institutional barriers beyond the scope ofthis paper have prevented a similar approach from working at ours. We do, however, havefaculty-training programs in entrepreneurship and innovation, values that are clearly

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shiyu Liu, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University, University Park; Irene B. Mena, University of Illinois, Urbana-Champaign; Thomas A. Litzinger, Pennsylvania State University, University Park; Kirsten S Hochstedt, Penn State University; Tricia Bertram Gallant, Rady School of Management, UC San Diego

Tagged Divisions

Engineering Ethics

Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support for educational proposals and projects, and working with faculty to publish educational research. Her research interests primarily involve creativity, innovation, and entrepreneurship education.Irene B. Mena, University of Illinois, Urbana-Champaign Irene B. Mena has a B.S. and M.S. in industrial engineering, and a Ph.D. in engineering education. Her research interests include first-year engineering

Conference Session

Engineering Ethics and Justice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Engineering Ethics

Page 22.609.2galvanized interest in the topic of engineering and social justice both within and outside of theengineering and social justice community.In addition to scholarly publications, Baillie, Riley, and others spearhead a network of scholars,practitioners, and activists under the banner Engineering, Social Justice, and Peace (ESJP).According to its website, this group works toward engineering practices that enhance gender, racial, class, and cultural equity and are democratic, non-oppressive, and non-violent. We seek to better understand the relationships between engineering practices and the contexts that shape those practices, with the purpose of promoting local-level community empowerment through engineering

Conference Session

Awareness, Expectations, and Recognition of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Católica de Chile; Andrés Strello, Pontificia Universidad Católica de Chile; Francisca Castro, Pontificia Universidad Católica de Chile; Mar Pérez-Sanagustín, Pontificia Universidad Católica de Chile

Tagged Divisions

Engineering Ethics

approach isrepresented by brief discussions on ethics and professional responsibility in specific courses. Athird method implies the development of modules or talks on engineering ethics and professionalresponsibility, which typically consist of two or three class sessions9. Finally, ethics teachingcould be adopted as a transversal approach across the engineering curriculum11. Recent research has documented a number of difficulties in integrating ethical traininginto engineering curriculum. Nowadays, one of the limitations is related to time constraints.There is no time available in engineering curriculums to include ethics and other activities fordeveloping a broader set of skills, such as entrepreneurship, and research based learning16

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luan M. Nguyen, Iowa State University of Science and Technology; Cristina Poleacovschi, Iowa State University of Science and Technology; Kasey M. Faust, University of Texas at Austin; Kate Padgett Walsh, Iowa State University of Science and Technology; Michaela Leigh LaPatin P.E., University of Texas at Austin; Scott Grant Feinstein; Cassandra Rutherford

Tagged Divisions

Engineering Ethics

Deployment and Analyses We distributed a Qualtrics survey to senior undergraduate engineering students list-serve(n=165) using an anonymous link at one Midwestern university in the spring semester of 2020.We obtained the list of senior students through and with permission of the Engineering StudentCouncil. The Qualtrics survey captured demographics information, including age, gender, sex, 5race, political view, class standing, majors, and family income. Relevant to this study, the surveyfocused on membership in student organizations and a modified standardized Defining IssueTest-2 (DIT-2) (see appendix for survey information). We selected only

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kirsten S Hochstedt, Penn State University; Sarah E Zappe, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park; Tricia Bertram Gallant, University of California, San Diego; Robert G. Melton, Pennsylvania State University, University Park; Shiyu Liu, Pennsylvania State University

Tagged Divisions

Engineering Ethics

University, University Park Dr. Sarah Zappe is Research Associate and Director of Assessment and Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support for educational proposals and projects, and working with faculty to publish educational research. Her research interests primarily involve creativity, innovation, and entrepreneurship education.Dr. Thomas A. Litzinger, Pennsylvania State University, University Park Thomas A. Litzinger is Director of the

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Debra S. Fuentes, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Brent K. Jesiek, Purdue University, West Lafayette; Randall Davies, Brigham Young Unversity

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

organizations has additionally highlighted how socialnorms and culture can influence the behavior of individuals. Rudnicka, for instance, has shownhow students’ ethical reasoning and decision-making are affected by “contextual/environmentalfactors” such as team learning dynamics, work experience, the culture of the engineering field,and the moral intensity of a given dilemma or situation.19 Studies by Feister et al. and Zhu et al.additionally found evidence that students working in teams conceptualized ethics and madeethical decisions differently based in part on programmatic orientations (e.g., entrepreneurship,business, and community engagement). 18,20,21 Sunderland has also pointed to curricularapproaches and constraints as important factors

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shiloh James Howland, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Carla B. Zoltowski, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Randall Davies, Brigham Young University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

development of engineering studentsacross classes from first-year students to seniors and found no statistically significant differences[12]. Further, Cech found evidence of waning public welfare beliefs among undergraduateengineering students during their time at university, including declines in their sense of socialconsciousness and perceived importance of professional/ethical responsibilities [13].Additionally, Harding et al. measured changes in the ethical reasoning and knowledge of ethicsamong engineering students over two years and found that students improved in their ethicsknowledge but their willingness to cheat on tests, problem sets, and lab reports also increased[14].Other studies have shown that ethical climates (e.g., within teams) can

Conference Session

Engineering Social and Human Ethical Impacts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering); Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Debra S. Fuentes, Brigham Young University; Stephanie Claussen, Colorado School of Mines; Gregg Morris Warnick, Brigham Young University

Tagged Divisions

Engineering Ethics

learning dynamics, work experience, the culture ofthe engineering field, and the moral intensity of a given dilemma or situation play importantroles in decision-making. 13 In their qualitative study of relationships between individual ethicalunderstandings and team ethical climate, Feister and colleagues found evidence that students’ethical perceptions and decisions differed based in part on programmatic orientations (e.g.,entrepreneurship, business, and community engagement. 14 In addition, their study of a service-learning design program found that although a human-centered design program utilized in theprogram was helpful in helping students orient to ethical considerations, motives, and decisions,the students tended to identify only ethical