Conference Session

Ethics in different disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brock E. Barry, U.S. Military Academy; JoAnna C. Whitener, U.S. Military Academy, West Point

Tagged Divisions

Engineering Ethics

andethical responsibility in the undergraduate engineering curriculum. The current studyinvestigated disciplinary differences in performance on the ethics and professionalism section ofthe Fundamentals of Engineering Examination. This included application of descriptive andinferential statistics to appraise previously identified differences between the civil engineering,electrical engineering, and mechanical engineering aggregate performance on the ethics andprofessionalism section of the Examination. While this investigation does not portend to identifywhich discipline generates the most ethical or professional engineers, it does clearly identifywhich discipline in this institutional sample is the best at preparing its students for the ethics

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

Tagged Divisions

Engineering Ethics

topics related to design and professionalism,including ethics, are discussed. Of course, in addition to the project work the student engineersengage in technical learning through participating in one credit competencies which ideallyconnect to and support the project. There are required core competencies in mechanicalengineering (e.g. mechanics of materials, dynamic systems, etc.), electrical engineering (e.g. ACcircuits, electronics, etc.), and engineering broadly (engineering economics, statistics, etc.) aswell as technical electives. For more details about the curriculum please see the work by Ulseth,et al [24].This curriculum connects to this paper’s focus of learning ethics with fiction through a commonread for the seminar class, which is

Conference Session

Integrating Engineering Ethics into the Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Kelley Walczak, University of Michigan; Cynthia Finelli, University of Michigan; Matthew Holsapple, University of Michigan; Janel Sutkus, Carnegie Mellon University; Trevor Harding, California Polytechnic State University; Donald Carpenter, Lawrence Technological University

Tagged Divisions

Engineering Ethics

education as an integral part of ethics education8,9.Despite the diverse methods of delivery and the varied content of the ethics curriculum, facultyface obstacles to integrating ethics into the curriculum. These obstacles include personal factors,such as students’ levels of maturity and faculty attitudes towards teaching ethics, as well assystemic barriers, such as inadequate ethical training in the faculty’s own education15. Thesesystemic barriers can interfere with the ability to incorporate ethics into the curriculum, and thuspotentially hinder students’ ethical development. Therefore, it is important to recognize theseobstacles and develop ways to overcome them.Conceptual FrameworkThe overall research project is guided by a conceptual model of

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

of ABET as a major contributor[10], [11]. Barry & Ohland [12]have elaboratedon the university or departmental policy as pre-planned curriculum redesign before ABETEngineering Criteria 2000 criteria, influence from administrators, and input from advisory boardsand employer surveys as additional important factors shaping undergraduate engineeringcurricula. Despite accreditation criteria, professional license exams, national reports, andprofessional organizations of engineering have been major factors for incorporating engineeringethics education in undergraduate curricula. Walczak et al. [13]have cautioned that engineeringprograms still struggle to incorporate ethics into the curriculum and there exists a large variationin integrating

Conference Session

Engineering Ethics - Courses and Curricula

Collection

2009 Annual Conference & Exposition

Authors

Brock Barry, United States Military Academy; Matthew Ohland, Purdue University

Tagged Divisions

Engineering Ethics

meta-analysis, but one of the methods he discusses, servicelearning, is viewed by others10, 29 as a component of a curriculum incorporation approach.There appears to be a significant amount of debate related to methods of incorporation, but verylittle rigorous investigation to determine which methods of curriculum incorporation are mostcommon or most effective. Drake et al.35 performed a comparison of two methods of integratingethics in the engineering curriculum, a stand-alone course and several modules within generalengineering courses (quasi-across-the-curriculum). This rare comparison of two curriculumincorporation methods was unsuccessful in generating conclusive statistics in support of eithermethod. Discussion and debate over curriculum

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

Paper ID #26367Short Story Writing Requirement for Enhanced Biomedical Engineering Ed-ucation and for Engineering Ethics Competitions — Ethical Twists and CostAssessment RequiredDr. Charles J. Robinson, Clarkson University Director, Center for Rehabilitation Engineering, Science and Technology (CREST), and Shulman Pro- fessor of Electrical and Computer Engineering, Clarkson University, Potsdam, NY. Adjunct Professor, Department of Physical Medicine and Rehabilitation, SUNY Upstate Medical University, Syracuse, NY. c American Society for Engineering Education, 2019 Short Story Writing Requirement for

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tom A. Eppes, University of Hartford; Ivana Milanovic, University of Hartford; Frederick Sweitzer, University of Hartford

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

describes the planning andactivities undertaken to meet this new requirement along with preliminary results from a recentpilot.Our College is part of the University of Hartford, a private institution with about 4500undergraduate students of which 800 are enrolled in engineering (E) and engineering technology(ET) programs. Bachelor of Science degrees, accredited by the Engineering AccreditationCommission (EAC) of ABET, are offered in 6 majors: Acoustical Engineering & Music (new),Biomedical, Civil, Computer, Electrical and Mechanical Engineering. Within the last 10 years, 3of the above programs were accredited for the first time. Three of five undergraduate ET

Conference Session

Ethics and Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

William Joseph Frey, University of Puerto Rico, Mayagüez; Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Marcel J. Castro-Sitiriche, University of Puerto Rico, Mayagüez; Fatima Zevallos, University of Puerto Rico, Mayagüez; Denisse Echevarria, University of Puerto Rico, Mayagüez

Tagged Divisions

Engineering Ethics

AC 2012-5106: ON INTEGRATING APPROPRIATE TECHNOLOGY RE-SPONSIVE TO COMMUNITY CAPABILITIES: A CASE STUDY FROMHAITIDr. William Joseph Frey, University of Puerto Rico, Mayagez William Frey teaches business, computer, and engineering ethics at the University of Puerto Rico, Mayagez. For several years, he directed the university’s Center for Ethics in the Professions. His interests, besides practical and professional ethics, include moral pedagogy and moral psychology. He is active in the So- ciety for Ethics Across the Curriculum and the Association for Practical and Professional Ethics and has presented and participated in workshops at ASEE since 2000. He is also a Co-investigator on the project Graduate Research and

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kacey Beddoes, Virginia Tech; Maura J. Borrego, Virginia Tech; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

Objects and Embracing Chaos in Collaborative Work," Computer Supported Cooperative Work, vol. 16, 2007: 335.35. D.H. Jonassen and W. Hung, “All problems are not equal: Implications for problem-based learning,” The Interdisciplinary Journal of Problem-based Learning, vol. 2, pp. 6-28, 2008.36. O. Pierrakos, A. Zilberberg, and R. Anderson, “Understanding Undergraduate Research Experiences through the Lens of Problem-based Learning: Implications for Curriculum and Translation,” The Interdisciplinary Journal of Problem-based Learning, vol. 4, pp. 35-62, 2010.37. A. Strauss, "The Articulation of Project Work: An Organizational Process," The Sociological Quarterly, vol. 29, pp. 163-178, 1988.38. A. Strauss, "The

Conference Session

Innovative Approaches to Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawn Bowers, Gonzaga University; Ellen M. Maccarone, Gonzaga University; George D. Ricco, Gonzaga University

Tagged Divisions

Engineering Ethics

 issues of societal impact having to do with cultural issues, accessibility issues, computing and public policy, the impact of free and open­source software, and so on. The authors argue that one approach for introducing such topics into a curriculum is through capstone projects, e.g., that develop products to serve the  1, 2, 7, 8​public good. A number of authors​  have developed “best practices” for teaching computer science ethics. Best practices typically involve the use of case studies, hands­on exercises, role­playing, discussion sessions, written assignments, and project work.    2​ Quinn​  surveyed 50 ABET accredited computer­science departments (out of 200 programs at

Conference Session

Engineering Ethics Division Poster Session: Neuroethics and Secondary STEM Classrooms

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Clapper Bergsman, University of Washington ; Sara Goering, University of Washington; Eric H. Chudler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Paper ID #33737Partnerships and Pedagogies for Introducing Neuroethics to SecondarySTEM Classrooms [Poster]Dr. Kristen Clapper Bergsman, University of Washington Kristen Clapper Bergsman is a learning scientist, STEM program manager, and curriculum designer. She is the Engineering Education Research Manager at the Center for Neurotechnology at the University of Washington and the Curriculum Design Project Lead at Fred Hutchinson Cancer Research Center. Dr. Bergsman owns Laughing Crow Curriculum, a consulting firm offering support in STEM curriculum design and publication. Previously, she was a graduate researcher at the

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

explaining how ethical judgment and behavior in engineering can be promoted.ETHICS EDUCATIONFinelli et al. (2012) emphasize the need to better promote ethical development in engineeringstudents [18]. As the field of engineering advances, ethical dilemmas that come with thisadvancement are becoming more complex [19]. For example, an engineering project on improvinginfrastructure within a refugee camp by the United Nations (UN) requires the engineers tounderstand the needs and perspectives of the refugees in this camp towards the project. The projectmight, for instance, face resistance from some refugees if they feel that the UN has thereby givenup on helping them return to their home country. Refugee camps are supposed to be temporary;but

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Engineering Ethics

the case studies included in the larger project, the subset included in the present study waspurposefully selected. All three courses that serve as the three case studies were for students intheir senior year and thus the students had progressed through most of their undergraduateeducation, had been socialized in the discipline for the greatest amount of time, and could reflecton the majority of the curriculum and broader academic experience. Additionally, all three of thecourses were required, thus eliminating the effect of students’ self-selection bias. Lastly, thecourses were embedded in different institution types, which enabled the exploration of potentialdifferences across institutional setting. The course characteristics are summarized

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Michael C. Loui, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Ethics

will discuss its assigned case for tenminutes, with reporting out to the larger group before moving on to another case. Keyissues will be highlighted by the leader as the groups report.Online ResourcesThe online resources described below are taken from Bates et al., 201215 and include the EthicsCORE (Collaborative Online Resource Environment), the National Academy of Engineering’sOnline Ethics Center, the E3 project, and a list of other sites with ethics information.The Ethics CORE (Collaborative Online Resource Environment) project is an Internet portalsupporting ethics education in science, social science, engineering and math. It is beingdeveloped by National Center for Professional and Research Ethics at the University of Illinois-Urbana

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Karen C. Davis, Miami University

Tagged Divisions

Engineering Ethics

thanavoiding plagiarism [2, p. 18], nor are any of the topics for ethical study described beyond acursory mention.The ethical topics raised in the report can be summarized in three categories: 1. data management: privacy and security/stewardship, 2. analysis: transparency and reproducibility, and 3. software development: avoiding plagiarism.2.3 International Data Science in Schools Project (IDSSP)The curriculum proposed by the International Data Science in Schools Project (IDSSP) isintended for deployment in high schools rather than undergraduate programs, but is includedhere because it contains the most detailed curricular specifications of the examined proposals; itintegrates ethics into the learning modules on technical material rather than

Conference Session

Panel: A Conversation About Ethics Education and Resources

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato; Taft H. Broome Jr., Howard University; Legand L. Burge Jr., Tuskegee University; Rachelle Hollander, National Academy of Engineering; Michael C. Loui, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Ethics

resources.Instructors can choose from short textbooks11,12 and full-length textbooks.13,14 They can findsupplemental resources, such as cases and scenarios, through two online ethics centers: theOnline Ethics Center for Engineering and Research at the National Academy of Engineering(www.onlineethics.org), and Ethics CORE, a project of the National Center for Professional andResearch Ethics at the University of Illinois at Urbana-Champaign(www.nationalethicscenter.org). The National Institute for Engineering Ethics (www.niee.org)offers videos that dramatize engineering ethics cases; see Loui et al.15 and Loui et al.16 forsuggestions for using the two most recent NIEE videos.Ethics CORE also supports several online communities. As of this writing, one of the

Conference Session

Engineering Ethics Division Technical Session - Ethics Decision-Making

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Laurie A. Pinkert, University of Central Florida

Tagged Divisions

Engineering Ethics

skills have been widely studied withinengineering ethics, often as components of a larger project of ethics enculturation or thedevelopment of moral literacy within a student’s discipline. Yet little is known about whetherand to what extent ethics enculturation is linked to the moral foundations that describe theimplicit values through which individuals orient themselves to problems. In this work-in-progress paper, we report preliminary findings regarding the extent to which members ofengineering subdisciplines at one large research university share moral foundations. In fall 2018,the Moral Foundations Questionnaire (MFQ), a validated survey instrument, was administered tostakeholders across engineering subdisciplines. The survey of faculty

Conference Session

Sustainability and Humanitarian Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ryan C. Campbell, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

Engineering Ethics

,” Frontiers in Education Conference Proceedings, San Diego, CA, October 2006, pp. T2H-24 to T2H-29.5 VanderSteen, J., “Humanitarian engineering in the engineering curriculum,” PhD Dissertation, Queen's University (Canada), 2008.6 Moriarty, G., The engineering project: its nature, ethics, and promise, University Park, PA, USA: Pennsylvania State University Press, 2008.7 Jamison, A., Mejlgaard, N., "The Shadow of Commerce," ASEE Prism, Vol. 19, No. 3, November 2009, pp. 84.8 Sheppard, S., et. al., Educating Engineers: Designing for the Future of the Field. San Francisco, CA: Jossey-Bass, 2009.9 Katsouleas, T, "New Challenges, Same Education?" ASEE Prism, Vol. 18, No. 8, April 2009, pp. 60.10 Accreditation Board

Conference Session

Teaching Approaches for Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard Raridon, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato; Deborah K. Nykanen P.E., Minnesota State University, Mankato; Marilyn C. Hart, Minnesota State University- Mankato; Winston Sealy, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

ethics in a disciplinary context and included anextensive discussion with a philosophy professor about ethical frameworks. The learningapproach was through ethical case studies, long used as an approach to teaching ethics (e.g.,Harris et al., 2013)11. Discipline-based teams discussed and critiqued ethical case studies andwrote reflections. The multidisciplinary context was examined through 1) class-wide discussionsand 2) multidisciplinary, small group discussions where students presented their discipline-basedcase to fellow scholars in other STEM disciplines. The second semester (fall 2013) usedmultidisciplinary projects to explore the broad topic of “garbage”. This is a topic important tosociety that STEM students, especially engineers, will

Conference Session

Engineering Ethics Division Technical Session - Ethics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of New Mexico; Jordan Orion James, University of New Mexico; Vanessa Svihla, University of New Mexico

Tagged Divisions

Engineering Ethics

to help students to view ethics as central to engineering [17].Ethics-across-the-curriculum helps students understand the link between engineering work andits positive and negative impacts, and in turn see ethical considerations in tandem withengineering, rather than as an add-on [1-3].Design as a setting for understanding ethicsResearchers have previously proposed that ethics can be brought up naturally within thecurriculum [13], in contrast to contrived cases. As design is increasingly incorporated into first-year and core engineering courses, these offer an opportunity to efficiently thread ethicseducation throughout the curriculum [5]. Research on students participating in a service learningdesign project showed that they used ethical

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

. A survey conducted by Carpenter et al.also found that the effectiveness of co-curricular experiences for students’ ethical developmentwas conditional on the quality of instruction, but such instruction was also rarely satisfactory forstudents who already had higher levels of ethical reasoning capabilities.31Regarding how community-based learning impacts students’ ethical development, Prichard citesthree approaches that have been verified as successful: 1) a specific design project within asenior design course, 2) engineering course with a service-learning component, and 3) studentinitiated organization for students across the engineering curriculum.32 Even more specifically,other studies have shown that students engaging in core

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

andconclusion [10], which is expected to hold 4C standards (clarity, coherence, consistency, andcompleteness).Ethical behavior is the resulting behavioral action(s) which are intended to be positively in-line with a soundethical reasoning process, which is also indicated in the findings of the Finelli et al. (2012) and the follow-up work, summarized in section 7 of SEED project (Sutkus et al., 2008). In fact, educational psychologistsand other social scientists clearly argue that only rule-based ethical reasoning education will not createeffective and sustainable ethical behavior in the upcoming engineering workforce.The list of Engineering Ethics Education (EEE) methods and techniques are summarized as follows [12][13] [8] (Balakrishnan et al., 2018

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

Tagged Divisions

Engineering Ethics

learn and develop the same skills. With the fact thattenure track faculty are usually committed to research, publications, and demanding teachingpractice in technical aspects of engineering, the latter could be a critical systemic weakness inengineering departments that works against the success of this future.The previously-mentioned NSF-RED project has enabled the BSU Department of ComputerScience to engage a tenured social scientist (first author of this paper) to facilitate, design,development, and threading of ethics content throughout its undergraduate curriculum. Closepartnership between this faculty member and other departments has aided identification ofopportunities for adapting innovations from the NSF-RED project into other courses

Conference Session

Engaging Ethics in Teams and Communities

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

practice in the Schools of Electrical and Com- puter Engineering and (by courtesy) Engineering Education at Purdue University. She holds a B.S.E.E., M.S.E.E., and Ph.D. in Engineering Education, all from Purdue. Prior to this she was Co-Director of the EPICS Program at Purdue where she was responsible for developing curriculum and assessment tools and overseeing the research efforts within EPICS. Her academic and research interests include the profes- sional formation of engineers, diversity and inclusion in engineering, human-centered design, engineering ethics, leadership, service-learning, and accessibility and assistive-technology.Dr. Megan Kenny Feister, California State University, Channel Islands Megan Kenny

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

A. J. Hamlin, Michigan Technological University; Valorie Troesch, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Jonathan T Riehl, Michigan Technological University; Douglas E. Oppliger P.E., Michigan Technological University; Mary A. Fraley, Michigan Technological University

Tagged Divisions

Engineering Ethics

quantitative measurement of ethical reasoning skills. There isgrowing attention paid to measurement of ethical sensitivity but there has been no methoddeveloped for the measurement of ethical commitment or engagement that has been tested anddisseminated for widespread use. For this project, the final paper written by students thatanswered the question, “What is it to be an ethical engineer?” was used for qualitativeassessment of ethical commitment/engagement. Essays were examined for the development ofthemes that would evidence such ethical commitment/engagement.Table 1 shows the DIT-2 pre-and post-test results (P score and N2 score[3]) for students in eachof the three terms during which the phenomenological curriculum was used. The scores ofstudents

Conference Session

Socio-Technical Issues in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; David H. Torres, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Paper ID #16905Integrating Ethical Considerations In DesignDr. Megan Kenny Feister, Purdue University, West Lafayette Megan is a postdoctoral researcher in EPICS at Purdue University with a Ph.D. in Organizational Commu- nication from the Brian Lamb School of Communication from Purdue University. Her research focuses on design, organizational identity, identification and socialization, team communication, innovation, and technology. She is currently working on an NSF grant examining ethical reasoning and decision-making in engineering project teams, and examining the relationship between teams and individuals in engineer

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

Paper ID #6396Global Portrayals of Engineering Ethics Education: A Systematic LiteratureReviewJustin L Hess, Purdue University, West Lafayette Justin L Hess is a Ph.D. student at Purdue University’s School of Engineering Education. His research focuses on the role of individual values in engineering decision making, such as the role of empathy in stakeholder perspective taking, motivating student interest in sustainability, and deconstructing dominant worldviews within engineering. He currently is a research and teaching assistant for an NSF-funded project which uses reflexive principlism as an ethical framework for

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

Waleed Abulfaraj, King Abdulaziz University; Mohamed Hassan, Alexandria University, Egypt

Tagged Divisions

Engineering Ethics

appropriatecontent? What teaching methods and curriculum models are preferable? Which works best:required course, ethics across-the-curriculum, integration of ethics and science, technology andsociety, or integration of the liberal arts into the engineering curriculum? Which outcomeassessment methods are most suitable?According to a “Survey of Ethics-Related Instruction in U.S. Engineering Programs”4, it wasfound that only 27 percent of ABET-accredited institutions listed an ethics related courserequirement, even though an increasing number of philosophers, engineers, and ethicists focustheir research and teaching on engineering ethics. What complicates the problem is that differentfaculty have provided varying definitions for what “understanding ethical

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Mee Joo Kim, University of Washington-Seattle; Rebecca A. Bates, Minnesota State University, Mankato; Elizabeth Burpee

Tagged Divisions

Engineering Ethics

in thePublic Research populations. All essays selected for this analysis were from native Englishspeakers in order to reduce the confounding effects of language proficiency on the analysis.C. Instruments1. AssignmentThree highly similar writing assignments were provided to the students in this study. For PublicResearch 1 students, the writing assignment consisted of three components: a scholarly article,writing directions, and guiding questions. The article students were to read and write about is a14 page scholarly article by Sepulveda et al. entitled “A review of the environmental fate andeffects of hazardous substances released from electrical and electronics equipment duringrecycling: Examples from China and India”.37 This article

Conference Session

Engineering and Sustainability

Collection

2007 Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Carl Mitcham, Colorado School of Mines; Jon Leydens, Colorado School of Mines; Junko Munakata-Marr, Colorado School of Mines; Jay Straker, Colorado School of Mines; Marcelo Simoes, Colorado School of Mines

Tagged Divisions

Engineering Ethics

implementation of humanitarian-related curricula in a number of engineeringschools; and 3) undertaken the development and implementation of HE initiatives in graduateengineering education. The paper outlines the literature review and philosophical analysisconducted in different areas related to humanitarianism, how these activities were incorporatedin a faculty development workshop, and how they are being used in curriculum development andimplementation of a Humanitarian Engineering Ethics Introductory Seminar and electrical andenvironmental engineering courses.OverviewHumanitarianism and engineeringAs has been previously outlined by Mitcham, Lucena, and Moon [1], the social philosophy ofhumanitarianism developed during the same time frame as