Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Grant A. Fore, Indiana University-Purdue University of Indianapolis; Justin L. Hess, Indiana University-Purdue University of Indianapolis; Brandon Sorge, Indiana University-Purdue University of Indianapolis; Mary F. Price, Indiana University-Purdue University of Indianapolis; Martin A. Coleman, Indiana University-Purdue University of Indianapolis; Thomas William Hahn, Indiana University-Purdue University of Indianapolis; Julie Adele Hatcher

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Engineering Ethics

potential impact of this study in light of existing ethics education research within STEM.Keywords: Philosophical Ethics; Community-Engaged Learning; Faculty Development1. Introduction To support the development of an exemplary generation of STEM professionals, currentundergraduate STEM instruction must draw on students’ dispositions towards ethical thoughtand action. Yet, there is currently no consensus on the most appropriate or effective model forSTEM ethics instruction [1, 2]. This project seeks to increase the role that community-basedlearning, faculty engagement, and institutional intentionality play in the formation of ethicalSTEM undergraduates. The primary goal of this project is to develop interdisciplinarypartnerships to build and

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra Erwin; Jason Borenstein, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology; Colin Potts, Georgia Institute of Technology; Ellen Zegura, Georgia Institute of Technology

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Diversity

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Engineering Ethics

Paper ID #22891Undergraduate STEM Students and Community Engagement Activities: Ini-tial Findings from an Assessment of Their Concern for Public Well-beingAlexandra ErwinDr. Jason Borenstein, Georgia Institute of Technology Dr. Jason Borenstein is the Director of Graduate Research Ethics Programs and Associate Director of the Center for Ethics and Technology at the Georgia Institute of Technology. His responsibilities in- clude administering a Responsible Conduct of Research (RCR) policy for all new doctoral students at Georgia Tech and instructing undergraduate and graduate courses on topics at the intersection of science

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

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Diversity

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Engineering Ethics

. I: And how would you say then the end user…affects your overall design? R: Um, it’s just keeping in mind things, like when we went to visit the school, you’re seeing this technology that’s been in these classrooms for 50+ years because there’s been nothing else developed, and you’re seeing how bulky and big it is. Just, you know, keeping things in mind like, you know, how can we reduce space? And when we went on our visit, seeing how students worked and typed and were communicating with one another, like keeping all of those things in mind, trying to guide our design.The event of visiting the users was particularly impactful for Brenda’s HCD

Conference Session

Engaging Ethics in Teams and Communities

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Pennsylvania State University, University Park; Eduardo Mendieta, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park

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Engineering Ethics

challenges, ones that relate tonorms and expectations in the research community as well as the broad social impact ofengineering research. In recent years, leading organizations such as the National ScienceFoundation (NSF), the National Institutes of Health (NIH) and the National Academy ofEngineering (NAE) have made significant efforts to promote ethics training for graduateresearchers. In spite of these concerted efforts, few sustainable models for incorporatingethics in graduate engineering programs have been described in the literature. Asdesigners of ethics education programs, we argue that considerable progress can beachieved through engaging and empowering our users—the engineering faculty memberswho teach graduate courses and advise graduate

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

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Diversity

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Engineering Ethics

community where students learned about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in en- gineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity.Mr. Jake Walker Lewis, University of Colorado Boulder Graduate of the University of Colorado Boulder holding a bachelor’s degree in environmental engineer- ing and a master’s degree in civil engineering. Presented undergraduate research findings on ethics in co-curricular university environments in the form of a poster at the 2018 Zone IV ASEE Conference. De- fended and published master’s thesis examining ethics introduction in K12 STEM education in November

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

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Engineering Ethics

community members. However, there is a lack of research on foundational understandings ofsocial and ethical responsibility among undergraduate engineering students, both in terms ofwhat these specific constructs mean to students, as well as how their views change over time andare impacted by specific kinds of learning experiences.In an effort to investigate how students perceive social and ethical responsibility, and especiallyhow these perceptions change over the course of a four-year engineering degree program, thisstudy explores the following objectives: O1) Characterize patterns of ethical development among undergraduate engineering students, O2) Identify specific context variables (e.g., climate and culture of programs and institutions

Conference Session

Engaging Ethics in Teams and Communities

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert J. Barsanti Jr., The Citadel; Ronald J. Hayne, The Citadel; Kevin C. Bower P.E., The Citadel; Johnston W. Peeples, The Citadel

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Engineering Ethics

measurement using hardware components. The project furtherrequires that the electrical signals are visualized in both the time and frequency domain toenhance concept understanding. The paper outlines an introduction to the modulation theoryalong with an overview of the necessary circuits and concepts. Additionally, suggested studentactivities, project assignment alternatives, along with detailed mathematical solutions areprovided.Keywords: Engineering communications, Circuit Projects, PSpice software.BACKGROUNDCourse projects are one of the seven high impact practices discussed by Koh in [1]. Additionally,hands on activities are noted to improve learning motivation and retention. For example, it isnoted by Zhan in [2] that the use of real world

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

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Engineering Ethics

, biomechanics, engi- neering ethics, and engineering education. He is PI of the project Graduate Research and Education for Appropriate Technology: Inspiring Direct Engagement and Agency (GREAT IDEA) that supports and prepares graduate researchers to pursue research and development activities that address issues of devel- oping communities. Papadopoulos is also the Secretary of the ASEE Mechanics Division and serves on numerous committees at UPRM that relate to undergraduate and graduate education.Marcel J. Castro-Sitiriche, University of Puerto Rico, Mayagez Marcel J. Castro-Sitiriche is Assistant Professor of Electrical Engineering at the University of Puerto Rico, Mayagez (Recinto Universitario de Mayagez). His research

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Engineering Ethics

College of Civic Life and the Center for Engineering Education and Outreach at Tufts. His current engineering education research interests focus on community engagement, service-based projects and examining whether an entrepreneurial mindset can be used to further engineering education innovations. He also does research on the development of reuse strategies for waste materials.Dr. Nathan E. Canney, CYS Structural Engineers Inc. Dr. Canney conducts research focused on engineering education, specifically the development of social responsibility in engineering students. Other areas of interest include ethics, service learning, and sus- tainability education. Dr. Canney received bachelors degrees in Civil Engineering and

Conference Session

Engineering Social and Human Ethical Impacts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark L. Bourgeois, University of Notre Dame

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Diversity

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Engineering Ethics

significant to them. The range of skills potentially required to productively engage with the impacts of research isextremely broad. However, it can be helpfully broken down into four main areas: 1. Values and ethics: basic understanding of ethical theory and virtue ethics; ability to self- reflect on values and priorities; ability to make difficult ethical decisions 2. Knowledge of relevant non-science social contexts: this may include areas such as policy, business, economics, healthcare, politics, media, religion, or culture 3. Communication skills: including science communication to laymen; general public speaking and presenting; interviews and speaking to media; interacting with policy makers; and learning to listen

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

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 community where students learned about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in en- gineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity.Dr. Nathan E Canney P.E., CYS Structural Engineers Inc. Dr. Canney conducts research focused on engineering education, specifically the development of social responsibility in engineering students. Other

Conference Session

Technology and Design in Engaging and Analyzing Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Mark Stephen LaCour Jr., Texas Tech University; William M. Marcy P.E., Texas Tech University; Richard A. Burgess II, Texas Tech University

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Engineering Ethics

both engineering students and practicing engineers. Additionally, he teaches an on-campus ethics course for undergraduate students. Burgess provides guest lectures on ethics throughout the Whitacre College of Engineering. Burgess has also worked to incorporate ethics into K-12 STEM education. The push to increase the number of students pursuing STEM careers needs to be accompanied by a sophisticated understanding of the complexity of technology. Ethics is a key part of this complexity and the next generation of STEM professionals will need the skills to effectively engage the ethical challenges they will face. Burgess is a regular presenter on incorporating ethics in a K-12 setting. A theme throughout these roles is

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)

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Engineering Ethics

roleinternational engineers play in the US tech industry. For engineering educators, theimmigration ban was but a fierce wave in a torrent of incidents that demanded ourattention to the international dimension of engineering ethics. In particular, how can weprepare students to act responsibly with regard to the global impact of engineering? Howcan ethics education connect with students who come to study engineering from outsidethe US? And more importantly, how can engineering educators in the US reflect on theirown ethical commitments in light of the ethical values and principles embraced bydifferent nations and cultures? We argue that productively responding to these questionsrequires a cross-national conversation about engineering ethics in different

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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Diversity

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Engineering Ethics

schools, are responding to theseserious issues with training, task forces, student groups, counseling services, and concertedattempts to shift the culture towards openness and accountability [30]. Further, there areprograms that actually center social justice, community engagement, and humility regardingprivilege and power are growing. Some examples include the Colorado School of Mines, MercerUniversity, Oregon State University, and Villanova University [31]–[34]. These not onlydemonstrate care for people and the environment impacted by engineering projects, but alsoencourages students to care for each other.An Ethic of Care may provide a framework through which engineering faculty and staff atuniversities can improve their cultures to be more

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

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Engineering Ethics

difference between those who participated in one organization and those whoparticipated in three or more organizations. This suggests that it is possible that students with lowPersonal Interest scores become involved in more student organizations. BACKGROUND 3.1.Participation in Extracurricular Activities One of the most common ways for students to become engaged in their campuscommunity is to participate in ECAs. Research has demonstrated the impact of participation inthese activities on education, offering consistent and strong support for the value of studentorganizations to both student and the universities that sponsor them (see Figure 1) [10, 11, 13-24]. Participating in student organizations—a subset of ECAs-- leads to

Conference Session

Engaging Ethics, Internationally

Collection

2017 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Colorado School of Mines; Brent K Jesiek, Purdue University, West Lafayette (College of Engineering)

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Diversity

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Engineering Ethics

across cultures and the fact that theirprofessional ethics education has mainly been based on prevailing conditions in their nativesociocultural context.In order to address this tension, some philosophers and engineering educators have recentlywritten scholarly articles and piloted pedagogical programs to explore ways to improve students’ethical competency in global context. Unfortunately, there remains little agreement regardingwhat counts as global ethical competency, much less how to cultivate it among students. Further,scholars often fail to clearly articulate and communicate their foundational positions. The goal ofthis paper is to bring greater clarity to the field by conceptualizing and synthesizing some of themost fundamental and

Conference Session

Ethics and Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sylvia W. Thomas, University of South Florida

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Engineering Ethics

Alternatives and Advanced Materials (SEAM) research experience forundergraduates (REU) program, the author, in collaboration with faculty mentors, has set one ofthe objectives of the SEAM REU as ‘building a pool of ethically responsible researchers whoare poised for technical competitiveness’.As part of the SEAM REU site, students are engaged in breakfast journal club discussions,readings, industry field trips, and seminars based on the ethical and societal impacts of theirresearch. The overall impacts of the students’ ethical discoveries and acknowledgementshave been captured in this article entitled “Voices of Impact from the Public (The VIPReport): An Ethical Perspective”. In this first volume of the VIP Report, we discuss theresults of certain

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Claussen, San Francisco State University; Shiloh James Howland, Brigham Young University; Swetha Nittala, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

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Engineering Ethics

, ABET accreditation standards now require programs to demonstrate that students haveachieved outcomes related to professional and ethical responsibility, as well as the ability toconsider the impact of engineering solutions in global, economic, environmental, and societalcontexts [4].To address these calls and mandates, universities across the US have tried to integrate ethics intotheir courses and curricula. However, longstanding debates persist on not only how to developethically and socially responsible engineers, but also what falls within the scope of social andethical responsibilities. For example, what roles do professional codes of conduct play inengineering practice [5]? To what extent should engineers concern themselves with micro

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles J. Robinson, Clarkson University; Loretta Driskel, Clarkson University; Erin Blauvelt, Clarkson University; Laura Perry, Clarkson University

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Diversity

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Engineering Ethics

toward students by recognizing them as individuals and attending to their needs both academically and personally. … Our implication is not simply that teachers should engage in limitless amounts of self-disclosure. Rather, by making efforts to engage with students beyond their expected roles in the classroom, teachers can greatly impact students' perceptions of them and their course. … Perhaps more importantly, at-risk students are positively impacted by teachers they perceive as authentic in their communication.The instructor for BR200 spent over 30 professional years in a clinical hospital setting, with aprime focus on those with disability and especially with spinal cord injuries. An overlapping 35years were spent teaching

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

, and node and label size is based on term centrality within the network. Thecolor and width of edges represent the frequency of word cooccurrence between responses.Figure 2 Filtered network of terms used to respond to the why prompt. Node and edge colorsreflect communities, and node and label size is based on term centrality within the network. Thecolor and width of edges represent the frequency of word cooccurrence between responses.DiscussionThese results provide a novel way of exploring how engineering students conceive of ethics, andthis research could be used to facilitate ethics education.Regarding examples of unethical behaviors, “company” was the most used and central term,followed by “people,” “public,” and “product” (Figure 3). Since

Conference Session

New Areas of Ethical Inquiry

Collection

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

more pervasive and invasive in society, the need forengineers and computer professionals to possess a set of moral principles to the application oftheir labor has only become more and more important. This need appears almost universallyendorsed given the myriad of ethical codes promulgated by professional organizations in thesedomains (e.g. [1, 2, 3]). ABET specifies that it “expects [evaluators] to behave in a professionaland ethical manner” and lists “an ability to recognize ethical and professional responsibilities” asa required Student Outcome of accredited programs [4, 5]. The American Society forEngineering Education (ASEE) has long held and succinctly insists that “because engineeringhas a large and growing impact on society, engineers

Conference Session

Integrating Engineering Ethics into the Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Steven Culver, Virginia Tech; Vinod Lohani, Virginia Tech; Ishwar Puri, Virginia Tech

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Engineering Ethics

engineering freshmen at CoE complete a 1-year long freshman engineering programbefore going into their engineering majors. In this program, freshmen are required to takea 2-credit engineering course (EngE1024) in fall semester. One of the learning objectivesof this course is to demonstrate an understanding of professional ethics and application toreal-life situations upon successful completion of the course. Students are assignedtextbook readings on ethical theories, ethics case studies and videos (for example,Incident at Morales and Gilbane Gold) and are engaged in in-class discussion of ethicsscenarios published in various professional publications. Ethics skits and discussion ofcontemporary issues like Hurricane Katrina have also been included in

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bhavna Hariharan, Stanford University

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Diversity

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Engineering Ethics

working with the community rather than for them.The class project focused on improving sanitation and hygiene problems in rural Indiawas undertaken in groups of three. It then describes the challenges of ensuringparticipation of the students and the community as equal partners and how this wasachieved by including practice of care as a central piece of the course. In addition toreading and discussing literature on care ethics, the students used these concepts to createindividual “care statements” which guided the design process. The paper then describes apreliminary attempt at understanding student engineers’ experiences of engaging withcare as well as their evolving understanding of practicing care in engineering practice.Introduction

Conference Session

Topics in Engineering Ethics IV

Collection

2009 Annual Conference & Exposition

Authors

George Catalano, State University of New York, Binghamton; Caroline Baillie, Queens University, Kingston

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Engineering Ethics

engineering educationspecifically is based upon profit making. The ultimate goal is economic growth with littleif any interest in peace, social or environmental justice or wealth distribution. Such amodel ignores inequalities, has contempt for the arts and literature, promotes group think,needs docile students and de-emphasizes critical thinking. We would like to offer adifferent paradigm, one which has as its priority the development of not only the humanspecies but also the rest of the natural world. We would like to offer a new paradigm forengineering based upon a new ethic, linked to our capacity to love. Using such aparadigm, each and every being matters, groups are disaggregated into individuals andequal respect exists for each individual. Such

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

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Engineering Ethics

Accrediting Engineering Programs (CAEP), for example, guides programs onprogram educational objectives, student outcomes, assessment of these outcomes, and thenprocess improvement/evaluation determining how well the program addresses these criteria.2 TheStudent Outcomes a-k have almost universally been adopted by engineering departments tocharacterize their programs without modification, usually to simplify the accreditation process.Outcome f, an understanding of professional and ethical responsibility, is typically satisfied by acourse on ethics, often taught outside the department and from a non-engineering perspective.Outcome h, the broad education necessary to understand the impact of engineering solutions in aglobal, economic, environmental and

Conference Session

Engineering Ethics Division - Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Trevor Scott Harding, California Polytechnic State University; Donald D. Carpenter P.E., Lawrence Technological University; Cynthia J. Finelli, University of Michigan

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Engineering Ethics

] and national reports on the future of engineering,considerable attention has been given to the need for better ethics education in the engineeringcurriculum [2-3]. Several publications have been written about various approaches to addressingthis need (e.g. see Herkert, 2000 [4]). The current state of affairs is a wide-array of pedagogiesused in undergraduate engineering education to teach ethics, ranging from direct lectures onmoral philosophy, to courses based on community service, to the use of online ethics tutorials.While there is an abundance of techniques for conveying ethics education, comparatively littlework has been done in assessing the impact of these techniques on students. Overall, we have agood sense of “how” to teach ethics

Conference Session

Faculty Views of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney, Seattle University; Madeline Polmear; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Christopher Swan, Tufts University; Elizabeth Simon, Seattle University

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Engineering Ethics

the societal impacts of engineering and that students should learnhow to identify and negotiate work related ethical dilemmas. Some differences were found in thefrequency that challenges and goals/opportunity-related themes were used between gender,tenured/tenure-track (T/TT) vs. non-T/TT, and institution types. The paper provides aninteresting view of faculty perspectives on teaching ethical issues.IntroductionThe meaningful inclusion of ethics in engineering education often seems to be a challenge inprograms which are already packed full of technical content. Previous work has pointed tosystemic barriers such as a prioritization of technical content, lack of emotional engagement bystudents, or inadequate preparation of faculty as reasons

Conference Session

Engineering Ethics Issues Part One

Collection

2011 ASEE Annual Conference & Exposition

Authors

Claire Komives, San Jose State University; Moira M. Walsh, Independent Scholar

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Engineering Ethics

division course because of the need forcompletion of all lower division requirements from the California Community College System. Page 22.212.2Six of the lectures are ethics, including one course introduction, the two Aristotle lectures, onelecture on the Code of Engineering Ethics, one lecture on ethical reasoning applied to casestudies and one class period for the ethics midterm. Given the brief time with the students, thepurchase of a textbook seems unnecessary, and the concepts of Aristotle are presented as afoundation for the code of engineering ethics.The learning objectives for the course related to engineering ethics are relatively low

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael F. Young, University of Connecticut; Landon Bassett, University of Connecticut; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University; Joshua Bourne Reed

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Engineering Ethics

reasoning and justifications, rather than simply right/wronganswers. Our work to improve freshman engineer’s interrogation of topics in engineering ethics isbased on the logic that game-based learning can provide a means to engage students actively ininterrogating the complexities of ethical decision making in specific engineering scenarios. Gameplay can align with engineering course learning objectives as well as enhance student knowledge,behaviors, and dispositions as students reflect on their own decision making and that of their peers[9]. We describe three games that we designed to assist in the development of students’ ethicalawareness and reasoning in hopes of highlighting the concepts that guide our approach toinnovative engineering

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Swetha Nittala, Purdue University, West Lafayette; Tasha Zephirin, Purdue University, West Lafayette; Shiloh James Howland, Brigham Young University; Dayoung Kim, Purdue University, West Lafayette; Andrew Katz, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette

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Engineering Ethics

the social contexts of engineering and develop ethical and professional responsibilitiesduring their undergraduate training. Concerns also persist about the moral and ethicalcommitments of engineers once they enter the workplace, as underscored by a number of recentethics scandals involving engineers and technology. The education of ethically adept engineerstherefore remains a pertinent issue for the engineering education community. Yet there remainsrelatively little research on how students’ prior experiences shape their ethical perspectives.Specifically, there is a lack of understanding of the role of pre-college and early collegeexperiences and other influences in shaping first-year engineering students’ views on ethics.This paper reports