Conference Session

Broader Approaches to Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Markus D. Ong, Whitworth University; Kamesh Sankaran, Whitworth University

Tagged Divisions

Engineering Ethics Division (ETHICS)

approach is often developed as either engineering faculty andstudents participating in an interdisciplinary effort or engineering departments implementingethics education across multiple engineering classes. Most of the literature studying ethics acrossthe curriculum focuses on institutions which do either the former or the latter, but not bothsimultaneously. However, assessment of student learning outcomes showed that if bothapproaches are used simultaneously and are purposefully connected with each other, the capacityof students to identify ethical systems and practical foundations for making judgments isimproved, and students are better able to apply an ethical system to value judgments.As part of an intermediate engineering design class

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _ Monday June 26, 1:30 - 3:00

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rosalyn W. Berne, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

anniversary of the Sept. 11 attacks coincides with a much older yearly ritual: the migration of birds across New York City as fall approaches. The convergence creates a spectacle that is eerily beautiful, yet according to one study endangers some 160,000 birds a year, starkly illustrating the perils of humans and animals sharing an urban ecosystem.” [10]‘Making the world a better place’ and ‘improving the quality of life’ are commonly statedintentions of engineering research and are implicit in the professional codes ofengineering. But these codes explicitly preference human welfare, and are otherwisemute on responsibilities pertaining to non-human animals:• The National Society of Professional Engineering decrees that

Conference Session

Broader Approaches to Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bono Po-Jen Shih, Pennsylvania State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; Matthew James P.E., Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics Division (ETHICS)

-focused positions and findings from other researchers and educators, we propose anasset-based approach to building faculty competencies for ethics instruction and describe threesets of faculty assets for practitioners to consider. Given that questions concerning the morepersonal, self-directing side of an educator’s professional growth have only been systematicallyexplored in literature outside engineering education, we hope that our examination of the roles offaculty and their assets may begin a similar dialogue in engineering education.IntroductionWith the growth of publications and shared resources coming to light for the engineeringeducation community, instructors are continually presented with new approaches and strategiesthey can apply in

Conference Session

Using technology in engineering ethics education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Junaid, Aston University; Wendy Irene Attwell; Sarah Hitt

Tagged Divisions

Engineering Ethics Division (ETHICS)

-created by a dedicated working group of educators fromdiverse higher education institutions: from new unconventional universities to traditionallong-standing establishments and practicing engineers from various industries and businesses.The current toolkit content comprises of guidance, teaching resources (case studies andlinked activities), an interactive curriculum map, and descriptions of practice. The toolkit waslaunched in February 2022 and the first steps of an impact assessment on the project areunderway. Feeding into this assessment is metadata on the use of the website and toolkit,which is continually being collated. This includes collecting geographical and temporal datato identify regional interests in ethical topics and frequency of

Conference Session

Engineering, Ethics, and Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

James N. Magarian, Massachusetts Institute of Technology; John M. Feiler, Massachusetts Institute of Technology; Leo McGonagle, Massachusetts Institute of Technology; Eileen Milligan, Massachusetts Institute of Technology; Alexander Rokosz, Massachusetts Institute of Technology; Elizabeth Schanne, Massachusetts Institute of Technology; Reza S. Rahaman, Massachusetts Institute of Technology; Olivier Ladislas de Weck, Massachusetts Institute of Technology

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS), Engineering Leadership Development Division (LEAD)

beoperationalized in an EL program using a team-based experiential learning approach.Motivation for curricular innovation – The promise of experiential learning in ethicsA growing set of examples in engineering education literature describe new experiential learningapproaches for ethics instruction in engineering [12, 17 - 20]. Motivating this trend, scholars discusshow traditional approaches to ethics instruction have largely focused on retrospection and historicreview, often at the expense of other learning modes, such as experimentation and personalexperience [18, 19]. Those latter modes can be important toward building an ability in students tohandle “unfamiliar tensions” [18], a capacity essential for joining new work environments and indealing with

Conference Session

Increasing Engagement in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kylie Chau Vuu, AECOM Canada Ltd.; John R. Donald Ph.D., P.Eng., University of Guelph; Kimberly Mary Levere, University of Guelph; Cameron Farrow, University of Guelph

Tagged Divisions

Engineering Ethics Division (ETHICS)

©American Society for Engineering Education, 2024 Enhancing Student Engagement with Introductory Engineering Ethics Using a Blended Approach of Microlearning and Case StudiesABSRACTA new blended learning module was developed and delivered to all first-year engineeringstudents in an introductory engineering concepts course at the University of Guelph. In previousyears, engineering ethics was introduced to first year students in a traditional manner throughlectures and textbook readings. The new blended approach to engineering ethics included sixmicrolearning modules, an in-class case study seminar, and an evaluation of student learningthrough a ethics quiz. The microlearning component involved short online ethics videosfeaturing

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Tuesday June 27, 9:15 - 10:45

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University at Raleigh; Cynthia Bauerle; Lisette Esmeralda Torres-Gerald; Carrie Hall

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

the engineering curriculum is not a new idea [5 and 6, for example].Case studies used in classes are a relatively common occurrence. But the inclusion of ethics in avariety of classes has not been implemented widely, perhaps due to a number of issues. The ideathat the science and mathematics of engineering, as found in an engineering statics class, forexample, are completely neutral seems reasonable. After all, torque doesn’t appear to have anethical dimension. However, effective teaching of engineering should encourage that the conceptof torque be taught in the context of a real world example. For example, torque is oftenassociated with the collapse of cantilever bridges like the collapse of the Quebec bridge in 1907that resulted in the

Conference Session

Broader Approaches to Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Virginia Polytechnic Institute and State University; Rockwell Franklin Clancy III, Virginia Polytechnic Institute and State University; Lisa M. Lee, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics Division (ETHICS)

evolution of the scientific virtues toolbox approach to responsible conduct of research training. In W. Banzhaf (Ed.), Evolution in action: Past, present and future (pp. 535-550). Cham: Springer. 9Mitcham, C., & Englehardt, E. E. (2019). Ethics across the curriculum: Prospects for broader (and deep) teaching and learning in research and engineering ethics. Science and Engineering Ethics, 25(6), 1735-1762.Moore, S. (2023). A landscape study of public universities with undergraduate-focused ethics education. Teaching Ethics, 23(1), 79-89.NSF. (2023, September 29). NSF 23-630: Ethical and Responsible Research (ER2

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Tuesday June 27, 9:15 - 10:45

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jiaojiao Fu, Peking University

Tagged Divisions

Engineering Ethics Division (ETHICS)

Paper ID #37363To Construct the Curriculum Effect Evaluation System of EngineeringEthics Education Based on the Kirkpatrick’s Evaluation ModelDr. Jiaojiao Fu, Peking University Jiaojiao Fu is a postdoctor at the Graduate School of Education, Peking University, Beijing, China. She received B.A. from China Agricultural University, M.Ed. and Ph.D. from Beihang University, China. From April 2017 to October 2017, she studied in the College of Engineering at the Ohio State University as a visiting scholar. Her academic and research interests include engineering ethics education, ethics of artificial intelligence, lifelong

Conference Session

Decision-Making in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tori N. Wagner, University of Connecticut; Daniel D. Burkey, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Scott Streiner, University of Pittsburgh; Kevin D. Dahm, Rowan University; Jennifer Pascal, University of Connecticut

Tagged Divisions

Engineering Ethics Division (ETHICS)

instill in students the ability to recognize and act uponethical responsibilities in diverse global, economic, environmental, and societal contexts [1].Existing literature on engineering ethics education reveals a multi-faceted approach, rangingfrom traditional classroom-based instruction to innovative experiential learning methods [6].Common methods for integrating ethics into the curriculum include exposing students to ethicalstandards, using case studies, and discussion activities [6]. Central to these discussions is theevaluation of ethical reasoning, wherein tools like the Engineering Ethics Reasoning Instrument(EERI) play a pivotal role [7]. The EERI, an assessment tool developed to measure engineeringstudents' ethical reasoning, includes

Conference Session

Decision-Making in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tori N. Wagner, University of Connecticut; Daniel D. Burkey, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Scott Streiner, University of Pittsburgh; Kevin D. Dahm, Rowan University; Jennifer Pascal, University of Connecticut

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

1998, his M.S.C.E.P and Ph.D., both in Chemical Engineering, from the Massachusetts Institute of Technology in 2000 an 2003, respectively, and his M.A.Ed with a focus in Research Methods, Measurement, and Evaluation from the University of Connecticut in 2023.Dr. Richard Tyler Cimino, New Jersey Institute of Technology Dr. Richard T. Cimino is a Senior Lecturer in the Otto H. York Department of Chemical and Materials Engineering at New Jersey Institute of Technology. His research interests include the intersection of engineering ethics and process safety, and broadening inclusion in engineering, with a focus on the LGBTQ+ community.Dr. Scott Streiner, University of Pittsburgh Scott Streiner is an

Conference Session

Professional Development and Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of New Mexico; Chika Winnifred Agha, Colorado State University; Rebecca A Atadero, Colorado State University; Pinar Omur-Ozbek, Colorado State University; Carlotta Duenninger

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

Paper ID #41710Early-Career Engineers’ Stories of Ethics and Equity in the Workplace: AThematic AnalysisDr. Amir Hedayati Mehdiabadi, University of New Mexico Amir Hedayati is an Assistant Professor at Organization, Information & Learning Sciences program at College of University Libraries & Learning Sciences at University of New Mexico. He received a Ph.D. in Human Resource Development from University of IllinChika Winnifred Agha, Colorado State University Chika Winnifred Agha is a graduate student in the Civil and Environmental Engineering department at Colorado State University, working towards her master’s

Conference Session

Virtues in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chloe Adams, Wake Forest University; Olga Pierrakos, Wake Forest University and National Science Foundation ; Lasya Agasthya

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

the top (14th) ”Best Undergraduate Engineering Programs” by US News Report (2023). With this unique vision, Olga has also served as the principal investigator since 2019 on a multi-year Kern Family Foundation KEEN (Kern Entrepreneurial Engineering Network) award titled ”Educating the Whole Engineer” to integrate important competencies such as virtues, character, entrepreneurial mindset, and leadership across the Wake Forest Engineering curriculum. She has led Wake Forest Engineering with a focus on inclusive innovation and excellence, curricular and pedagogical innovation, and creative partnerships across the humanities, social sciences, industry, entrepreneurs, etc. in order to rethink and reimagine engineering

Conference Session

Virtues in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth M Boatman; Kyle Luthy, Wake Forest University; Christian B. Miller, Wake Forest University; Olga Pierrakos, Wake Forest University

Tagged Divisions

Engineering Ethics Division (ETHICS)

Paper ID #43877The Virtues of Engineering Practice: An Investigation of Professional Codesof Ethics in EngineeringElizabeth M BoatmanDr. Kyle Luthy, Wake Forest University Dr. Kyle Luthy is an Assistant Professor and founding faculty member in the Department of Engineering at Wake Forest University. Kyle has taught across the engineering curriculum and placed intentional focus on the virtue of humility. Kyle holds a Ph.D. and a MS in Computer Engineering from North Carolina State University, as well as BS degrees in Electrical Engineering, Computer Engineering, and Computer Science from Louisiana State University. As an

Conference Session

Decision-Making in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Corin L. Bowen, California State University, Los Angeles; Elizabeth Ann Strehl, University of Michigan; Megan Ennis, University of Michigan; Andrew Benham; Aaron W. Johnson, University of Michigan

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

engineering profession. As macroethics education is currentlylacking in most undergraduate aerospace curricula in the United States, we are developing asurvey intended to measure students’ current perceptions, knowledge, and beliefs aboutmacroethics in the field. Insight into our students’ current beliefs and perceptions is imperative todevelop new curricula and more generally alter the culture and direction of the aerospaceengineering field from striving for apoliticalization to embracing the sociotechnical.A mixed-methods survey was taken by 158 undergraduate aerospace engineering students at twolarge, research-intensive universities in the United States. This paper presents confirmatory andexploratory factor analyses of Likert-scale data to

Conference Session

The Global and Cultural Dimensions of Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rockwell Franklin Clancy III, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University; Scott Streiner, University of Pittsburgh; Andrea Gammon, Delft University of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

, Associate Editor for Engineering Studies, and Executive Committee Member of the International Society for Ethics Across the Curriculum. Dr. Zhu’s research interests include global and international engineering education, engineering ethics, engineering cultures, and ethics and policy of computing technologies and robotics.Dr. Scott Streiner, University of Pittsburgh Scott Streiner is an Assistant Professor in the Industrial Engineering Department, teaches in the First-Year Engineering Program and works in the Engineering Education Research Center (EERC) in the Swanson School of Engineering at the University of Pittsburgh. Scott has received funding through NSF to conduct research on the impact of game-based

Conference Session

Increasing Engagement in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rajani Muraleedharan, Saginaw Valley State University; Thomas Wedge, Saginaw Valley State University; Erik Trump, Saginaw Valley State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

accountability and social responsibility. Their actions and the objective moral principlesapply universally across all people, cultures, and situations, suggesting that ethical absolutism can beachieved. Furthermore, a positive impact on the future engineering workforce [15], with unchangingprinciples and moral certainty, can be attained.References:[1] Code of Ethics by NSPE: https://www.nspe.org/resources/ethics/code-ethics[2] Perlman, B., & Varma, R., “Teaching Engineering Ethics Paper”, 2001 Annual Conference,Albuquerque, New Mexico. 10.18260/1-2—9860[3] Monteiro, F., Leite, C., Rocha, C., “Ethics and civic education in the curriculum ofengineering courses in Portuguese higher education system”, In 8th International symposium onproject approaches

Conference Session

Virtues in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sergio Guillen Grillo, University of Virginia; Bryn Elizabeth Seabrook, University of Virginia

Tagged Divisions

Engineering Ethics Division (ETHICS)

inethical predicaments. The next section of this paper outlines the approach and curriculum of anew required engineering ethics course at the University of Virginia that attends to thedevelopment and practice of professional skills, and the implementation of a new Minor in TechEthics. The following section discusses the incorporation of the Giving Voice to Values model asa component of the course for strengthening practical abilities for ethical action. The papersubsequently discusses the reliance of the GVV pedagogy on the process of rehearsal and thedevelopment of procedural memory to support ethical action and examines some of the mostsalient GVV educational exercises. Considering the key role of rehearsal in the development ofcompetencies for

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Tuesday June 27, 1:30 - 3:00

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rockwell Franklin Clancy III, Colorado School of Mines; Qin Zhu, Virginia Polytechnic Institute and State University; Scott Streiner, University of Pittsburgh; Ryan Thorpe

Tagged Divisions

Engineering Ethics Division (ETHICS)

studentsalthough in implicit and often hidden ways. Therefore, there can be hidden components of thecurriculum which are difficult to be captured by traditional engineering ethics assessmentstools and yet exert powerful impacts on students’ professional and moral development. Itseems that our approach to the comparative, multisited case study may not effectively capturethe role of the hidden curriculum in the moral development of engineering students. Implications for Considering the Broader Implications for Methodological Design How can we study the impact and effectiveness of engineering ethics educationwithout emphasizing its separation or distinctness from the technical curriculum?Emphasizing and thematizing ethics education, as

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Tuesday June 27, 9:15 - 10:45

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tori Wagner, University of Connecticut; Landon Bassett, University of Connecticut; Jennifer Pascal, University of Connecticut; Daniel D. Burkey, University of Connecticut; Scott Streiner, University of Pittsburgh

Tagged Divisions

Engineering Ethics Division (ETHICS)

. ©American Society for Engineering Education, 2023 The Power of Playful Learning - Ethical Decision Making in a Narrative-Driven, Fictional, Choose-Your-Own Adventure [Work In Progress]AbstractWe contend a better way to teach ethics to freshman engineering students would be to addressengineering ethics not solely in the abstract of philosophy or moral development, but as situatedin the everyday decisions of engineers. Since everyday decisions are not typically a part ofuniversity courses, our approach in large lecture classes is to simulate engineeringdecision-making situations using the role-playing mechanic and narrative structure of a fictionalchoose-your-own-adventure. Drawing on the contemporary

Conference Session

Decision-Making in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tim Ransom, Clemson University; Alysa Rose Lozano, University of Kentucky; Betul Bilgin, The University of Illinois Chicago; Courtney Pfluger, Northeastern University; Sindia M. Rivera-Jiménez, University of Florida; Katie Cadwell, Syracuse University; Gisella R Lamas Samanamud, University of Kentucky

Tagged Divisions

Engineering Ethics Division (ETHICS)

.5. Charactera) Recognize and evaluate potential impacts while making informed ethical and professionaldecisions.b) Accept responsibility for their own actions, and credit the actions of others.c) Work toward the betterment of society.When introduced into a classroom setting, EM could influence an engineering student’s ability toidentify a problem and develop an approach (innovative problem-solving skill) to addresssocietal problems. This, also aligned with ABET outcomes can be seamlessly introduced in achemical engineering curriculum with ethical decision-making scenarios [4, 15, 16]. The EMframework in the ethical decision-making process fosters a climate which favors a corporatesocially responsible environment [3, 19, 22, 23]. An ethical

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _ Monday June 26, 1:30 - 3:00

Collection

2023 ASEE Annual Conference & Exposition

Authors

Umair Shakir, Virginia Polytechnic Institute and State University; Justin L. Hess, Purdue University at West Lafayette (COE); Matthew James P.E., Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

ofstudents’ responses to an open-ended ethics case scenario in a first-year engineering course. Theresults showed that our NLP approach labeled 380 out of 472 sentences accurately. Weacknowledge the limitations of our NLP approach, such as that it requires large upfront timeinvestment in setting up the system. Our future work aims to lower such barriers to entry, therebymaking it more accessible to a larger group of users. Another dimension of our future work aimsto extend this work for grading written responses. The philosophy behind this is that once thespace of possible answers has been saturated, representatives of each kind of response can beincluded in an answer bank. This answer bank can then be used for labeling new responses fromstudents by

Conference Session

Using technology in engineering ethics education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tracy Anne Hammond, Texas A&M University; Pauline Wade, Texas A&M University; Shawna Thomas, Texas A&M University; Hillary E. Merzdorf, Texas A&M University

Tagged Divisions

Engineering Ethics Division (ETHICS)

deeper learning of ethics principlesto be applied to their specific projects. Our results are useful for instructors who wish toincorporate ethics into their CSCE courses while also supporting student engagement, autonomy,and peer learning.IntroductionEthics has been part of the ABET required outcomes since 2004 [1]. Computer science andengineering (CSCE) students after completing their senior capstone are expected to possess “anability to understand ethical and professional responsibilities and the impact of technical and/orscientific solutions in global, economic, environmental, and societal contexts” through a varietyof curriculum content and enhancements [1].In the Computer Science and Engineering Department at [Blinded] University, a large

Conference Session

Increasing Engagement in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Udayan Das, Saint Mary's College of California

Tagged Divisions

Engineering Ethics Division (ETHICS)

Associate Professor and Program Director, Computer Science Department of Mathematics and Computer Science Saint Mary’s College of California, Moraga, CA udd1@stmarys-ca.eduABSTRACT While interest in incorporating ethics in engineering and computer science education continuesto grow, the way that ethics applies to professional practice is often too abstract for students todirectly connect to their current and future work. The teaching and learning about ethics intechnology and engineering programs varies from theoretical philosophy courses, to courses thatexamine the harms and impacts of systems and technologies. While each of these approaches isextremely

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _ Monday June 26, 1:30 - 3:00

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University

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Diversity

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Engineering Ethics Division (ETHICS)

. ©American Society for Engineering Education, 2023 Redesign of an Engineering Failure Course to Incorporate Learning Objectives in Diversity, Ethics and InclusivityAbstract:In this presentation, we will discuss recent evolution of the course to fulfill not only theUniversity undergraduate requirements for examining significant relationships between Scienceor Technology and the Arts, Humanities, or Social Sciences (STAS), but also the newlyimplemented requirement for courses which examine the importance of Respecting Diversity andFostering Inclusiveness (DIV). Using the ADDIE (Analyze, Design, Develop, Implement,Evaluate) model for curriculum development, we have redesigned the course with input from aQuality Assurance advisory

Conference Session

Increasing Engagement in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Wolf, University of British Columbia; Gayatri Gopalan, University of British Columbia; Christoph Johannes Sielmann P.Eng., University of British Columbia

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Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

: Exploring Three Methods in an Engineering Ethics and Professionalism CourseAbstractThis paper explores the role of three pedagogical interventions in engineering students’ learningabout ethical and professional conduct, with a particular focus on affective engagement. Manytransformative efforts involving equity, diversity, inclusion, and decolonization are centered onethics as a justifying principle, which further stresses the need to cultivate an ethical orientationin engineering practice, beyond specific knowledge. A new course on professionalism and ethicswas introduced as a platform to explore scalable pedagogical approaches to enhance engagementand achieve affective learning outcomes in engineering ethics. The learning

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _Monday June 26, 11:00 - 12:30

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeff R. Brown, Embry-Riddle Aeronautical University - Daytona Beach; Chad Rohrbacher, Embry-Riddle Aeronautical University - Daytona Beach; Taylor Joy Mitchell, Embry-Riddle Aeronautical University ; Leroy Long III, Sinclair Community College - Dayton; Jenna Korentsides, Embry-Riddle Aeronautical University - Daytona Beach; Joseph Roland Keebler, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

Engineering Ethics Division (ETHICS)

to define andmeasure critical thinking abounds; however, there are still calls [ 7] for scholarship on howcritical thinking is being taught. Our study responds to that call specifically in the field ofengineering education. Guided by ABET’s SO2 and SO4 urge to get students to consider theimpact of engineering solutions in a variety of contexts, we developed an intervention to enhanceengineering undergraduates’ critical thinking in relation to ethics and professional responsibility.Using narratives to teach ethics in engineering is not new. Some initiatives have used sciencefiction, film, or theater to explore ethical considerations in engineering practices and processes[8,9]. Recent work by Bielefeldt [10] explores the difference between

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Tuesday June 27, 1:30 - 3:00

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica Koehler, Wake Forest University; Olga Pierrakos, Wake Forest University; Adetoun Yeaman, Wake Forest University

Tagged Divisions

Engineering Ethics Division (ETHICS)

character strengths / virtues did students perceive to have strengthened across the engineering curriculum and in specific engineering courses? 2. Which classroom experiences (i.e., activities, pedagogies, or practices) did students attribute to their perceived character growth?Results provide insight into how to foster effective student engagement in character educationthrough accessible instructional approaches that are viable even when faculty time, confidence,or other resources may be lacking.II. Virtues, Character, and Engineering EducationRethinking engineering ethics education to include a character virtue ethics approach is intendedto transcend the limitations of compliance-based, deontological ethics, and utilitarian

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Monday June 26, 3:15 - 4:45

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laurie A. Pinkert, University of Central Florida; Jonathan Beever, University of Central Florida; Steven Kuebler; Lakelyn E. Taylor, University of Central Florida; Eve Vazquez, University of Central Florida; Victor Milanes, University of Central Florida

Tagged Divisions

Engineering Ethics Division (ETHICS)

Paper ID #38245[Full Research Paper, Ethical Engineering in Industry and AppliedContexts] Responsibility and Accountability: Faculty Leaders, EthicsFrameworks, and Disciplinary EnculturationDr. Laurie A. Pinkert, University of Central Florida Laurie A. Pinkert is an Associate Professor of Writing and Rhetoric and Director of Writing Across the Curriculum at the University of Central Florida. Her research examines the role of communication practices and writing infrastructures in disciplinary development within fields such as engineering.Prof. Jonathan Beever, University of Central Florida Jonathan Beever is Associate Professor

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _Monday June 26, 11:00 - 12:30

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rosalyn W. Berne, University of Virginia; William J Davis, University of Virginia; Kent A. Wayland, University of Virginia; Bryn Elizabeth Seabrook, University of Virginia; Caroline Crockett, University of Virginia

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Diversity

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Engineering Ethics Division (ETHICS)

Michigan. Her educational research interests include conceptual understanding of electrical engineering concepts and assessing the impact of curriculum changes. ©American Society for Engineering Education, 2023 Incorporating Giving Voice to Values (GVV) into an Engineering Ethics CourseAbstractThe Department of Engineering and Society instructors at the University of Virginia recentlydeveloped a new course on Engineering Ethics aimed at second- and third-year students. Unlikeprevious courses in the department, the mid-level course emphasizes micro-ethics and employsthe Giving Voice to Values (GVV) framework. The emphasis on micro-ethics is timely andappropriate