Conference Session

The Global and Cultural Dimensions of Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kerrie Danielle Hooper, Florida International University; Ivan Oyege, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

, and arts-based approach to STEM education.Ivan Oyege, Florida International University ©American Society for Engineering Education, 2024Application of African Indigenous Knowledge Systems to AI Ethics Research and Education: A Conceptual OverviewAbstractAfrican Indigenous Knowledge Systems (IKS) holds an epistemology different from that of theWestern world, and it has massive potential to add substantial value in various fields of appliedethics. One of the dominant fields of applied ethics studied today is artificial intelligence AI ethics.With the ever-evolving innovations associated with AI, especially on a global scale, the AI ethicsfield continues to grow and develop with far-reaching

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)

content to real-worldapplications and working indirectly or directly with a variety of stakeholders. Growth inpractical wisdom, the integrated virtue, in addition to being indirectly supported by all othervirtue growth was directly connected to opportunities to be in a decision-making positioncoupled with exposure to real-world applications and time for reflection. The breadth of theseresults reveals that there are many accessible approaches to incorporating character education inengineering that are engaging and impactful to students.Table 5: Top 2-3 course experiences related to each performance virtue growth Performance Course Experiences Students Associated with Virtues Performance Virtue

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 Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

focused on self-interest and external rewards topost-conventional levels where abstract principles and universal values predominate [4]. TheEERI uses this framework to evaluate where students stand in their moral development and howthey apply these principles to real-world engineering scenarios. Typically, the evaluation of datafrom the EERI concentrates on two key metrics: the P score and the N2 score. The P score is anindicator of the degree to which students engage in Kohlbergian postconventional thinking [1,4].This form of thinking is marked by ethical reasoning grounded in the notion of universal good.The N2 score reflects the extent of post-conventional thinking employed by the students, whilealso considering the absence of pre-conventional

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)

disciplinaryengineering classes might result in students’ learning ethics as a practice more effectively.Many teachers of engineering and computer science are limited in their ability to fit ethics intotheir classes, perhaps because the connection between ethics and the engineering science is notdirect, except in bio-related engineering, like biomedical and biological [4]. Teaching aboutKirchoff’s Laws in an engineering circuits class seems remote from ethics, until one considershow those Laws are applied in electrical safety applications. Historically, ethics remains, inmany cases, confined to external courses or to senior design, despite engineering educationtheory that shows advantages of using real applications to illustrate theory.Ethics integrated across

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)

isnecessary to try to construct the evaluation system of engineering ethics educationcurriculum effect. Kirkpatrick's four-level evaluation model is considered as the mostwidely used training effect evaluation model in the world. It has been more than 60years since Donald L. Kirkpatrick at the University of Wisconsin proposed the modelin 1959. This study's first and most important concern is the feasibility of applying themodel in the interdisciplinary field. Whether the successful application ofKirkpatrick's model in enterprise training can also achieve good results in schooleducation, especially in engineering ethics education, and how feasible it is. Afteranalyzing the question from two aspects: (1) the relationship between education andtraining

Conference Session

Engineering, Ethics, and Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

B. Michael Aucoin P.E., Texas A&M University; Zhendi Zhang, Texas A&M University; Miles O. Dodd, Texas A&M University

Tagged Divisions

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

, performance measurement, compensation, workforce planning, and retention.Analytics tools are also used for real-time correlations between coaching and engagement, as well asfor patterns of time management [8], [9], [10], [11]. Facial scans can be used to detect and analyzeemployee emotions [12].To reemphasize and for context, these applications are all oriented to optimize talent management inorganizations. It is the organization of humans to perform work that results in a valued product orservice for a customer/client/constituent. Over centuries of history, advantage has been gained byusing increasingly sophisticated technology to augment human capabilities. Technology can bothcreate new classes of jobs and eliminate existing classes. Gen AI is one

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ashish Hingle, George Mason University; Aditya Johri, George Mason University

Tagged Divisions

Engineering Ethics Division (ETHICS)

AgricultureAbstractThe continual growth of artificial intelligence (AI) in agriculture has surfaced concerns about AIethics, responsibility, trust, and transparency among professionals in the industry andcommunities impacted by the technologies. Machine learning (ML), improved sensors in anInternet-of-Things (IoT) world, and advanced networking capabilities have vastly expanded theinformation processing capabilities of farmers and co-ops, allowing for action based on real-timeinformation on yields, pest control, and farming cycles, to name a few benefits. However, thesesystems can also highlight the problematic nature of technology outgrowing regulation. Thesetechnologies introduce the same surveillance and data ownership concerns that continue to beraised with

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)

analyzing real-world case studies [2]. The development of students' sense of civic duty and the emphasis placedon engineers' contributions to the advancement of human welfare are other goals of theundergraduate ethics curriculum [3]. The early emphasis on social responsibility balances themajority of engineering courses' technical concentration. Furthermore, ethics classes can raisestudents' knowledge of environmental justice, sustainability, and safety concerns that they willneed to consider at work [4]. Undergraduate instruction on the ethical aspects of engineeringbetter prepares students to act honorably and consider the implications of their inventions andideas [5]. The basis of an engineering education that incorporates ethical concepts

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)

empirical approach that “investigates acontemporary phenomenon (the case) in-depth and within its real-world context” (Yin, 2018,p. 50). According to Yin, “the distinctive need for case studies arises out of the desire tounderstand complex social phenomena” (Yin, 2018, p. 36), but as a method case study focuseson phenomena that are characteristically bounded in some way (that is, as a case) (Merriam,1998), and that can be investigated in the present (Yin, 2018). Case study enables a deep, non-reductive analysis that Yin notes is especially appropriate for answering “why” and “how”questions in situations the researcher would not be able to control experimentally (Yin, 2018,p. 33). One of the defining strengths of the method is that it can

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)

standardized assessment tool designedto evaluate engineering students' ethical reasoning skills. The EERI was developed by a team atPurdue and is based on the NSPE Code of Ethics for Engineers [6], [5].The EERI consists of a series of ethical dilemmas that assess students' understanding of ethicalprinciples and their ability to apply these principles to real-world situations. The questions arebased on actual case studies and are designed to reflect the types of ethical dilemmas thatengineers may encounter in practice. The EERI was developed as a tool for engineering ethicsresearchers to gain a snapshot into engineering students’ moral reasoning abilities. It wasstructured similarly to the DIT-2, but situated in engineering [6], [7]. The EERI

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)

insights showed students’ learning of new ethical topics. One student said “Gained insightsinto real-world ethical dilemmas,” and another said “There were presentations that surprised meas things I had never thought about before.”The code Increased understanding describes the variety of new topics that students learned inethics. These included “AI; resources; mining; privacy; monitoring systems; engaging;thought-provoking,” as well as “Ethical dilemmas, data privacy, bias awareness, evolvinglandscape, algorithmic accountability, digital ethics, societal implications.”The code Different perspectives represented student learning about multifaceted ethical issues.One student “got to saw [sic] a wide variety of ethic topics; a lot of people took a

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

C.J. Witherell, Grand Valley State University

Tagged Divisions

Engineering Ethics Division (ETHICS)

years as the world has become more complex. Still, it is importantto recognize the significance and utility of the study of ethics in the modern world. Ethics isgenerally defined as the study of moral issues and decisions [1]. Life is full of decisions that canaffect not just oneself, but the lives of others, and even the world. The study of ethics is aboutexamining the proper balance and application of moral principles in everyday life. Ethics shouldbe seen as a method of applying moral thinking, not an unchanging set of values [1]. In otherwords, the goal of the study of ethics is to improve one’s ability to apply experience and reason tonew situations to make the best possible decision. It is especially important for engineers to have

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

diversity and inclusivity as not an“added-on” soft skill requirement with limited relevance to their career goals, but as an essentialconsideration in real-world problems engineers must solve. In light of these considerations, wehave approached this challenge by restructuring an existing course which already had beensuccessfully structured to address engineering ethics concepts central to the nature and causes ofengineering failure, by expanding the course via the logical integration of case studies and otheractivities focused on the impact of diversity and inclusivity (or rather the lack thereof) on failuresin development, deployment and use of technology.Effective design or redesign of a course is not a simple matter – in fact, redesign of an

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)

, the whole-class play modeencourages collaborative deliberation, enabling students to engage in group discussions and voteon decisions that mimic real-world engineering teamwork.In the future, we plan to incorporate explanatory responses for each decision students make.These explanations not only encourage reflection and deeper engagement with ethical dilemmasbut also serve as valuable pedagogical tools for instructors and facilitators. The integration ofexplanatory responses aims to promote a more comprehensive understanding of the ethicalconsiderations underlying students' choices. To assess and provide feedback on the quality ofstudents' ethical reasoning, we intend to employ text classification techniques. These techniqueswill enable us to

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

given the polarization and plurality of views and beliefs in our nation and world andthe increasingly higher stakes of engineering practice. To help students understand how they canact on their personal ethics, the course also incorporates the GVV material, originally developedfor application in business settings. The GVV modules in this course were adapted specificallyfor use in engineering education, in collaboration with the GVV founder and the Online EthicsCenter (OEC) director and are now available through the OEC for anyone to use. This paperprovides an overview of the GVV portion of the new course design and discusses initialimpressions from piloting the course over three semesters.KeywordsEngineering Ethics, Curriculum Design, Micro

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alice Fox, Stanford; Benjamin C. Beiter, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

should beexpected and planned for. When designs hit the real world engineers often have to face anissue that wasn’t considered or accounted for, leading to a failure of their design. However,as in Hades, this failure should not be the end of the story. Reconsideration and redesignis required, and by iterating through these issues you learn to address all the varied aspectsof the problem. Additionally, as in Hades, the experience of the failure not only teaches theengineer more about the problem, but teaches about the community and people that surroundthe implementation of the design. It provides an opportunity to learn and improve that is onlyavailable through the failure of their previous attempt.This process of weaving failure and iteration

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

Tagged Topics

Diversity

Tagged Divisions

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

of ethical dilemmas may be a promising means ofconstructing experiential learning modules in engineering ethics.Researchers have explored several lesson or activity design approaches for ethics experientiallearning. Spierre et al. [18] and Voss [19], for instance, describe leveraging students’ participationin games or game-like scenarios. Kim et al. [12] and Ochs et al. [20] propose utilizing students’experiences in real workplace environments, such as internships. And Golecki and Bradley [17]describe leveraging the context of a capstone design course. Despite their variety, these approachesshare a common foundation: leveraging students’ personal experiences as a setting for ethicalreasoning, such as through requiring students to evaluate

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)

revisedapproach and preliminary insights from its early application in an undergraduate course.KeywordsGVVGiving Voice to ValuesSituated Ethical Action FrameworkProfessional SkillsEngineering EthicsUndergraduate EducationSTSIntroductionThe mission of the University of Virginia’s School of Engineering and Applied Sciences (SEAS)is “to make the world a better place by creating and disseminating knowledge and by preparingengineering leaders to solve global challenges” [1]. While parts of this mission are fulfilled inlearning and demonstrating technical skills, the greater challenge is to cultivate professionalskills and curate opportunities to strengthen these skills embedded within undergraduateengineering curricula. Downey explains, “But the big

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Engineering Ethics Division (ETHICS)

context of engineeringethics because it focuses on the reasons why people seek to bring together multiple forms ofexpertise: “Interdisciplinarity is most commonly used as a portmanteau word for all more-than-disciplinary approaches to knowledge, with the overall implication of increased societalrelevance” [emphasis added] [9, p. 5]. Frodeman’s conception of interdisciplinarity resembles“convergence,” an approach promoted by the National Science Foundation in which researchand teaching focus not on disciplines, but rather, on areas where disciplines converge, typicallycomplex and compelling “real-world problems and challenges that require initiative andcreativity” [14, p. 7] The impetus towards relevance is often squelched by “disciplinary capture

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)

to meet the ethicsrequirements in EC2000, being able to apply ethical theories (such as virtue ethics) and theNational Society of Professional Engineers (NSPE) code of ethics to the evaluation of alternativesolutions in an ethics case study was a desirable first step (e.g. [10]). However, when selectingcase studies, some educators were already split over using real-world cases (e.g. [11, 12]) orfictional cases (e.g. [13]). The Internet had already made possible the proliferation andavailability of both types of case studies by the 2000s, including webpages from the OnlineEthics Center for Engineering and Science, the NSPE, the Institute of Electrical and ElectronicsEngineers (IEEE), the Center for the Study of Ethics in the Professions (CSEP

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)

interviewee described them as “succinct but broad” and “not prescriptive but [they]direct you.” Another valuable element was seen to be how the resources support and reflectauthentic learning and assessment. This also relates to the interviewees’ view that the Toolkitlinks to efforts around Sustainability and equality, diversity and inclusion (EDI), which allmentioned. The resources reference connections to these topics, adding to andcomplementing them by showing their relationship to real-world problems. One intervieweenoted that the multifactor scenarios in the case studies mimicked real life in a way thatallowed students to imagine “this could be me” and therefore was relevant to a futuredecision they might make. Interviewees also felt that the

Conference Session

Engineering, Ethics, and Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Farnoosh B. Brock, Prolific Living Inc.; Jessica Koehler, Wake Forest University; Andy Brock, Prolific Living; Olga Pierrakos, Wake Forest University and National Science Foundation

Tagged Divisions

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

theEducation of the Whole Engineer. Our group believes that leveraging professional skills, such ascommunication skills, to promote ethical conduct and character development is an importantresponsibility of engineering educators. We highlight important topics of communication skillsthat should be part of every engineering curriculum from the lens of ethics and charactercultivation. This paper has the potential to transform how we teach communication skills toengineering students and how we can authentically integrate two often siloed topics - ethics andcommunication skills.I. INTRODUCTIONEngineers are essential to solving the complex problems facing us in today’s modern world, andmany students enter the engineering profession with the motivation to

Conference Session

Virtues in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

first-year engineering studentsand these ethical frameworks revealed that rules-based Deontology and outcome-basedConsequentialism and Utilitarianism were readily understood and applied. However, studentshad a difficult time with the application of Virtue Ethics. Clearly, additional guidance and areframing of the in-class and homework exercises in Virtue Ethics were necessary to enablestudents to understand and be able to apply this framework more clearly.As part of a feedback and assessment tool called an Exit Survey, we asked the students todescribe a difficult situation in their own lives and how they resolved it, and then describe howtheir solution reflected upon their character and reputation as viewed by others. This approachembodies the

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

from U-M, and a Ph.D. in Aeronautics and Astronautics from the Massachusetts Institute of Technology. Prior to re-joining U-M, he was an instructor in Aerospace Engineering Sciences at the University of Colorado Boulder. ©American Society for Engineering Education, 2024 The Development of a Student Survey on Macroethics in Aerospace Engineering [Work-In-Progress]AbstractThis work-in-progress paper presents the development of a survey designed to understandundergraduate aerospace engineering students’ views on macroethics in the field. Macroethicsdescribes the real world ethical implications of engineering technology and the collective socialresponsibility of the aerospace

Conference Session

Engineering, Ethics, and Community Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lazlo Stepback, Purdue University ; Joey Valle, Purdue University

Tagged Divisions

Community Engagement Division (COMMENG), Engineering Ethics Division (ETHICS)

standards, NSPE’sconsistent anti-union stance lays bare a clear bias to the needs of industry and the capitalist modeof production at the expense of the collective bargaining power of engineers as workers. NSPE isan influential organization in the codification of engineering rules of practice, so it is valuable todeconstruct their application of their code of ethics to justify anti-union arguments.As workers tasked with materializing social visions, engineers in the United States, and thetechnical knowledge they hold, are significant forces of production in modern society [4]. Whendescribing the relations of production between engineers and the instruments and resources theyuse to produce goods in US society, or means of production, Riley explains

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)

traditional engineering casestudies, which tend to be generalized and focused on community impacts, and personalnarratives as told by both the engineers and individuals impacted by the scenario. Others haveused documentaries or reports to help students contextualize real events or challenges or to givebackground to case studies. More recently some faculty have created narrative based games thatexplore ethical considerations inside a professor-generated story based on the science of spaceexploration and colonization [11]. When considering narrative pedagogy, students and professorsmay share their personal experiences through essays concerning particular engineering problems[12]. Narrative ethics uses stories to explore ethical issues and possibly

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dayoung Kim, Virginia Polytechnic Institute and State University; Diana Bairaktarova, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics Division (ETHICS)

. Through real-world engineering applications, Dr. Bairaktarovaˆa C™s experiential learning research spans from engineering to psychology to learning ©American Society for Engineering Education, 2023 Assessment Instruments for Engineering Ethics Education: A Review and Opportunities AbstractAssessment plays an important role in education, and there is no exception in engineering ethicseducation. However, although there have been efforts to evaluate students’ learning inengineering ethics classrooms, relatively limited efforts have been made to utilize valid andreliable assessment instruments to evaluate students’ achievement of learning objectives inengineering ethics

Conference Session

The Global and Cultural Dimensions of Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Darius Grandvil Carter, San Francisco State University; Stephanie Claussen, San Francisco State University

Tagged Divisions

Engineering Ethics Division (ETHICS)

guy teaching the participants. Example: and we do a lot of studies with at-risk youth and Teacher wilderness programs” (Byron, T1). Fictional A person created for a story but does not “When I think of like who a good king would be and has not existed in real life. at Game of Thrones” (Penelope, T2). Example: Goku Group A group or categorization of people. “Probably just about any U.S. veteran” (Alex, Example: Engineers T1). Other Anyone that does not fall under any of “I would not like to [pick someone], mainly

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)

alignment.We, the members of the IEEE, in recognition of the importance of ourtechnologies in affecting the quality of life throughout the world, andin accepting a personal obligation to our profession, its members and Integrity (3), Responsibility (3), Honesty, Prudence, Service, Teamworkthe communities we serve, do hereby commit ourselves to the highestethical and professional conduct and agree:I. To uphold the highest standards of integrity, responsible behavior, Integrity (4), Responsibility (4), Honesty,and ethical conduct in professional activities. Humility, Trustworthiness1. to hold paramount the safety, health, and welfare of the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shreya Kumar, University of Notre Dame; Megan Levis, University of Notre Dame

Tagged Divisions

Engineering Ethics Division (ETHICS)

this paper. This may be notably different fromthe typical undergraduate as described by Balakrishnan and Tarlochan 10 who share aboutengineering students’ attitudes towards ethics in the engineering curriculum. They found thatinterest in socio-ethical issues is typically low. However, at the University of Notre Dame, allundergraduate students take multiple philosophy and theology courses 11 . These required coursesengender social consciousness in our students. We find that engineering students frequently askthe question, “How can I engineer for good in the world?” this aligned with the university mottoof being a force for good in the world. Balakrishnan, Tochinai and Kanemitsu 12 compare theintegration of ethics in the engineering curriculum