Displaying all 13 results
- 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)
engineering degree programs.Undergraduate engineering curricula include engineering ethics through specialized courses andprogram-wide integration. While some engineering programs embed one stand-alone ethicscourse within a curriculum, other programs embed ethics modules across a few courses within acurriculum. Very few engineering programs weave engineering ethics across a four-yearundergraduate curriculum in a concerted and developmental way [7]. Engineering ethics taughtin stand-alone courses is usually offered within the first two years of study [4]. According toDavis [6], several engineering programs also embed ethical modules into technical writing andcommunication seminars, senior capstone projects, and introduction to engineering courses
- 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)
thinking marked a major break in human cultural evolution. Most cultures tothat point did not, and many indigenous cultures still don't, see humans and animals asunequal or fundamentally different. Yet the Cartesian separation between mind and body– famously summed up as Cogito ergo sum (“I think, therefore I exist”), leads to theassertion that animals don’t exist in the way that humans do. This anthropocentricassumption implicitly places a boundary between “animals” and “humans” by assumingthat animals lack souls, intelligence, feelings, and consciousness, and can therefore betreated as objects that can be used for human purposes. This assertion is further supportedby the human supremacy worldview, wherein humans are deemed superior by
- 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)
flexibility opens upthe possibility of increasing the number of faculty qualified to teach engineering ethics but alsocreates ambiguity about the knowledge base on which engineering ethics relies. One possibleexplanation for the lack of clarity is that engineering ethics is fundamentally interdisciplinary,which means that no particular area of disciplinary expertise is uniquely relevant.In their discussion of “Interdisciplinarity in Ethics,” Mitcham and Wang argue that “Ethics isinherently interdisciplinary, yet not always pursued as such” [21, p. 241]. Its strongestdisciplinary association is with philosophy, but “Especially in its contemporary applied orpractical versions, ethics is a hybrid of disciplinary concerns in, for example biomedical
- 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)
-ethics, Undergraduate EducationIntroductionEngineers are fundamentally problem solvers. Sometimes engineering solutions come withethical implications, this is what engineering ethics courses aim to help students betterunderstand. Ethics education for engineers takes many different forms across a wide variety ofinstitutions. As Hess and Fore attest, “... there is neither a consensus throughout the engineeringeducation community regarding which strategies are most effective towards which ends, norwhich ends are most important.”1 Believing that student self-awareness and the capacity toidentify and effectively communicate their own values is an “end” worth pursuing, we created anengineering ethics course for that purpose. The newly adopted
- 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)
curriculum described in this paper, the authorswould like to acknowledge that this paper is only possible by a much wider collective effort. Twoindividuals contributed significantly to this work. Steven Zemke (Professor Emeritus,Engineering and Physics, Whitworth University) laid much of the groundwork for theengineering department’s ABET accreditation, including the student learning outcomes,assessment rubrics, and the original development of the ethics assignment described here. Hisavailability for mentoring and consultation, including the preparation of this manuscript, isgreatly appreciated. Keith Wyma (Professor, Philosophy, Whitworth University) was responsiblefor writing the briefings describing the various ethical theories that were shared
- 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)
engineeringeducation, in terms of teaching and learning, we still primarily see technical writing andtechnical presentations as the extent of communications skills taught across engineering curricula(Nicometo et al., 2010; Donnell et al., 2011; Mackay et al, 2022). Communication skills thattarget interpersonal communication, persuasion, conflict resolution, etc. are topics that are lesscommon across engineering curricula.What we do know is that the methodologies, skills, and ability of communication in theworkplace are more desirable and relevant; they are essential to an engineer’s success and yetthey are “almost never explicitly taught as part of engineering education” (Burchfield &Kedrowicz, 2023). It has been said that “an engineer who is able to
- 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)
to the placement of ethicseducation in the formal engineering curriculum as a key way in which its lower status inengineering is conveyed implicitly to students. Polmear et al. write: “Divorcing ethics fromcore courses, including design, in the curriculum may imply that ethics and engineering aredivorced in practice” whereas “including ESI across the curriculum sends the message thatthese considerations are inherent in engineering and invaluable skills for their futureprofession” (Polmear et al., 2019). Erin Cech’s work on the culture of moral disengagement in engineering (Cech 2013,2014) goes further in explaining why the undermining of the hidden curriculum is detrimentalto students and engineering education. Engineering culture
- Conference Session
- Professional Development and Engineering Ethics Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics Division (ETHICS)
achieved when informed byethically motivated technology experts, including engineers, as injecting ethics into theformation of policy begins with those who write it. For these reasons, it would be valuable tounderstand the relationship between the variables that may influence a technology expert in theirpursuance of a policy career path, such as the development of their various identities (personaland social, engineering, and ethical identities) of these engineers. Discussions have taken placeregarding public policy engineering workforce expectations and development and the use ofthese various identities, particularly ethics identity, in establishing a policy career pathway forengineers. There is not an explicit connection between the influence of
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics Division (ETHICS)
stakeholder shouldn’t be limited by our text of the case study. You are welcome to create more details for your stakeholders or make reasonable assumptions about them in order to answer this question and the next one.) 5. Explain the differences in the impact on your chosen stakeholder between the two ethical theories that you described above. For example, what would the consequence be for your stakeholder if an engineer or decision maker applied one framework versus the other? 6. List one fundamental canon of the NSPE code of ethics that applies to this situation, and explain how it is related. References[1] J. L. Hess and G. Fore, “A Systematic Literature Review of US
- 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)
the MC portion of the final individual quiz is shown inTable 6.Table 6: Average Grade Distribution Among Students Writing Final Individual Quiz. Group Writing Final Individual Quiz Number of Students Average Grade for MC Portion Students Completing All Topic Quizzes 237 74.85% Students Completing Some Topic Quizzes 86 72.33% Students Completing No Topic Quizzes 45 64.89% Total Students Writing Final Individual Quiz 368Students who completed all six online components by watching microlearning videos and writinga formative topic quiz afterwards, had the highest average grade on the MC portion of the
- 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)
Paper ID #43017On the Challenges of Transferring Teaching Practices in Engineering Ethicsand an Asset-Based Approach to Developing Ethics InstructionBono Po-Jen Shih, Pennsylvania State University Bono Po-Jen Shih is an interdisciplinary scholar working in the intersection of philosophy, history, and sociology of engineering with an eye on contemporary engagement with engineering education and practice. His publications appear in Springer’s Philosophy of Engineering and Technology (PET) book series, the journal Techn´e: Research in Philosophy and Technology, and the Taiwanese Journal for Studies of Science, Technology and
- 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)
Paper ID #38939Character Development in the Engineering Classroom: An Exploratory,Mixed-Methods Investigation of Student Perspectives on CultivatingCharacterDr. Jessica Koehler, Wake Forest University Dr. Jessica Koehler is a Visiting Scholar of Leadership and Character for the Wake Forest Department of Engineering supporting with the development and assessment of character and ethics education in the engineering program.Dr. Olga Pierrakos, Wake Forest University Dr. Olga Pierrakos is Founding Chair and Professor of the new Department of Engineering at Wake Forest University - a private, liberal arts, research
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics Division (ETHICS)
Paper ID #43795Pedagogy of Engagement: Exploring Three Methods in an Engineering Ethicsand Professionalism CourseJessica Wolf, University of British Columbia Jessica Wolf is a PhD student in the Department of Mechanical Engineering at UBC. Her research focuses on equity issues in engineering education, particularly looking at the impacts of engineering outreach programs on historically marginalized groups in STEM.Gayatri Gopalan, University of British Columbia Gayatri Gopalan is a PhD student in the Department of Curriculum and Pedagogy in the Faculty of Education at the University of British Columbia. Her research