Conference Session

Ethical Cases and Curricula

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kenneth R. Leitch P.E., West Texas A&M University; Rhonda B. Dittfurth, West Texas A&M University

Tagged Divisions

Engineering Ethics

University (WTAMU) requires aone-credit engineering ethics course for civil and mechanical engineering and engineering technology majors.Practicing engineers realize the importance of soft skills such as technical communication (written and oral) as wellas a need for ethics knowledge in their everyday dealings in the workplace and as mandated by continuing educationrequirements for Professional Engineering licensure. The Body of Knowledge document prepared by the AmericanSociety of Civil Engineers (ASCE) further emphasizes the need for ethics instruction along with businessmanagement competence and lifelong professional development. Identification of ethics solving skills can benebulous concepts for engineering professors and students alike, as they

Conference Session

Engineering Ethics: Using Case Studies

Collection

2009 Annual Conference & Exposition

Authors

Timothy Skvarenina, Purdue University

Tagged Divisions

Engineering Ethics

, internationalization, and ethics, areoften referred to as the soft skills. Generally students’ exposure to these items is through theirelective (or required) courses in the humanities and social sciences. However, ABETaccreditation also requires that the achievement of the outcomes be assessed and evaluated.Obtaining direct evidence of achievement of the outcomes by the students can be problematicalas the other departments may not be doing assessment. Even if they are, the technology studentsin a humanities course are probably just a small fraction of the course enrollment, so it may bedifficult to obtain information about their performance. While we rely on other departments toprovide the bulk of the students’ exposure to the soft skills, we have tried to

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Vassilios Tzouanas, University of Houston, Downtown; Lea Campbell, University of Houston, Downtown

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

both summativeand formative feedback to students are included.IntroductionAs evidenced by ABET-TAC Criterion 3e, an important soft skill for graduates to posses is theability to function effectively and to lead in teams. Graduates are finding that they are requiredto work within a team environment and to make contributions to the “bottom” line through theirteams as soon as they join the work force. In a 1997 survey of engineering graduates from amajor state university, teaming skills were considered extremely valuable with at least tworespondents indicating in their comments that it is not technical skills but soft skills such as theability to work effectively in teams and to communicate that differentiate those individuals whoare eventually

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.

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

between engineering and human kind as a soft skill because to me that’s the most technical skill, to be able to know what’s right to do when.Another interviewee echoed a similar sentiment with “people talking about the professionalskills, the hard skills and soft skills… we call them professional skills… I think in reality,those skills are much harder to learn.” Both of these educators found that calling ethical andsocietal skills “soft” is a disservice to their complexity since these skills can be the mostchallenging to teach and learn. Another interviewee expressed that even calling these skillsprofessional does not do them justice since they are inextricably part of the engineering. People used to call them soft skills… then people started

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bill D Carroll P.E., University of Texas, Arlington; Bob P. Weems, University of Texas, Arlington; Bahram Khalili, University of Texas, Arlington

Tagged Divisions

Engineering Ethics

PRACTICES COURSE FOR COMPUTER SCIENCE AND ENGINEERING1. AbstractThe coverage of ethics and professionalism in engineering and computer science programs hasbecome standard since ABET incorporated these and other “soft skills” as student outcomes inEngineering Accreditation Commission (EAC) and Computing Accreditation Commission(CAC) accreditation criteria. Many programs have chosen to incorporate these topics in variouscourses across the curriculum while others have developed standalone courses. The Universityof Texas at Arlington (UTA) Computer Science and Engineering (CSE) Department offersABET accredited programs in computer engineering, computer science, and softwareengineering. Initially, the department chose to cover

Conference Session

Ethics in different disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig T. Evers P.E., Minnesota State University - Mankato

Tagged Divisions

Engineering Ethics

found anywhere. Additionally, research papers andpresentations explore cultural views on these topics and more detailed personal analyses andapplications of the material.IntroductionIn many engineering and engineering technology programs, there is much emphasis on thedevelopment of technical skills and considerably less on the development of “soft skills”. Softskills usually deal with the interpersonal relationships which are so essential to the long-termcareer success of any graduate. One of these skills is the acceptance of professionalresponsibilities for one’s action. The National Society of Professional Engineers has published aCode of Ethics for Engineers1 which explains in detail what these responsibilities are. The firstand cardinal

Conference Session

Ethics and Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

but then expand into the so-called “soft” skills outlined by Werhane et al.10: (a) moral imagination (reframing needs anddisadvantages into opportunities and capabilities), (b) systemic thinking (to see how technologiesintegrate into broader social-technical contexts), and (c) “deep dialogue” where engineers andcommunity members treat one another as equals and partners in a conversation designed to buildcommunity capacities into business ventures and appropriate technologies10. Engineers trainedin soft as well as hard skills could play a major role in expanding both the range and impact ofsocial entrepreneurship efforts.VI. ConclusionThis paper began by describing a movement in engineering geared to addressing problems indeveloping countries

Conference Session

Engineering Ethics V

Collection

2009 Annual Conference & Exposition

Authors

John Ochs, Lehigh University; Lisa Getzler-Linn, Lehigh University; Margaret Huyck, Illinois Institute of Technology; Scott Schaffer, Purdue University; Mary Raber, Michigan Technology University

Tagged Divisions

Engineering Ethics

the process (versus at the beginning and end) 3) Assessment of prior knowledge and the development of effective in-process feedback mechanisms 4) Transfer of learning with follow-on opportunities to practice what has been learned in order to reinforce motivation and self confidence to identify and manage risks in support of innovative solutionsProject PlanAs proposed in our NSF CCLI grant10, we will “…develop a continuous multilevel assessmentprocess that will measure (student’s) achievement of ‘soft skills’ knowledge and application ofthis knowledge in a multidisciplinary team environment…” while working on real-world projectsin the context of our individual academic programs under an

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida

Tagged Divisions

Engineering Ethics

of interdisciplinary work that crosses thosetraditional boundaries of hard and soft skills, evidencing just such a constructive view of therelationship between philosophers and engineers. An important variant on a view like this is theclaim that engineers can and must learn to be philosophers, rather than rely on philosophers.Such a view was proposed by philosopher Carl Mitcham in 1998, when he argued that while“philosophy has not paid sufficient attention to engineering, engineers should not use this as anexcuse to ignore philosophy” [26], and “[p]hilosophy is of critical and increasing significance toengineering” [27]. What is importance is not that philosophers can contribute to engineering, butthat “ [e]ngineers are… the unacknowledged

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University

Tagged Divisions

Engineering Ethics

the importance ofinstilling this behavior in society, it is critical that engineering educators and researcherscontinue to seek out effective approaches. This article reviews the quest to find such anapproach in a redesigned industrial engineering course at Montana State University (MSU).Literature ReviewThe literature investigating how college students in general and engineering students in particularcan learn and apply the concepts of ethics is considerable. While some writing laments the lackof ethics focus in current engineering programs,6,7 most continue to seek more effective ways toincorporate ethical training into engineering education.7,8,9 Why are engineering educators sofocused on this soft skill? Of course, there are the external

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Koehler, Wake Forest University; Olga Pierrakos, Wake Forest University ; Michael Lamb, Wake Forest University; Alana Demaske, Wake Forest University; Carlos Santos, Wake Forest University; Michael D. Gross, Wake Forest University; Dylan Franklin Brown, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Conference Session

Engineering Ethics V

Collection

2009 Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Donald Chinn, University of Washington, Tacoma

Tagged Divisions

Engineering Ethics

predict effectiveness. Bailey and Stefaniak3used surveys, interviews, and focus groups to determine what employers in the IT industry valued asimportant non-technical skills for employees. They identified both soft skills and business skillsmentioned by the 325 IT professionals surveyed. A panel at the ACM Conference in 1978 presented skillsets of what industry looks for in new hires – among these skills are math ability, software developmentknowledge, problem-solving, team skills, initiative, diversity, and versatility14.Several resources exist for teaching issues of professionalism and ethics. Among these are exercisescompiled by the working group on integrating professionalism into the curriculum11. An exercise aboutresearching types of

Conference Session

Engaging Ethics, Internationally

Collection

2017 ASEE Annual Conference & Exposition

Authors

Prakash G Bapat, Business Ethics Foundation; Aravind Joshi, Business Ethics Foundation; Pradeep Kashinath Waychal, Guruji Education Foundation; Nupur Kulkarni

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Governmental Organization to pursue and proliferate ethical behavioural practices at the sprouting age of undergrad engineering students .Dr. Aravind Joshi, Business Ethics Foundation The author has worked with State Bank of India, one of the largest Public Sector Banks in India for 30 years in various capacities at different geogrphies. Post voluntary retirement in year 2000, the author has completed Master´s degree in Personnel Manage- ment and completed Doctorate in Human Resources Management. Author has been working as a facilitator and professor in reputed business schools and corportate concerns in India. The author has published various articles in Management and Soft skills in News papers, magazines and

Conference Session

Approaches to Teaching Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael H.G. Hoffmann, Georgia Institute as Technology; Jason Borenstein, Georgia Institute of Technology

Tagged Divisions

Engineering Ethics

.  Assessing alternatives in terms of consequences, public defensibility, institutional barriers, etc.  Engaging in reasoned dialogue or negotiations.  Revising options, plans, or actions.This list highlights the complexity of the issues that engineers confront. An engineer‘s actionscan have effects on stakeholders whose existence, perspectives, and values she does notnecessarily see. An engineer does not always directly interact with the people whose livesare being altered as result of her decisions. Obviously, engineering students need to refinetheir technical competence. But it is crucially important that they develop ―soft skills‖ aswell [3]. Among these skills is the ability to identify hidden ethical challenges.Ill-Structured

Conference Session

Sustainability and Humanitarian Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Khanjan Mehta, Penn State University; Duarte B. Morais, North Carolina State University; Yu Zhao, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park

Tagged Divisions

Engineering Ethics

prepare students with a strong foundation and new knowledge of innovativetechnologies that advance society1. In response, engineering education has seen a significantincrease in emphasis on experiential education and on the development of “soft skills” thatengineering students will need when they enter the workplace. This evolving vision ofengineering education emphasizes the development of students as competent professionals andengaged citizens, equally at home with societal concerns as they are with technical issues. Ethicseducation is a significant aspect of making engineering education socially and globally relevantand preparing engineering students to excel in a globally interconnected world with tremendousdiversity and inequities. Several

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sharon Tsai-hsuan Ku, University of Virginia; Xiafei Yang, University of Virginia; Sitong Wang, Chongqing University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

use, and the patience to listencarefully and overcome the communication gaps. One interesting finding is that for those who reportedthoughtful prompt results and active engagement, their communications were often not limited toprompt interviews but covered topics not directly related to the course content. For example, studentsdiscovered that the KFC menu in China and American are very different, from there they became moreinterested in learning what shape the differences/similarity between two cultures. These experiences, though not always positive, have made students realize that communicationis not just a “soft skill”, but the core of global engineering practice: Through communication studentsdiscovered nuances of how engineering

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brendon Lumgair P.Eng., University of Calgary

Tagged Divisions

Engineering Ethics

assess in a mass-production fashion (Hugo, Brennan, 2016). What about teachingnon-technical engineering courses online to hundreds or thousands of students?Of the 11 ABET student outcomes and the 12 Canadian Engineering Accreditation Board’s(CEAB) graduate attributes, about half are “technical / hard skills” and half are “professional /soft skills” (ABET, 2018 & CEAB, 2017). The student outcomes for professional skills arequalitative in nature. Therefore, they require qualitative assessment because of the wide range ofpossible solutions inside the gray zone (Shuman, 2005). How can hundreds of students achievethese outcomes in an online course without sacrificing the quality of teaching and learning andrigour of assessment?In Spring &

Conference Session

Graduate Ethics Education & Professional Codes

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yanna Lambrinidou, Virginia Tech; William Joseph Rhoads, Virginia Tech; Siddhartha Roy, Virginia Tech; Erin Heaney, Clean Air: Organizing for Health and Justice; Glenn Andrew Ratajczak, Clean Air Coalition of Western New York; Jennifer Holly Ratajczak, Clean Air Coalition of Western New York

Tagged Divisions

Engineering Ethics

manytools you need to aid your decision-making. Listening and reflection are extremelyvital as well. Unfortunately, they are institutionally (and personally) undervaluedengineering instruments.Siddhartha Roy, Graduate Student, Virginia TechDuring the four years of my Chemical Engineering undergraduate program, therewas a barrage of technical “know-how” and a smorgasbord of activities thatexposed us to the industrial sector (e.g., lectures, seminars, site visits, internships).The idea was to get us “up to speed” on the big production facilities ChemicalEngineers build – oil and gas, for instance – and how these facilities fulfill theneeds of mankind and advance the global economy. There was an emphasis on“soft skills” too – including interpersonal