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

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Engineering Ethics

, 2009IntroductionA four-university collaboration has received National Science Foundation (NSF) Course,Curriculum and Laboratory Improvement (CCLI) funding for a three-year project with twoprimary goals: 1) to develop a database of reliable and valid measures for assessing attainmentof teamwork skills and ethical awareness in undergraduate students enrolled in multidisciplinaryproject based, design projects, and 2) to identify and describe ‘best practices’ from across theseinstitutions that improve the achievement of learning objectives and thereby increase programquality. Example learning objectives from one course are described as follows: “Studentsenrolled in these project courses will experience and demonstrate an understanding of ‘bestpractices’ in the

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Engineering Ethics

teaching these topics in a range of settings with a variety ofpedagogical approaches. Analysis of the interview data from educators who did not perceiveany significant challenges also sheds light on the circumstances and strategies that facilitateeffective ESI instruction.IntroductionEthics has been recognized as an important part of engineering education and professionalresponsibility. The inclusion in accreditation criteria [1] and professional codes [2] providesan impetus for fostering ethical awareness and judgment. In a systematic literature reviewof engineering ethics education articles, Hess and Fore found that 65% of the interventionswere justified or motivated by ABET accreditation [3]. Despite its importance, there are anumber of

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Ohio State University; Jeffrey M. Catchmark, Pennsylvania State University; Eduardo Mendieta; Thomas A. Litzinger, Pennsylvania State University

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Engineering Ethics

as a crucial factor in meaningfulintegration of ethics in the engineering curriculum. Informed by the findings ofengineering education and engineering ethics literature, our project team engages the BEfaculty in an ethics curriculum development initiative with five phases: 1) needassessment interviews, 2) faculty workshops, 3) curriculum design, 4) curriculumimplementation, and 5) project assessment and improvement. This paper reports in detailthe first two phases of this on-going project. First, one of the authors conducted semi-structured interviews with instructors of BE courses to understand their presentapproaches to ethics education and the perceived need for improvement. Second, authorsof this paper organized three interactive

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Engineering Ethics

exemplars of macroethics instruction which have the potential be scaled andsustained at locations beyond their existing level of use. To assist in this process, four evaluationcriteria were established: (a) likely to have a high impact on student learning; (b) strongassessment methods; (c) novel or innovative; (d) transferability (to other institutions ordisciplines); these were rated on a scale from 1 (low) to 4 (high). An overall evaluation on levelof interest / excitement for including this teaching example in further research employed a 1(low) to 10 (highest) scale. Raters could also provide open comments. The interviewees wereasked to rate at least six de-identified teaching examples, and 29 sets of ratings were completed.The five members of

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

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Engineering Ethics

at Austin. He is a Fellow of the Institute for Electrical and Electronics Engineers (IEEE) and a licensed professional engineer in Texas and Alabama. Carroll has co-authored two textbooks, a tutorial book, and numerous papers and technical reports. He has received an American Society for Engineering Education Outstanding Young Faculty Award, two National Aeronautics and Space Administration Technology Innovation Awards, and three IEEE Computer Society Service Awards. He is an IEEE Computer Society Golden Core Member and a recipient of the IEEE Third Millennium Medal. Carroll served as Dean of the College of Engineering at UTA from January 1, 2000 to August 31, 2011. During his service as dean, the

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Rogers P.E., North Dakota State University; Orlando R. Baiocchi, University of Washington, Tacoma; Paulo F Ribeiro, UNIFEI

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Diversity

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Engineering Ethics

and ethicalresponsibility" as one of its required student outcomes.1 There are different approaches todealing with ethical or moral issues. One approach to ethical issues is based on virtues, that is, totake as a reference the moral qualities engineers should have, such as honesty, compassion,respectfulness, etc. Each decision is judged against these qualities or virtues. The decision thatseems to be most in line with the relevant moral virtue(s) is considered to be the best decision,even if it means that certain rules are broken with negative consequences. These approaches canbe found in the ethical codes of professional engineering organizations such as the IEEE Code ofEthics.2 Another approach is based on consequences,3 which requires an

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel J. Biezad P.E., California Polytechnic State University

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Diversity

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Engineering Ethics

duties, shallEthics for the National Society of Professional 1. Hold paramount the safety, health, and welfareEngineers (NSPE) are shown at Figure 1. The of the public.canons conform with and are similar to many 2. Perform services only in areas of theirlong-accepted ethical tenets in all engineering competence.disciplines, and especially in engineering 3. Issue public statements only in an objective and truthful manner.education. To foster discussion based on these 4. Act for each employer or client as faithful agentsethical tenets in an undergraduate classroom of trustees.environment is challenging. Since 5. Avoid deceptive

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tobias Rossmann, Lafayette College

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Diversity

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Engineering Ethics

smalland large group discussions, the class explored both the engineering and cultural implications ofrecent and historical disasters with examples take from recent and historical tragedies. Thecourse structure (Table 1) was based upon the Chiles text as way to ground the first year studentsin a recognizable study form for their work outside of lecture/discussion. Table 1. Topic list for Course Lec. # Daily Topic Chiles Reading 1 Introduction 2 Oil Exploration, Drilling, Transport Ch. 1: Shockwave 3 Nuclear Power Ch. 2: Blind Spot 4 Human Flight

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

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Diversity

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Engineering Ethics

were asked todiscuss the fictional situation in light of Engineering Code of Ethics. Students were given atleast three weeks to complete the assignment.These range of options were given so that students could use a creative outlet of their preference.Students worked in teams of two to three of their choosing. A grading rubric (Appendix) wasgiven to the students ahead of time so that they were clear on the grading metrics in thefollowing categories: ethics, broad impacts, engineering as profession, communication, andcreativity. A grading scale of 1 to 4 was used for each category with 4 being exceptional oroutstanding work and 1 being poor work. A “3” was considered satisfactory or good work. The

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bijan Sepahpour, The College of New Jersey

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Engineering Ethics

presents the contentsand the sequence of the activities in a well-balanced Senior Seminar course designed forengineering students with diverse backgrounds. The course has been offered in this mode for thepast five (5) years and there is considerable assessment data available to support itseffectiveness.I – IntroductionThe College of New Jersey (TCNJ) offers 4-year ABET-Accredited undergraduate engineeringprograms in: 1. Biomedical Engineering with the choice of ME or ECE tracks/ concentrations, 2. Civil Engineering, 3. Computer Engineering, 4. Electrical Engineering, 5. Mechanical Engineering, and 6. Engineering Science with: a) The Management Track and choices of ME or ECE concentrations, and

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laura Ann Gelles, Utah State University; Idalis Villanueva, Utah State University; Marialuisa Di Stefano, Utah State University

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Diversity

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Engineering Ethics

ethical mentoring principle; (b) elucidate participantperceptions of ethical issues in six case studies; and (c) reveal what ethical behaviors participantsexpect from their respective mentor/mentee if they placed themselves in the situation of the casestudies.BackgroundThe relationship between a faculty-advisor and a graduate student has been shown to be adetermining factor of graduate student success [1], [2]. Advising relationships are typicallyformally assigned and structured so that they can help students adjust to the departmental cultureand provide them with a role model, critical information, and an advocate for their professionalsuccess [3]-[5]. Advising, when described as exceptional or as a mentoring type of relationship,can foster a

Conference Session

Critical Reflections on Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claire Lynne McCullough P.E., High Point University; Svetlana Chesser, Auburn University; Brian J. O'Leary, University of Tennessee at Chattanooga; Bart L. Weathington, WECO Solutions

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Diversity

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Engineering Ethics

, revealed statistically significant differences incyberbullying by major and gender, with non-STEM majors showing a higher incidence ofcyberbullying than STEM majors, and women in all majors being cyberbullied at a higher ratethan men. Although race was not a significant contributor to cyberbullying for the entire sample,the results indicated that minorities in STEM majors were cyberbullied at a higher rate than non-minorities. We discuss the implications of our results and directions for future research. Weconclude that engineering codes of ethics, like that of the National Society of ProfessionalEngineers, suggest that cyberbullying warrants consideration and action by engineeringprofessionals. 1

Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Irini Spyridakis, University of Washington

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Engineering Ethics

sustainableworld. When one looks at the ethics of responsibility [1] - [2], one must consider both theintentions of an act as well as its consequences. One common practice in which some companiesare failing to be ethically responsible for the impact they are having concerns unsustainablepackaging [3] - [7].According to the EPA, packaging creates “77.9 tons of municipal solid waste per year,” almost30% of the total amount of waste [8]. Packaging makes up 65% of all household trash [9],contributing to landfills. Landfills are reaching capacity and releasing toxic gases into theenvironment. Landfills, hazardous waste sites, other industrial facilities are most often located incommunities of color. In the U.S., people of color are close to twice as likely as

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, Delft University of Technology

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Diversity

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Engineering Ethics

samples would betrue of different populations. To address these issues, a study was conducted examining 1. therelation between ethical reasoning and moral intuitions among engineering students in China,and 2. the effects of ethics education on ethical reasoning and moral intuitions. To do so,engineering students at a US-Chinese educational institute in Shanghai, China completed theESIT (Engineering and Science Issues Test) and MFQ (Moral Foundations Questionnaire) beforeand after a course on global engineering ethics. The ESIT uses two measures of ethicalreasoning: The P score assesses the prevalence of postconventional reasoning, while the N2score measures the amount of postconventional relative to preconventional reasoning. The MFQassesses

Conference Session

Critical Reflections on Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, Delft University of Technology; Andrea Gammon, Delft University of Technology

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Diversity

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Engineering Ethics

critical to engineering, reflected in an emphasis onethics in educational accreditation guidelines, as well as funding for research than addressesethics in engineering [1]–[3]. Curricula have tended to take an applied and case-based approach,where professional engineering codes and/or philosophical ethical theories are introduced, whichare then used to resolve questions that arise in cases concerning engineering and technology [4],[5]. In recent years, however, there has been a proliferation of novel approaches, as well asdisagreement concerning the form engineering ethics education should take, and criteria fordetermining what would count as success [1], [5]–[7]. In part, this confusion stems fromdisagreements about the goals of ethics

Conference Session

Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, Delft University of Technology; Qin Zhu, Colorado School of Mines

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Engineering Ethics

Conference Session

Critical Reflections on Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jake Walker Lewis; Angela R. Bielefeldt, University of Colorado Boulder

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Engineering Ethics

[1,2]. In 2018, 57% ofAmerican students in eighth grade indicated that they had taken or were taking one or moreclasses related to engineering or technology, an increase from 52% in 2014 [3]. Engineering maybe taught as a stand-alone topic or integrated with other STEM (science, technology,engineering, and mathematics) fields [1]. As a result, many students entering engineering majorsin college are likely to have some knowledge and/or preconceptions about engineering. It isimportant that from the beginning, students understand the important role of ethics inengineering.Engineering ethics includes both microethics and macroethics. Microethics encompassesindividual responsibilities (such as avoiding bribery and issues such as cheating in an

Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica R. Edelson, Duke University; Micalyn Struble, Duke University; Reya Magan, Duke University; Ann Saterbak, Duke University

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Engineering Ethics

four steps of the engineering design process:1. Systems Mapping. Students learn to identify the people, societal issues, and materials that are integral to the assigned team project’s problem space. Through drawing a systems map, students analyze how their project and its intended goal connect to the world around them.2. Pairwise Comparison Chart Activity. Students assume the role of various stakeholders (those invested in the project in some way) to complete a pairwise comparison chart, thus simulating how different stakeholders make trade-offs when determining important design criteria.3. Testing Game Show. As students test their own products, the entire class is brought together to compete in an interactive, game-show style

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luan M. Nguyen, Iowa State University of Science and Technology; Cristina Poleacovschi, Iowa State University of Science and Technology; Kasey M. Faust, University of Texas at Austin; Kate Padgett Walsh, Iowa State University of Science and Technology; Michaela Leigh LaPatin P.E., University of Texas at Austin; Scott Grant Feinstein; Cassandra Rutherford

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Engineering Ethics

politics.Dr. Cassandra Rutherford Dr. Cassandra Rutherford is an assistant professor in the Department of Civil, Constructions and Envi- ronmental Engineering. Her research focuses on geotechnical engineering and engineering education. American c Society for Engineering Education, 2021WORK-IN-PROGRESS: INVESTIGATING ON-CAMPUS ENGINEERING STUDENTORGANIZATIONS AS MEANS OF PROMOTING ETHICAL DEVELOPMENT 1. ABSTRACT Ethics is and should be intrinsic to engineering. However, many engineering students donot recognize that every engineering decision contains ethical dimensions and that underlyingvalues and current sociopolitical and cultural contexts can influence those

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Engineering Ethics

implications of their future work is an extremely important topic. There are many pitfallswith the traditional large lecture format in which ethics is taught to engineering freshmen. It istaught as an abstract philosophical topic, rather than an act of personal decision making situatedin the nuances of complex real-world contexts [1]. Often, engineering ethics instruction is taughtby a philosophy professor rather than an engineer. It is usually included late in the undergraduatecurriculum, such as during a senior capstone project, and is a relatively short subtopic (module)within a larger array of engineering content. As a result, students often do not see ethics as equallyimportant as other topics. They do not see it consistently integrated

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Engineering Ethics

, ingeneral, and the ethical and social aspects of such practice, more specifically. Furthermore,various stakeholders have increasingly identified the role of engineering degree programs ascritical in preparing graduates for these realities. For example, the National Academy ofEngineering (NAE) in their Educating the Engineer of 2020 report called on engineeringprograms to “educate technically proficient engineers who are broadly educated, see themselvesas global citizens, can be leaders in business and public service, and who are ethically grounded”[1, p. 51]. Other reports have likewise called on engineering programs to intensify their focus onethics, professional responsibility, engaged citizenship, and allied themes (e.g., see [2-3]). Inaddition

Conference Session

Engineering Ethics Division Poster Session: Neuroethics and Secondary STEM Classrooms

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Clapper Bergsman, University of Washington ; Sara Goering, University of Washington; Eric H. Chudler, University of Washington

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Diversity

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Engineering Ethics

neural engineering research [1]. The commission arguedthat the purpose of such deep collaboration “is to engage in ethical analysis and reflection andbring ethical decisions and assumptions inherent to the practice of science to the forefront toassess their merits, develop new standards or modify old ones, and reform practices whereneeded” [1]. Neuroethics, as defined by Wolpe [2], “involves the analysis of, and remedialrecommendations for, the ethical challenges posed by chemical, organic, and electromechanicalinterventions in the brain.” The need for this interdisciplinary area of study has become moreevident with our increasing ability to understand, monitor, and intervene with the human brain[3].Müller and Rotter [4] define neurotechnology

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Fiegel, University of Iowa; Beth Rundlett, University of Iowa; A. Allen Bradley Jr., The University of Iowa; Katelyn Rose Murhammer, University of Iowa

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Engineering Ethics

customers. Our aims for this project are two-fold: 1) to helpundergraduate students see that engineering decisions made during the design, production, oreven after launch of a product can have larger consequences than originally anticipated; 2) todetermine if hands-on ethical problem-solving activities in the classroom increases studentcapability in ethical decision making.We have introduced this choose-your-own adventure activity in two courses: the college-widefirst-year Introduction to Engineering Problem Solving course and the second-year chemicalengineering Process Calculations course. This work-in-progress will present initial feedbackfrom students who have participated in the activity and an assessment of student ethical decision-making

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Angela R. Bielefeldt, University of Colorado Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder

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Engineering Ethics

an engineer throughout their undergraduate experience. Thisprocess happens formally through the curriculum and informally through the behaviors andattitudes brought on through interactions with faculty members, peers, and various educationalsettings, e.g., courses and extracurricular activities. It also relates to both the technical andprofessional competencies that engineering students are expected to develop [1]. Driven byaccreditation [2], The Engineer of 2020 report [3], and industry expectation [4], engineeringprograms in the United States over the past 20 years have increasingly recognized the importanceof ethical and societal responsibility [5]. The need to enculturate ethical awareness andresponsibility in engineering education

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashish Hingle, George Mason University; Aditya Johri, George Mason University; Huzefa Rangwala; Alexander Monea, George Mason University

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Engineering Ethics

-playing scenarios (RPSs) promote an active learning environment beyond what is possiblein a traditional classroom and encourage students to contextualize the case or scenario they areworking on (Shaw 2004; Loui 2000) and engage in sensemaking (Johri, 2009). RPSs provide acollaborative learning pedagogical approach that is effective because 1) collaboration triggerscognitive processes associated with learning, including perspectival thinking (Hmelo-Silver,Chinn, Chan & O'Donnell, 2013); 2) collaborative activity allows learners to strengthenunderstanding of material they have already learned and repair mental models that maybefragmented or incomplete (Webb, 2013); and, 3) a cognitive-elaboration approach withincollaborative learning requires

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michaela Leigh LaPatin P.E., University of Texas at Austin; Cristina Poleacovschi, Iowa State University; Kate Padgett Walsh, Iowa State University of Science and Technology; Scott Grant Feinstein; Cassandra Rutherford, Iowa State University; Luan Minh Nguyen, Iowa State University ; Kasey M. Faust, University of Texas at Austin; Liam Verses, University of Texas at Austin

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Diversity

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Engineering Ethics

exploring in the future if increasing diversity and representation of women inengineering may impact the engineering industry’s focus on macroethics based on these findings.IntroductionCOVID-19 Global PandemicThe COVID-19 pandemic has broadly impacted communities and industries. Civil engineers, whodesign, build, and maintain public infrastructure systems, play a key role in protecting publichealth. By maintaining water distribution systems, they can ensure communities have access toclean water for hand washing, an essential aspect of keeping oneself safe from infection [1]. Publictransportation systems saw a drastic decrease in usage, while simultaneously needing to providereliable, safe access for essential workers [2]. Building systems have also

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Engineering Ethics

present paper addresses how the classethical exercises and their assessments changed among those three cases.A paper3 elsewhere in this conference reflects on 1) changes made to the in-person Spring 2020class at its start because of a Fall 2019 two-day Quality Matters (QM) class taken by the instruc-tor; 2) the rapid, fairly painless and sometimes clueless transition to on-line instruction becauseof the QM rubrics that were already in place for the class; and 3) the painful but necessary trans-ition to a “proper” method of hybrid teaching (split in-class and on-line) that was greatly aidedby the University’s offering of a 6-week volunteer (i.e., no pay) summer program3 for facultythat it entitled “RISE: Reframing Instruction for Success

Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brooke Odle, Hope College; Greg Bassett, Hope College

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Engineering Ethics

collaborative instruction among faculty in ComputerScience and Philosophy [1], [2]. Due to challenges with implementing ethics as a stand alonecourse, recent efforts have focused on integrating ethical reasoning in existing courses asstudents are learning technical concepts, to instill that ethical reasoning is needed while writingcode and developing technology, instead of being an isolated activity [1], [3].In developing a model for embedding ethics in the computer science curriculum at HarvardUniversity, Grosz et al. [1] addressed ethics via software design and verification in introductoryundergraduate programming courses. However, introductory engineering computing coursesmay not have these emphases and focus on using basic concepts to solve

Conference Session

Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jani C. Ingram, Northern Arizona University; Angelina E. Castagno, Northern Arizona University; Ricky Camplain; Davona D Blackhorse, Northern Arizona University

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Diversity

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Engineering Ethics

, lack of role models, andminimal financial support to pursue a college education. One potential reason that has yet to beexplored relates to the cultural and spiritual barriers that could deter AI/AN people from feelinga sense of belonging in engineering fields. These barriers may create obstacles to progressingthrough engineering career pathways. Our research investigates the range and variation ofcultural/spiritual/ethical issues that may be affecting AI/AN people’s success in engineering andother science, technology, and mathematics fields. The work reported here focuses on findingsfrom students and professionals in engineering fields specifically. The study seeks to answer tworesearch questions: (1) What ethical issues do AI/AN students and

Conference Session

Industrial, Professional, and Practical Contexts of Engineering Ethics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yilmaz Hatipkarasulu, University of Texas at San Antonio

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Engineering Ethics

. Basedon this experience, possible reactions and tips on how to direct the discussion are included in thepaper. The purpose is to present a detailed resource to educators for presentation and activediscussion, which provides for possible actions to be undertaken within the presenter's companyand towards the other participants in the meeting.INTRODUCTIONEthics, social responsibility, and trust are critical issues for all professions in the builtenvironment. The importance of this subject is reflected in numerous professional codes of ethicsand professional conduct statements such as the American Institute of Architect's Code of Ethicsand Professional Conduct [1], the National Society of Professional Engineers' Code of Ethics forEngineers [2], and