Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Engineering Ethics

ituniquely included three courses. While the other case study sites were bound as a singleinstructional setting, this site was defined around an instructional intervention, which wasembedded in three different course types. The courses were all offered through the chemical andbiological engineering department and included a required, foundational course (ChemicalEngineering Fluid Mechanics, n= 40 students); an upper-division technical elective (SustainableEnergy, n=37 students); and a lower-division elective open to all majors on campus (Energy andSustainability, n=65 students). The intervention was developed and taught by a team of twochemical and biological engineering faculty members at Montana State University. Detail on thedevelopment 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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

the case study. Mostgraduate students, especially domestic graduate students, did not perceive there to be an ethicalissue present. Most domestic graduate students deflected the issue of foregoing a family and onlysaw an issue with the situation if the mentor explicitly made it clear that the student could notpursue a family and articulated that it was normal to feel pressure to pursue similar researchinterests. International graduate students had highly variable opinions with some ignoring theissue of foregoing a family and focusing on possible negative career impacts, while anotherfound the situation completely unethical because of the influence on personal life decisions. Allfaculty saw this case study as having ethical issues mostly

Conference Session

Engineering Ethics Division Technical Session - Ethics Decision-Making

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Laurie A. Pinkert, University of Central Florida

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Engineering Ethics

ethics and related topics.Dr. Laurie A. Pinkert, University of Central Florida Laurie A. Pinkert is an Assistant Professor of Writing and Rhetoric at the University of Central Florida. Her research examines the role of communication practices and writing infrastructures in disciplinary development within fields such as engineering. She teaches a range of graduate and undergraduate courses for students within writing studies and across disciplines. c American Society for Engineering Education, 2019 Work-in-Progress: Preliminary Results from a Survey of Moral Foundations Across Engineering SubdisciplinesAbstractStudent perception of ethics and ethical decision-making

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Madhumitha Ramachandran, University of Oklahoma; Diana Bairaktarova, University of Oklahoma, Norman, OK; Anna Woodcock, California State University San Marcos; Othman Mohammed Bawareth, University of Oklahoma

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Diversity

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Engineering Ethics

earlierresearch [2], concluding, “Practicing engineers ‘in the field’ apparently feel more strongly aboutthe desirability of such integration than do most engineering faculty or engineering school deans.”They strongly argue to strengthen the nationwide effort to improve engineering ethics education[3]. The Educating the Engineer of 2020 report also provides similar arguments to improve ethicseducation in engineering [4]. Research also shows that work experience is positively related toethical decision-making [5, 6] and whereby more experienced students had better ethical decisionmaking skills [6, 7]. Graduate students and professionals are trained by their universities andorganizations to reinforce their ethical reasoning. Also a code of ethics within an

Conference Session

Faculty Views of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University

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Diversity

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Engineering Ethics

. To date, abundant research exists on the mechanics of teaching ethics, butthere remains a paucity of work investigating what informs faculty decisions to teach ethics (or,conversely, not to teach it) and how they discern the manifold inputs affecting those decisions. Over the past decade, research on engineering ethics in undergraduate programs hasconsidered myriad perspectives. One branch of work has approached it from the studentperspective, ranging from an investigation on student perspectives toward ethics and professionalidentity6 to a more tangential approach looking at students’ views toward social responsibility7.8.A separate branch has also looked at this topic from recent graduates’ perspectives andencounters with ethical

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kirsten S Hochstedt, Penn State University; Sarah E Zappe, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park; Tricia Bertram Gallant, University of California, San Diego; Robert G. Melton, Pennsylvania State University, University Park; Shiyu Liu, Pennsylvania State University

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Engineering Ethics

Paper ID #11425The Impact of Faculty Development Workshop on Students’ Understandingof Academic IntegrityMs. Kirsten S Hochstedt, Penn State University Kirsten Hochstedt is a graduate assistant at the Leonhard Center for the Enhancement of Engineering Edu- cation. She received her M.S. in Educational Psychology with an emphasis in educational and psycholog- ical measurement at Penn State University and is currently a doctoral candidate in the same program. The primary focus of her research concerns assessing the response structure of test scores using item response theory methodology.Dr. Sarah E Zappe, Pennsylvania State

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

challenge will be integrating ethics in all programs andreaching all engineering students [15]. However, achieving this end will require overcoming“resistance from students, scientific educators, school directors and from the professionitself or sometimes from employers” [15, p. 300]. In the United States, 80% of engineeringstudents graduate from programs that do not require an ethics course [7]. Althoughchallenges in engineering ethics education have been well documented, the literature mainlycomes from the observational and anecdotal perspective of few educators. This researchattempts to better synthesize and characterize the challenges that faculty have encounteredand how they have overcome them so that lessons can be extracted from their

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

Tagged Divisions

Engineering Ethics

workshops, in which the BE faculty and ourproject team explored frameworks of ethical reasoning, pedagogy for ethics education,and ethics-related learning objectives. These engagement activities resulted in a list of 11ethics related learning objectives agreed upon by the BE faculty; these learning objectivesformed the basis of an ethics-across-the-curriculum experience for BE students. Informed by the interview findings and the list of ethics learning objectives, theauthors continue to work with a team of BE instructors to develop appropriate coursecontents, instructional materials, and delivery methods in four successive courses thatspread across the junior and senior years of the BE curriculum. The design,implementation, and assessment of

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University Purdue University, Indianapolis; Grant A Fore, Indiana University Purdue University, Indianapolis; Brandon H Sorge, Indiana University Purdue University, Indianapolis; M A Coleman, Indiana U Purdue U Indianapolis; Mary F. Price; Thomas William Hahn, IUPUI

Tagged Divisions

Engineering Ethics

Grant Fore is a Research Associate in the STEM Education Innovation and Research Institute (SEIRI) at Indiana University-Purdue University Indianapolis. As a SEIRI staff member, Grant is involved in research development, qualitative and mixed methods research, and programmatic assessment and evalu- ation. His research interests include ethics and equity in STEM education, the intersubjective experience of the instructor/student encounter, secondary STEM teacher professional development, and issues of power in STEM education discourse. He is also an Anthropology doctoral candidate at the University of Cape Town, where he was previously awarded a Master’s degree. His dissertation research is focused on exploring the

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shiyu Liu, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University, University Park; Irene B. Mena, University of Illinois, Urbana-Champaign; Thomas A. Litzinger, Pennsylvania State University, University Park; Kirsten S Hochstedt, Penn State University; Tricia Bertram Gallant, Rady School of Management, UC San Diego

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Engineering Ethics

and graduate student professional development.Dr. Thomas A. Litzinger, Pennsylvania State University, University Park Thomas A. Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Education and a Professor of Mechanical Engineering at Penn State. His work in engineering education involves curricular reform, teaching and learning innovations, assessment, and faculty development. Dr. Litzinger has more than 50 publications related to engineering education including lead authorship of an invited article in the 100th Anniversary issue of JEE and for an invited chapter on translation of research to practice for the first edition of the Cambridge Handbook of Engineering Education Research. He

Conference Session

Awareness, Expectations, and Recognition of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Católica de Chile; Andrés Strello, Pontificia Universidad Católica de Chile; Francisca Castro, Pontificia Universidad Católica de Chile; Mar Pérez-Sanagustín, Pontificia Universidad Católica de Chile

Tagged Divisions

Engineering Ethics

problems concerning the understanding of professional ethics (e.g., lack of ethical codeawareness) and students’ conduct (e.g., free-riding in teamwork activities). The ethical reasoning scale showed differences in the understanding of different subgroups.Moreover, the prevailing student type at the research site is the one that experienced moredifficulties to recognize how ethically wrong a potential issue was. By prevailing students, weare referring to a male youngster who graduated from a privately-fee paid school (see Table 8).Thus, future work might imply exploring deeply the dominant culture of the research site inorder to understand how personal characteristics shape ethical decision-making. Towards continuous improvement, most

Conference Session

Engineering Social and Human Ethical Impacts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark L. Bourgeois, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

tends to focus almostexclusively on distinctive professional responsibilities – that is to say, ethical issues that arecommonly presented by the immediate practice of the work typical of each. For undergraduates,this is professional ethics in an industrial or consulting context.1 For graduate students, whosetraining is preparation for a career in research, this is typically research ethics, implicitly in anacademic context.2 Thus, both construe the responsibilities of the engineer relatively narrowly.In particular, the concerns of each taper dramatically as the borders of the immediate work siteare crossed. While some focus is of course necessary and appropriate, the present narrowness hasarguably become unhealthily myopic, particularly

Conference Session

Evaluation of Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Purdue University; Carla B. Zoltowski, Purdue University; Megan Kenny Feister, Purdue University; Patrice Marie Buzzanell, Purdue University; William C. Oakes, Purdue University; Alan D. Mead, Illinois Institute of Technology

Tagged Divisions

Engineering Ethics

limitations or conditionsof our instrument and propose suggestions for further research with the aim of improving thepractical effectiveness of the EERI in assessing students’ individual ethical decision-making inproject-based design environment.Keywords: Ethical decision-making; Moral development; Ethical assessment; Mixed methods.Individual Ethical Reasoning in Project-based Design ContextEthics and the development of ethical reasoning in engineering students is an important part ofengineering education and the accreditation criteria of ABET. ABET’s engineering accreditationcriteria specify that graduates in accredited engineering programs are expected to acquire “anability to design a system, component, or process to meet desired needs with

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

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katy Luchini-Colbry, Michigan State University; Melissa McDaniels, Michigan State University

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Diversity

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Engineering Ethics

faculty mentoring policy. Prior to working at MSU, she held full time positions at Northeastern University, Boston College, and National Geographic Society. McDaniels has over twenty years of experience in graduate student and faculty de- velopment, undergraduate and graduate teaching and learning and organizational change. She has had the pleasure of doing research and consulting domestically and internationally.. McDaniels holds degrees from Michigan State University (Ph.D.), Boston College (M.A.), and University of Michigan (B.A.). c American Society for Engineering Education, 2020  Equity, Inclusion and Ethics: Adapting a Mentoring Curriculum to Develop an Ethics Workshop for

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Greg Rulifson, University of Colorado, Boulder; Angela R Bielefeldt, University of Colorado, Boulder

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Diversity

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Engineering Ethics

study will identify influences in engineeringstudents’ lives that shape SR understanding. It will explore if there are differences in these ideasby gender. Specific research questions explored in this study are (i) how are student ideas aboutSR changing from their first to second years of college and (ii) what are major influences thatcause these changes?MethodsIn September 2013, first year civil (CE), environmental (EnvE), and mechanical (ME)engineering students from five institutions were invited to participate in an online survey of SR.At two institutions where students don’t declare a major until after the first year, the surveyinvitation was sent out to all engineering students. The Engineering Professional ResponsibilityAssessment (EPRA

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

Tagged Divisions

Engineering Ethics

students then become the person making the decisions and cannot duckor skirt around an issue, but must face the problems head on [9]. Figure 1. Opening statement for Scenario B, the biomedical device failure case.Since there are multiple decision points, the students can become more involved and invested intheir outcomes with each decision. Each case becomes more detailed as it plays out, such asincluding the full name of someone who died in each of the original scenarios (Fig. 2). Aspersonalized cases are more effective at developing critical thinking skills and rememberingfactual information [9], this allows the students to make the connection that their decisionsthroughout their careers will affect real people and not faceless

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elizabeth A. McBride-Pluskwik, Iron Range Engineering, a program of Minnesota State University, Mankato; Puteri S. Megat Hamari, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

monitored. You notice that there is some oil spilled on a stair case that presents an immediate safety risk. However, the stairs can only be cleaned by a union worker but none are immediately available to help. Salaried workers have been cited and penalized for assisting with union work in the past, so you are apprehensive to do the job yourself. What should you do? If the penalty came in the form of a fine, would your decision change if the fine as $50, $500, $5,000? Are you liable if you do nothing?The topics that faculty brought to the team were scenarios that the student may encounter in theearly years of their engineering career or typical ethical issues commonly encountered by young

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

readings from a variety of sources. These materials provided a foundation to buildadditional understanding of ethical reasoning using a variety of both inductive and traditionalteaching methods including small and large group discussions (both face-to-face and online),classroom debates, formal written papers and examination questions requiring students to buildan argument based on a prescribed ethical framework.Three separate traditional teaching techniques were utilized to promote students’ ability to applyethical frameworks and considerations to the decision making process. The first was assignmentof a substantial paper examining an ethical dilemma regarding a post-graduation employmentopportunity.27 The dilemma involved a soon to graduate

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Grant A. Fore, Indiana University-Purdue University of Indianapolis; Justin L. Hess, Indiana University-Purdue University of Indianapolis; Brandon Sorge, Indiana University-Purdue University of Indianapolis; Mary F. Price, Indiana University-Purdue University of Indianapolis; Martin A. Coleman, Indiana University-Purdue University of Indianapolis; Thomas William Hahn, Indiana University-Purdue University of Indianapolis; Julie Adele Hatcher

Tagged Divisions

Engineering Ethics

role of corporate responsibility in employee recruitment and retention. Before coming to IUPUI, Brandon ran the day-to-day operations of the Indiana STEM Resource Network where he co-founded the Indiana Science Initiative which provides research based science materials and professional development to approximately 2200 teachers impacting over 50,000 students each year. .Dr. Mary F. Price, Indiana University-Purdue University of Indianapolis ASEE Presentation Mary F. Price (price6@iupui.edu ) is an anthropologist and Director of Faculty Devel- opment at the IUPUI Center for Service and Learning. Mary works with scholar-practitioners, students and community members to strengthen practice, deepen learning and facilitate

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Stafford Sands II, Florida Gulf Coast University; Annie R. Pearce, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Min Jae Suh, Sam Houston State University; Christine Marie Fiori, Drexel University

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Engineering Ethics

together to explore human, technology and society interactions to transform civil engineering education and practice with an emphasis on understanding hazard recog- nition, competencies, satisfaction, personal resilience, organizational culture, training, informal learning and social considerations. The broader impact of this work lies in achieving and sustaining safe, produc- tive, and inclusive project organizations composed of engaged, competent and diverse people. The SRL is supported by multiple research grants, including a CAREER award, funded by the National Science Foundation (NSF). Dr. Simmons is a former project director of the Summer Transportation Institute (STI) at South Carolina State University and

Conference Session

Engineering Ethics - Courses and Curricula

Collection

2009 Annual Conference & Exposition

Authors

Donald McEachron, Drexel University; Sheila Vaidya, Drexel University; Stacey Ake, Drexel University

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Engineering Ethics

which all undergraduates are required to take at least three WI classes forgraduation. These classes are a standard part of their curricula but contain specific writingcomponents. Specially trained student-tutors work with their fellows to ensure writingskills are being developed.We propose a similar idea with ethics education.The critical part of our program is a three-phase tutor-training program for upper divisionand graduate students. In Phase I, students are introduced to the major ethical philosophiesby instructors playing the leading thinkers of those traditions. For example, an instructormight play Socrates or Confucius or Augustine or Kant, thus providing a more personal

Conference Session

Teaching Approaches for Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregory A. Rulifson, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Whitney Thomas, University of Colorado, Boulder

Tagged Divisions

Engineering Ethics

consider it my motivation to become an engineer. I think those are sort of like 2 separate spheres of my life. Sort of what I want to do academically and career-wise and what I want to do on a philanthropic and personal level.”SR Type 4 – These students had thought little about social responsibility or helping othersthrough their professions beyond safety and legal professional obligations at the time of theinterview. Many were focused on their studies and helping those closest to them. Brandon: “I think it kind of moves me towards it because, I don't know what to call it, the engineering code of ethics. Your job, first and foremost, is safety above everything else, it's a good job or at least that's the way it should be. Safety is

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Debra S. Fuentes, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Brent K. Jesiek, Purdue University, West Lafayette; Randall Davies, Brigham Young Unversity

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

professional responsibility among engineering graduates, while a variety of otherinterventions (e.g., service learning programs) have been developed to more broadly challengeengineering students to see themselves as socially engaged citizens and professionals.Nonetheless, there has been a surprising lack of research on development of social and ethicalresponsibility among undergraduate engineering students. Few studies have systematicallyexamined levels of ethical knowledge, decision-making capabilities, and commitments to socialresponsibility among large numbers of engineering students, much less examined how suchindicators change over time and are impacted (or not) by specific kinds of learning experiences.As a result, faculty, administrators, and

Conference Session

Engineering Ethics Issues Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine McComas, Cornell University; Nancy Healy, Georgia Institute of Technology

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Engineering Ethics

-traditional channels, given that thesocial science students will unlikely encounter the internship information through science andengineering publications.International Winter School for Graduate StudentsThe International Winter Schools for Graduate Students (iWSG) are organized jointly by NNINand institutions in third world countries with the goal of promoting international bridge buildingand understanding by bringing together students and faculty in an intense teaching and societalexperience. Each year, 10 graduate students and faculty participate in a rigorous course in anemerging and research-intensive interdisciplinary direction that is not part of U.S. graduatecurriculums. This lasts six days and includes laboratory sections, followed by travel

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kacey Beddoes, Virginia Tech; Maura J. Borrego, Virginia Tech; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

Education at Virginia Tech. She is currently serving a AAAS Science and Technology Policy Fellowship at the National Science Foundation. Her research interests focus on interdisciplinary faculty members and graduate students in engineering and science, with engineering education as a specific case. Dr. Borrego holds U.S. NSF CAREER and Presidential Early Career Award for Scientists and Engineers (PECASE) awards for her engineering education research. Dr. Borrego has developed and taught graduate level courses in engi- neering education research methods and assessment from 2005-2010. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Ohio State University; Lisa Elanna Burris, Ohio State University; Nan Hu, Ohio State University; Natassia Brenkus, Ohio State University

Tagged Divisions

Engineering Ethics

us to integrate inthe module a variety of knowledge and skills related to students’ academic and professionalexperiences: navigating institutional contexts, understanding and changing cultural norms,creating policies, decision making, as well as written and oral communication. In addition, themodule creates opportunities for students to explore ethical leadership topics they mightencounter in their professional careers as a community. We strived to make the module not onlya resource for developing ethical leaders but also for developing productive and successfulresearchers and professionals, and as an igniter for a community of emerging ethical leaders.ConclusionUpholding the standards of academic and professional engineering calls for

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Nicole M. Smith, Colorado School of Mines; Greg Rulifson P.E., Colorado School of Mines; Carrie J. McClelland P.E., Colorado School of Mines; Linda A. Battalora, Colorado School of Mines; Emily A. Sarver, Virginia Tech; Rennie B. Kaunda , Colorado School of Mines

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Engineering Ethics

on specific reading material and/or video content. The coursealso includes a field trip that provides opportunities for students to talk directly with membersfrom various stakeholder groups in the VA coalfields including state regulators, industrymembers and local citizens.3. SurveyAppendix A includes the survey instrument used in the first year of the study analyzed here. Itwas designed to measure students’ knowledge, abilities, and attitudes [15] related to CSR andcollect relevant background information to explore possible connections between those and thedemographic information, students’ motivations for pursuing engineering, their career desires,and their civic activities. The survey reflects feedback from an expert panel of

Conference Session

Innovative Approaches to Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vivian Liang, Worcester Polytechnic Institute; Zach Jasensky, Worcester Polytechnic Institute; Melvin Moore III; Jake Francis Rogers; Geoff Pfeifer, Worcester Polytechic Institute; Kristen Billiar, Worcester Polytechnic Institute

Tagged Divisions

Engineering Ethics

students and professors. However, to integrate ethicsmodules more thoroughly across the engineering curriculum a systematic approach is requiredwith proper accounting of teaching load for ethics/philosophy faculty who lecture in multiplecourses. For efficiency, an ethics case-study database with assignment and discussion questionsshould be maintained, and an online module could be explored with in-class facilitateddiscussion.Introduction With the rapid advancement of technology and integration within all aspects of our society,the ethical implications of our engineering decisions are growing in importance. Engineeringprofessionals have a duty to design and manufacture products that are used to improve the livesof others. In the workplace

Conference Session

Industrial, Professional, and Practical Contexts of Engineering Ethics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Shiloh James Howland, Brigham Young University; Brent K. Jesiek, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

learningopportunities. As Eyler points out, such opportunities provide students with “‘real world’challenge” [5, p. 41], and through workplace experiences students often come to see “therelevance of the curriculum to life in a complex organization” [5, p. 50]. Eyler (1993) morespecifically found that co-op students learned how to be “an expert on people and organizations”[5, p. 47], including how to be an effective member of their employing organization. It has alsobeen argued that internship or co-op programs are helpful for students’ professional growth [6].Based on their empirical study with business students, Bhattacharya and Neelam reported thatstudents developed greater confidence, negotiation skills, social sensitivity, and cross-culturalunderstanding