Conference Session

Ethics in different disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

engineering faculty do not accept enoughresponsibility for the teaching of engineering ethics.7 Engineering ethics courses are notmandatory and when offered through engineering schools are integrated through the curriculumin a variety of different forms. While the methods of ethics instruction and assessment are oftenleft to the discretion of the instructor, methods of curricular incorporation are mostly establishedat the institutional level. The predominant methods of curriculum incorporation include: requiredcourses within the discipline, elective courses outside the discipline, across-the-curriculum, andthe linking of ethics with society.8 As Ohland and Barry state: “applied ethics plays a critical rolein engineering, health, business, and law

Conference Session

Cultivating Professional Responsibility

Collection

2002 Annual Conference

Authors

David Ford; Nancy White

Society for Engineering Education” Bibliography 1 Office of Inspector General, information: http://www.oig.dol.gov/ 2 http://www.oig.dol.gov/hotnet1.htm 3 General Accounting Office, http://www.gao.gov/ 4 Title VII, Civil Rights Act of 1964 which restricts employers of more than 20employees from some types of discrimination in termination practices. 4 5 Parker, RA. “Whistleblowing Legislation in the United States: A PreliminaryAppraisal” Parliamentary Affairs. Jan 1988; 41(1), p. 149-158. 6 American Society of Civil Engineers. (2000) Code of Ethics, 7 Ferguson, Eugene, 1979, “The Imperatives of Engineering” in John G. Burke et al,.Connections

Conference Session

Ethics across the Curriculum

Collection

2002 Annual Conference

Authors

William J. Frey; Halley D. Sánchez; Jose Cruz-Cruz

Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Educationcases in engineering ethics. Some of these results are presented in the Appendix. Theyexemplify an EAC approach to the ABET 2000 ethics requirements. 14The next step is to refine and present the EAC program objectives, outcomes, and assessmentrelevant to engineering in terms of the continual process of improvement which ABET 2000requires of the entire engineering curriculum. We propose to report on this in a sequel to thispaper and in future workshops/presentations.References and Notes1 Ibo van de Poel (2001) Investigating Ethical Issues in Engineering Design, Science and Engineering Ethics, 7:429-446.2 NSPE

Collection

2023 ASEE Midwest Section Conference

Authors

Kristine Q. Loh; Moumita Dasgupta

- engineering-ethics[7] K. V. Treuren and S. Eisenbarth, “An Evaluation Of Humanities And Social Science Requirements In An Undergraduate Engineering Curriculum,” presented at the 2005 Annual Conference, Jun. 2005, p. 10.164.1-10.164.11. Accessed: Jul. 19, 2023. [Online]. Available: https://peer.asee.org/an-evaluation-of-humanities-and-social-science- requirements-in-an-undergraduate-engineering-curriculum[8] “Cat on a Hot Tin Roof.” https://www.playbillder.com/show/vip/South_Bend_Civic_Theatre/2015/Cat_on_a_Hot_Ti n_Roof_16401/page/15 (accessed Jul. 15, 2023).[9] A. Berry, P. Mulhall, R. Gunstone, and J. Loughran, “Helping students learn from laboratory work,” Aust. Sci. Teach. J., vol. 45, no. 1, p

Collection

2016 Rocky Mountain Section Conference

Authors

Angela R. Bielefeldt; Daniel Knight; Christopher Swan; Nathan Canney

Civil, comp Professional issues course 17 Curricular 8 Mech 15 25 Other 12 Curricular 11 Chemical 18 Civil 7 First year design 12 Humanities and/or social science 9 Curricular 9 course Full course on engineering ethics 7 Curricular 12 Computer 15 Chemical 7* For columns 3, 4, and 5, only statistically significant results are shownDifferent topics also appeared to be associated with particular course types. For example, in fullcourses on

Conference Session

International Division Technical Session 3 - Humanitarian Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Noah Bezanson; Dhinesh Radhakrishnan, Purdue University at West Lafayette (COE); Jennifer Deboer, Purdue University at West Lafayette (COE); Nafissa Maïga

Zimbabwe (n=25) Senegal (n=138) Education / college / university 24% 24% STEM knowledge 60% 26% Knowledge of tools 12% - Professional competencies - 13% Attitudes (Self-confidence, 12% 11% Pragmatist, Optimist, Determined, Creative, Responsible) Problem Solving - 8% Ethical - 7% Table 3: Skills and knowledge required for engineeringBoth Zimbabwe and

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

[7]. Specifically, the engineering essentials course and theintroduction to engineering design course both include ethics [7]. For example, the engineeringessentials course outline states, “[ethical reasoning] is particularly important as the courseencourages students to consider the impacts of engineering decisions.” Macroethical issues suchas sustainability are also evident in many of the PLTW courses. However the level of effectivenessof the ethics content is unclear [11,12].Within the NGSS, “Science and engineering are integrated into science education by raisingengineering design to the same level as scientific inquiry in science classroom instruction at alllevels and by emphasizing the core ideas of engineering design and technology

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Conference Session

Military and Veterans Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Greg Rulifson P.E., Colorado School of Mines; Nathan E. Canney, CYS Structural Engineers Inc.

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

2019 Best Zone & PIC Papers

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 2

Collection

2019 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 Divisions

Technological and Engineering Literacy/Philosophy of Engineering

curriculum. Instead of reforming what students are taught,effective change will result after examining what students learn. It is within this space thathidden curriculum reveals discontinuities and opportunities for improvement since “most of whatis learned- in medical school takes place not within the formal course offerings but withinmedicine’s ‘hidden curriculum’” [4, pp. 403].The parallels between medical and engineering education illustrate the applicability of thisframework in the engineering context. Both are professions that are bound by codes of ethics [7-8]. Medicine and engineering also rely on formal education to acculturate future professionals [9-10]. This process of “socialization and identity formation” is significantly impacted by

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

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ruturaj Soman, Florida A&M University/Florida State University ; Nikhil Gupta, Florida State University; Chiang Shih, Florida A&M University/Florida State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

focus areas. The expertise areas weredivided in the following categories: 1. Customer needs 2. Concept generation 3. Product reliability 4. Product architecture 5. Product robustness 6. Legal and ethical 7. BudgetingThe above mentioned expertise areas encompass the entire EDM syllabus and include the variousdesign tools and methods covered in class lectures. The main goals for including this approach areas follows: • Students are encouraged to not only grasp the aspects of the entire design cycle in general, but also are exposed to individual responsibility by choosing a focus area, a practice that they would take in working on their design projects. • Teams and their leaders learn the practice of

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Thomas John Wallin, Cornell University; Marc James Murphy; Amanda Michelle Lorts Harding, Norfolk State University; Rabia Hussain, Norfolk State University; Sonny James Penterman, Cornell University; Vanessa Nicole Peters, Norfolk State University; Thejaswi U. Tumkur, Rice University; Quincy Leon Williams, Norfolk State University; Suely M. Black, Norfolk State University

Tagged Divisions

Student

. Higher Educ. 73, 94–122.4. Gardner, S. K. (2008). Fitting the Mold of Graduate School: A Qualitative Study of Socialization in Doctoral Education. Innov. High. Educ. 33, 125–138.5. Braxton, J. M. & Baird, L. L. (2001). Preparation for professional self-regulation. Sci. Eng. Ethics 7, 593– 610.6. Bieber, J. P. & Worley, L. K. (2006). Conceptualizing the Academic Life: Graduate Students’ Perspectives. J. Higher Educ

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Mee Joo Kim, University of Washington-Seattle; Rebecca A. Bates, Minnesota State University, Mankato; Elizabeth Burpee

Tagged Divisions

Engineering Ethics

Conference Session

Student-Centered Information Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer (Cong Yan) Zhao, McGill University; Tara Mawhinney, McGill University

Tagged Divisions

Engineering Libraries

believed thatdesigning the questions using this sequence would allow students to best reflect on their researchexperience. Questions were grouped into the seven categories presented in the SCONUL documentand described below: 1. Identify: Able to identify a personal need for information. 2. Scope: Can assess current knowledge and identify gaps. 3. Plan: Can construct strategies for locating information and data. 4. Gather: Can locate and access the information and data they need. 5. Evaluate: Can review the research process and compare and evaluate information and data. 6. Manage: Can organise information professionally and ethically. 7. Present: Can apply the knowledge gained: presenting the

Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jay Patrick McCormack, Rose-Hulman Institute of Technology; Steven W. Beyerlein, University of Idaho, Moscow; Ashley Ater Kranov, Washington State University; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University

Tagged Divisions

Liberal Education/Engineering & Society

, Microethics, and Macroethics:Product Liability as an Ethical Issue in Engineering Design, International Journal of Engineering Education, 19(1), 2003, pp. 163–167. 9. Herkert J., “Future Directions in Engineering Ethics Research: Microethics, Macroethics, and the Role of Professional Societies,” Science and Engineering Ethics, 7, no. 3, pp. 403-414, 2001. 10. Gentile, M., Giving Voice to Values: How to Speak Your Mind When You Know What’s Right. Yale University Press, 2010. 11. Kelvin Thompson, Aimee DeNoyelles, Baiyun Chen and Linda Futch (2013). Discussion Prompts. In K. Thompson and B. Chen (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jordan Nickel, University of Waterloo; Gregory Litster, University of Toronto; Christopher Rennick, University of Waterloo; Ada Hurst, University of Waterloo; Carol Hulls P.Eng., University of Waterloo

Tagged Divisions

Educational Research and Methods Division (ERM)

affective domainwas published in 1964 and focused on students’ attitudes, values, and interests, and how thoseare developed through teaching and learning methods [6]. In the engineering contextspecifically, the affective domain frequently focuses on collaboration, confidence, curiosity,persistence, motivation, and professional ethics [7] [8]. Wilson, in their essay in [4, p. 57], refersto affective outcomes as the “great mediators of engagement”, and argues specifically thatstudents’ sense of belonging and feelings of academic fulfillment can lead to improved academicperformance. Improvements to student affect in the classroom can quickly erode whentransitioning to new environments, like the workplace: “the road of affect is continually in needof

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hudson James Harris, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

Educational Research and Methods Division (ERM)

number of articles included Definition Codes N AI Integration in This theme examines the transformative role of AI in AI in course 7 the field of engineering, highlighting how AI tools like intelligent Course content Engineering tutoring systems and language models are incorporated AI teaching into teaching and learning processes, and the impact of AI on curriculum design and pedagogical approaches. Ethical and This theme explores the ethical challenges and Ethics 7 Academic academic integrity issues arising from the use of AI in Academic

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 3: Let's Get Thinking on Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mark Povinelli, Syracuse University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Qin Liu, University of Toronto; Joanna Li, University of Toronto; Jenifer Hossain, University of Toronto

Conference Session

Professional Formation and Career Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

resulted from engineering projects [4, 5].It is clear that what is needed in practice is ethical behavior, and that regulations to policeengineers’ ethical behavior via professional licensure are not sufficient [6]. The first nationalexam required on the path to become a licensed professional engineer (PE), the NCEESFundamentals of Engineering Exam (FE), includes questions that relate to ethics [7]. Prior tobecoming a PE, some states also require exams to test ethics (e.g., [8]) and thirteen states requirecontinuing education in ethics and/or professional practices to maintain PE license [9]1.However, one cannot assume that ethics knowledge will translate into ethical behavior, nor iseither the FE or PE encouraged across all engineering

Conference Session

Engineering Ethics - Courses and Curricula

Collection

2009 Annual Conference & Exposition

Authors

Brock Barry, United States Military Academy; Matthew Ohland, Purdue University

Tagged Divisions

Engineering Ethics

Conference Session

Achieving the Civil Engineering Body of Knowlegde

Collection

2006 Annual Conference & Exposition

Authors

Ronald Welch, U.S. Military Academy; Allen Estes, U.S. Military Academy; Fred Meyer, U.S. Military Academy

Tagged Divisions

Civil Engineering

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lorraine G. Kisselburgh, Purdue University, West Lafayette; Justin L. Hess, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Jonathan Beever, University of Central Florida; Andrew O. Brightman, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Conference Session

Pedagogies of Making and Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geetanjali R. Date, Tata Institute of Fundamental Research; Sanjay Chandrasekharan, Tata Institute of Fundamental Research

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society