Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 3, Nature and Environment)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Davis Chacon-Hurtado; Sandra Sirota, University of Connecticut; Shareen Hertel, University of Connecticut

directions in engineering ethics research: Microethics, macroethics and the role of professional societies. Science and Engineering Ethics, 7(3), 403–414. https://doi.org/10.1007/s11948-001-0062-2Hoole, D., & Hoole, S. R. (2002). A Curriculum With Human Rights In The Engineering Programme. 7.42.1-7.42.8. https://peer.asee.org/a-curriculum-with-human-rights-in-the- engineering-programmeHoole, S. R. (2002). Human Rights in the Engineering Curriculum. International Journal of Engineering Education. 18. 618-626.Kopnina, H. (2018). Teaching Sustainable Development Goals in The Netherlands: A critical approach. Environmental Education Research, 24(9), 1268–1283. https://doi.org/10.1080

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bimal Nepal, Texas A&M University; Michael Johnson, Texas A&M University; Amarnath Banerjee, Texas A&M University; Glen Miller

knowledge about ethics in engineering, educators often findthemselves in a dilemma [6]. Both delivery and content are to be considered when selecting whatneeds to be taught to the students [7]. Delivery approaches are often separated based on whetherthe information is disseminated through a technical course integrated with ethics content ordelivered as part of a stand-alone course focused on either general or more field specific ethics [7].Many engineering programs also incorporate workshops and seminars focused on ethics as part ofthe course curriculum [8]. LeClair & Ferrell state that although the teaching institutions uselectures as the most common method to deliver ethics training, it may not be the most effectiveway to train students [9

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

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