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Assessing an Online Engineering Ethics Module from Experiential Learning Perspective

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Tagged Division

Engineering Ethics

Tagged Topic

Diversity

Page Count

18

Permanent URL

https://peer.asee.org/32110

Download Count

9

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Paper Authors

biography

Gokhan Egilmez University of New Haven Orcid 16x16 orcid.org/https://0000-0001-6938-6587

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Gokhan Egilmez is an assistant professor in the Industrial and Systems Engineering program at University of New Haven. He previously worked as assistant professor of Industrial and Manufacturing Engineering at North Dakota State University and postdoctoral research associate in the department of Civil, Environmental and Construction Engineering at University of Central Florida. Gokhan has Ph.D. in Mechanical and Systems Engineering, M.S. degrees in Industrial & Systems Engineering, and Civil Engineering from Ohio University, and B.S. in Industrial Engineering from Istanbul Technical University, Turkey. His research interests cover a variety of topics that include engineering education, applied optimization and simulation modeling, social, economic and environmental life cycle assessment, data analytics, energy and sustainability, input-output analysis, transportation sustainability and safety. Gokhan has over 50 peer-reviewed publications in prestigious academic journals, books, and conference proceedings related to sustainable development, life cycle assessment, manufacturing system design and control, supply chain management, transportation safety assessment, and predictive modeling & machine learning. For more information, please visit his personal blog at https://gokhanegilmez.wordpress.com/ and research group page at www.asoslab.com

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biography

Phillip A. Viscomi University of New Haven

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Mr. Viscomi is a technology industry veteran with 25+ years’ experience who has formed, led, grown, and returned value to investors in emerging, mid-size, and Fortune 50 corporations. His record of accomplishment includes successfully launching four technology companies, multi-billion dollar growth of major global programs, and advising multiple expansion stage technology companies. Viscomi lectures in entrepreneurship, intrapreneurship, and engineering ethics. He published several Kearn Foundation eLearning modules on entrepreneurship-related subjects.

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Maria-Isabel Carnasciali University of New Haven Orcid 16x16 orcid.org/https://0000-0001-5887-0744

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Maria-Isabel Carnasciali is Chair of the Engineering and Applied Science Education Department at the Tagliatela College of Engineering, University of New Haven, CT. She is also an Associate Professor of Mechanical Engineering in the Department of Mechanical & Industrial Engineering. She obtained her Ph.D. in Mechanical Engineering from Georgia Tech. She received her Bachelors of Engineering from MIT. Her research focuses on the nontraditional engineering student – understanding their motivations, identity development, and impact of prior engineering-related experiences. Her work dwells into learning in informal settings such as summer camps, military experiences, and extra-curricular activities. Other research interests involve validation of CFD models for aerospace and industrial applications as well as optimizing efficiency of thermal-fluid systems.

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Abstract

Today, engineers play a crucial role in the direction of technology, research, social wellbeing, and economic growth, thus the lives of people. An engineer’s professional responsibility for complying with ethical standards and conduct is essential to the needs and requirements of individuals, organizations, and the society. Educating the future engineering workforce and establishing effective and timely policies that ensure engineering professional’s compliance with requirements are two important pillars of sustaining the ethical knowledge and practice in engineering profession. In this study, the researchers focused on investigating the learning effectiveness of an online ethics module developed for and implemented in a senior year Engineering Ethics Seminar course. The module consisted of three pillars: code of ethics, case studies, and methods for applying ethical reasoning. Each pillar requires the student to take a quiz consisting of 4 to 7 questions, and a final 10 question quiz at completion of the module. In-class activities and assignments complement the module. The research team conducted a two-semester assessment on learning effectiveness of the online ethics module with a sample of 41 engineering students from well-represented diverse majors, self-identification and racial/ethnic backgrounds compared to the enrollment population. Results indicate that the proposed online module positively impacted the students’ proficiency in knowledge of ethics and ethical reasoning in terms of students’ perception of improved confidence and the instructor’s assessment. The same interpretation was reached by the instructor’s assessment as well. The team did not identify any correlation between the students’ answers to the survey questions and their final grades, which indicates that the students’ positive response on their learning experience was found to be independent of their letter grade.

Egilmez, G., & Viscomi, P. A., & Carnasciali, M. (2019, June), Assessing an Online Engineering Ethics Module from Experiential Learning Perspective Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32110

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