Developing Stories from Traditional Culture into Case Studies for Teaching Virtue Ethics in Engineering

Jiamin Zhang; Quoc Tuan Olivier Truong; Neha Gutlapalli; HSIN-LING HSIEH; Dena Plemmons

Download Paper | Permalink

Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Engineering Ethics Division (ETHICS) Technical Session - Virtue & Ethics in the Profession
Tagged Division: Engineering Ethics Division (ETHICS)
Tagged Topic: Diversity
Page Count: 15
Permanent URL: https://peer.asee.org/56266

Paper Authors

biography

Jiamin Zhang University of California, Riverside orcid.org/0000-0003-2982-3417

visit author page

Jiamin Zhang received her B.S. in Chemical Engineering from Cornell University, and went on to complete her Ph.D. in Chemical Engineering at the University of California Santa Barbara. After completing a postdoc in physics and engineering education at Auburn University, she joined the department of chemical and environmental engineering at the University of California Riverside as an assistant professor of teaching. Her teaching interests include fluid mechanics, soft matter, and engineering design. Her research focuses on developing assessments to measure problem-solving skills of students and incorporating virtue ethics in engineering education. She is also interested in understanding how students learn most effectively.

visit author page

biography

Quoc Tuan Olivier Truong University of California, Riverside

visit author page

Quoc Tuan Olivier Truong is a Junior undergraduate Bioengineering student at the University of California Riverside.

visit author page

biography

Neha Gutlapalli University of California, Riverside

visit author page

Neha Gutlapalli is a Sophomore undergraduate Computer Science student at the University of California, Riverside.

visit author page

biography

HSIN-LING HSIEH Northern Michigan University

visit author page

Dr. Hsieh earned her Ph.D. in Economics at UCLA. Her fields of research are Labor and Demographic Economics, International Economics, and Economic Development. She has published research works in various journals. Her 2008 publication in Contemporary Economic Policy analyzed how National Health Insurance in Taiwan raised the probability of retirement among elderly workers lacking an adequate traditional “safety net.” Her 2015 coauthored publication in Demography, the flagship journal of the Population Association of America, measured the impact of National Health Insurance on intergenerational living arrangement in Taiwan. Dr. Hsieh is also interested in Cultural Economics. She is currently doing research about the effects of virtue-based education focusing on traditional culture in different countries.

visit author page

biography

Dena Plemmons University of California, Riverside

visit author page

Dr. Plemmons is the Director of the Research Ethics Education Program at the University of California, Riverside. Her interests are in research on research integrity and curriculum development for integrity and leadership. She has consistently been funded, as PI and Co-PI, through NIH, NSF, and ORI for her research and curriculum development in research ethics, and investigations into common and best practices in areas of scientific practice, both nationally and internationally. She has served as Chair of the Executive Board of the Association for Practical and Professional Ethics, and is the former Editor in Chief of the SpringerNature journal Science and Engineering Ethics. She is an expert consultant to the National Center for Principled Leadership and Research Ethics, and in that capacity works on STEM-focused professional development programs.

visit author page

Download Paper | Permalink

Abstract

This engineering ethics case studies and practice paper describes research-based approaches for the development of stories from traditional culture into case studies for teaching virtue-based engineering ethics in undergraduate engineering courses. Some of the most commonly used approaches for teaching engineering ethics currently include case studies using real events from industry and engineering code of ethics. However, case studies often lack context and rule-based ethics is not sufficient for providing personal motivation and actionable dimensions to ethical training. Furthermore, students often show a lack of interest in current engineering ethics training. Virtue ethics offers a viable approach for more holistic engineering ethics training. Prior research has shown that virtue ethics can help students find alignment between moral values and scientific or career values, which establishes the connection between virtues and engineering ethics. However, within the field of engineering ethics, currently only limited studies have been done on virtue-based character education in undergraduate engineering courses. In this study, we developed stories from traditional culture of different countries into case studies to help engineering students identify virtues present in the stories and make connections to engineering ethics. In addition to the teaching modules using stories from traditional culture, we used team-based class activities for connecting virtues to ethics and asked students to choose a story from their own culture to identify the virtues that are important in the story and connect to engineering ethics. Preliminary findings from the pilot study in a capstone design course at a large public university in the US show that most students think the stories from traditional culture help them better understand virtues and act as an ethical engineer. Additionally, results from course surveys suggest that students are engaged and interested in our approach. A qualitative analysis of students’ written responses also suggest that the stories help students with ethical decision-making. Our study will advance knowledge in the field of engineering ethics by investigating how stories from traditional culture help students understand engineering ethics and inform students’ ethical decision-making. The case studies of traditional stories and additional teaching modules developed in this study will also be useful resources for other engineering faculty who are interested in incorporating engineering ethics in their courses.

Citation
Format

Zhang, J., & Truong, Q. T. O., & Gutlapalli, N., & HSIEH, H., & Plemmons, D. (2025, June), Developing Stories from Traditional Culture into Case Studies for Teaching Virtue Ethics in Engineering Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56266

TY  - CPAPER
AB  - This engineering ethics case studies and practice paper describes research-based approaches for the development of stories from traditional culture into case studies for teaching virtue-based engineering ethics in undergraduate engineering courses. Some of the most commonly used approaches for teaching engineering ethics currently include case studies using real events from industry and engineering code of ethics. However, case studies often lack context and rule-based ethics is not sufficient for providing personal motivation and actionable dimensions to ethical training. Furthermore, students often show a lack of interest in current engineering ethics training. Virtue ethics offers a viable approach for more holistic engineering ethics training. Prior research has shown that virtue ethics can help students find alignment between moral values and scientific or career values, which establishes the connection between virtues and engineering ethics. However, within the field of engineering ethics, currently only limited studies have been done on virtue-based character education in undergraduate engineering courses. In this study, we developed stories from traditional culture of different countries into case studies to help engineering students identify virtues present in the stories and make connections to engineering ethics. In addition to the teaching modules using stories from traditional culture, we used team-based class activities for connecting virtues to ethics and asked students to choose a story from their own culture to identify the virtues that are important in the story and connect to engineering ethics. Preliminary findings from the pilot study in a capstone design course at a large public university in the US show that most students think the stories from traditional culture help them better understand virtues and act as an ethical engineer. Additionally, results from course surveys suggest that students are engaged and interested in our approach. A qualitative analysis of students’ written responses also suggest that the stories help students with ethical decision-making. Our study will advance knowledge in the field of engineering ethics by investigating how stories from traditional culture help students understand engineering ethics and inform students’ ethical decision-making. The case studies of traditional stories and additional teaching modules developed in this study will also be useful resources for other engineering faculty who are interested in incorporating engineering ethics in their courses.
AU  - Jiamin Zhang
AU  - Quoc Tuan Olivier Truong
AU  - Neha Gutlapalli
AU  - HSIN-LING HSIEH
AU  - Dena Plemmons
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - Developing Stories from Traditional Culture into Case Studies for Teaching Virtue Ethics in Engineering
UR  - https://peer.asee.org/56266
ER  -