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Engineering Ethics Through High-Impact Collaborative/Competitive Scenarios (E-ETHICCS)

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

9

Permanent URL

https://strategy.asee.org/37059

Download Count

3

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Paper Authors

biography

Scott Streiner Rowan University

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Dr. Scott Streiner is an assistant professor in the Experiential Engineering Education Department (ExEEd) at Rowan University. He received his Ph.D in Industrial Engineering from the University of Pittsburgh, with a focus in engineering education. His research interests include engineering global competency, curricula and assessment; pedagogical innovations through game-based and playful learning; spatial skills development and engineering ethics education. His funded research explores the nature of global competency development by assessing how international experiences improve the global perspectives of engineering students. Dr. Streiner has published papers and given presentations in global engineering education at several national conferences. Scott is an active member in the Center for the Integration of Research, Teaching, and Learning (CIRTL) both locally and nationally, as well as the American Society for Engineering Education (ASEE) and the Institute of Industrial and Systems Engineers (IISE).

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Daniel D. Burkey University of Connecticut

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Daniel Burkey is the Associate Dean of Undergraduate Programs and Professor-in-Residence in the Department of Chemical and Biomolecular Engineering at the University of Connecticut. He received his B.S. in chemical engineering from Lehigh University in 1998, and his M.S.C.E.P and Ph.D. in chemical engineering from the Massachusetts Institute of Technology in 2000 and 2003, respectively. His primary areas of interest are game-based education, engineering ethics, and process safety education.

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Michael F. Young University of Connecticut Orcid 16x16 orcid.org/0000-0002-8921-0930

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Dr. Young (http://myoung.education.uconn.edu/) received his PhD from Vanderbilt University in Cognitive Psychology and directs UConn’s 2 Summers in Learning Technology program. He is the author of nine chapters on an ecological psychology approach to instructional design and has authored more than two dozen peer reviewed research papers. His work has appeared in many major journals including the Journal of Educational Computing Research, the Journal of the Learning Sciences, the Journal of Research on Science Teaching, Instructional Science, and Educational Technology Research and Development.
Mike's research concerns how people think and learning, and specifically how technology can enhance the way people think and learn. His NSF-funded project, GEEWIS (http://www.geewis.uconn.edu/), focused on streaming real-time water quality pond data via the Internet and providing support for the integration of this authentic data into secondary and higher education science classrooms. His approach features the analysis of log files, "dribble files," that maintain time-stamped listing of navigation choices and lag time. This approach has been applied to hypertext reading (Spencer Foundation grant), videodisc-based problem solving (Jasper project), and online navigation (Jason project). Recent work concerns playful learning using video game, card games, and board games aligned with national teaching and learning standards.

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Richard Tyler Cimino New Jersey Institute of Technology Orcid 16x16 orcid.org/0000-0003-4171-4133

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Dr. Richard T. Cimino is a Senior Lecturer in the Otto H. York Department of Chemical and Materials Engineering at New Jersey Institute of Technology. He received his Ph.D in Chemical & Biochemical Engineering from the Rutgers University, with a focus in adsorption science and the characterization of porous materials. His research interests include engineering ethics and process safety, and broadening inclusivity in engineering, especially among the LGBTQ+ community. His previous funded research has explored the effects of implicit bias on ethical decision making in the engineering classroom.

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Jennifer Pascal University of Connecticut

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Jennifer Pascal is an Assistant Professor in Residence at the University of Connecticut. She earned her PhD from Tennessee Technological University in 2011 and was then an NIH Academic Science Education and Research Training (ASERT) Postdoctoral Fellow at the University of New Mexico. Her research interests include the integration of fine arts and engineering and developing effective methods to teach transport phenomena.

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Abstract

Engineering grand challenges increasingly involve numerous social and ethical considerations that transcend the technical skills that dominate traditional engineering education. Engineering solutions often have major, long-lasting impacts on society. Since the process of technical innovation occurs in increasingly complex social exchanges, engineers are frequently confronted with social and ethical dilemmas in their professional lives. How do students acquire the skills needed to tackle these problems? The authors hypothesize that placing engineering challenges and solutions in a classroom context while emphasizing social engagement and impact facilitates the development of engineering students as moral agents who understand the consequences of their decisions. Thus, a collaboration of investigators from the grantee universities are investigating how game-based educational interventions with strongly situated components influence early-curriculum engineering students' ethical awareness and decision making.

This paper offers an overview of the progress to date of this three year, NSF Improving Undergraduate STEM Education (IUSE) grant that aims to (1) characterize the ethical awareness and decision making of first-year engineering students, (2) develop game-based learning interventions focused on ethical decision making, and (3) determine how (and why) game-based approaches affect students’ ethical awareness in engineering and the advantages of such approaches over non game-based approaches. Results from this investigation will offer the engineering education community insight into how engineering students approach problem solving through the lens of ethical reasoning and decision making, potentially transforming an often overlooked part of engineering curricula for decades to come.

Streiner, S., & Burkey, D. D., & Young, M. F., & Cimino, R. T., & Pascal, J. (2021, July), Engineering Ethics Through High-Impact Collaborative/Competitive Scenarios (E-ETHICCS) Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://strategy.asee.org/37059

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