Conry, J. P., & Harrington, A. (2020, June), Introductory Physics: Introducing Ethics  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34879

\bibitem{asee_peer_34879}
  Conry, J. P., \& Harrington, A. (2020, June), \emph{Introductory Physics: Introducing Ethics}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34879

Jessica Patricia Conry and Amber Harrington.  "Introductory Physics: Introducing Ethics".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34879 Internet.  17 Apr, 2024

\bibitem{asee_peer_34879}
  Jessica Patricia Conry and Amber Harrington.
  "Introductory Physics: Introducing Ethics".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34879 Internet.  17 Apr, 2024

@INPROCEEDINGS{asee_peer_34879
author = "Jessica Patricia Conry and Amber Harrington"
title = "Introductory Physics: Introducing Ethics"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34879}
number = {10.18260/1-2--34879}
}

TY  - CPAPER
AB  - The physics and engineering physics programs at our institution are currently in the process of preparing to apply for ABET accreditation through the Applied and Natural Science Accreditation Commission (ANSAC) and Engineering Accreditation Commission (EAC), respectively. These programs follow an “Introduce, Reinforce, Master” curriculum map as part of the assessment plan where each student learning outcome (SLO) is assessed in at least three courses of different levels, so that each SLO is assessed at each of the three levels  (introduced, reinforced, and mastered).  We seek to effectively assess, at the introductory level, the proposed ANSAC SLO (5) and the new EAC SLO (4) with a series of case studies and a rubric in our introductory physics course. There are two primary difference between the SLOs from the two commissions. Firstly, the EAC requires that the students recognize while the ANSAC requires that the students understand ethical and professional responsibilities. Secondly, the EAC requires the students to make informed judgments in engineering situations while the ANSAC requires the students to understand the impact of their technical and/or scientific solutions. With this in mind, we have implemented a series of case studies that are analyzed by students during the introductory physics lab. Because these SLOs are being assessed at the “Introduce” level, we are requiring students to recognize examples of unethical and/or unprofessional conduct in engineering and scientific situations.  The “Reinforce” and “Master” levels will assess the students’ ability to make informed judgments and their understanding of ethical and professional responsibilities in global, economic, environmental, and societal contexts. 

In this paper, we discuss the details of the case studies and the rubric developed to assess the students.  Additionally, we will discuss changes that will be implemented to the assignment and assessment processes so that student learning of the skills and concepts required of the SLOs will improve. 
AU  - Jessica Patricia Conry
AU  - Amber Harrington
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Introductory Physics: Introducing Ethics
UR  - https://peer.asee.org/34879
DO  - 10.18260/1-2--34879
ER  -