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1. Imagine a more ethical AI: Using stories to develop teens’ awareness and understanding of artificial intelligence and its societal impacts

   Forsyth, S.; Walsh, B.; Dalton, B.; Haberl, E.; Smilack, J; Yeh, T. (January 2021, RESPECT 2021 virtual conference; Annual Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology)

   null (Ed.)

   Artificial intelligence (AI) tools and technologies are increasingly prevalent in society. Many teens interact with AI devices on a daily basis but often have a limited understanding of how AI works, as well as how it impacts society more broadly. It is critical to develop youths’ understanding of AI, cultivate ethical awareness, and support diverse youth in pursuing computer science to help ensure future development of more equitable AI technologies. Here, we share our experiences developing and remotely facilitating an interdisciplinary AI ethics program for secondary students designed to increase teens’ awareness and understanding of AI and its societal impacts. Students discussed stories with embedded ethical dilemmas, engaged with AI media and simulations, and created digital products to express their stance on an AI ethics issue. Across four iterations in formal and informal settings, we found students to be engaged in AI stories and invested in learning about AI and its societal impacts. Short stories were effective in raising awareness, focusing discussion and supporting students in developing a more nuanced understanding of AI ethics issues, such as fairness, bias and privacy. 

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2. Where ethics is taught: an institutional epidemiology

   https://doi.org/10.1007/s40889-021-00121-7  

   Beever, Jonathan; Kuebler, Stephen M.; Collins, Jordan (March 2021, International Journal of Ethics Education)

   null (Ed.)

   The goal of this project is to argue for ethics as a necessary component of the institutional health. The authors offer an epidemiology of ethics for a large, metropolitan, very-high-research-activity (R1) university in the U.S. Where epidemiology of a pandemic looks at quantifiable data on infection and exposure rates, control, and broad implications for public health, an epidemiology of ethics looks to parallel data on those same themes. Their hypothesis is that knowing more about how undergraduates are exposed to ethics will help us understand to what extent they are infected with interest in ethics literacy, and potentially what immunity they develop against unethical and unprofessional conduct. These data also tell a story about the ethical health of institutions: to what extent its members are empowered to cultivate a culture of ethics and inoculated against ethical missteps. The authors argue that pro-ethics inoculation at research institutions is shaped by issues of complexity (space given to “hard” vs. “soft” skills within curricula), connotation (differences in meaning of “ethics” among and within disciplines), and collaboration (tensions between Ethics-Across-the-Curriculum and Ethics-In-the-Disciplines approaches to ethics). These issues make assessment of where ethics is taught all the more difficult. The methodology used in this project can readily be taken up by other institutions, with much to be learned from inter-institutional comparisons about the distribution of ethics across the curriculum and within the disciplines. 

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3. Languaging Ethics in Technology Practice

   https://doi.org/10.1145/3656468  

   Gray, Colin M.; Chivukula, Shruthi Sai; Johns, Janna; Will, Matthew; Obi, Ike; Li, Ziqing (April 2024, ACM Journal on Responsible Computing)

   Ethics as embodied by technology practitioners resists simple definition—particularly as it relates to the interplay of identity, organizational, and professional complexity. In this paper we use the linguistic notion of languaging as an analytic lens to describe how technology and design practitioners negotiate their conception of ethics as they reflect upon their everyday work. We engaged twelve practitioners in individual co-creation workshops, encouraging them to reflect on their ethical role in their everyday work through a series of generative and evaluative activities. We analyzed these data to identify how each practitioner reasoned about ethics through language and artifacts, finding that practitioners used a range of rhetorical tropes to describe their ethical commitments and beliefs in ways that were complex and sometimes contradictory. Across three cases, we describe how ethics was negotiated through language across three key zones of ecological emergence: the practitioner’s “core” beliefs about ethics, internal and external ecological elements that shaped or mediated these core beliefs, and the ultimate boundaries they reported refusing to cross. Building on these findings, we describe how the languaging of ethics reveals opportunities to definitionally and practically engage with ethics in technology ethics research, practice, and education. 

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4. How Do Scientists Perceive the Relationship Between Ethics and Science? A Pilot Study of Scientists’ Appeals to Values

   https://doi.org/10.1007/s11948-023-00429-1  

   Linville, Caleb L.; Cairns, Aidan C.; Garcia, Tyler; Bridges, Bill; Herington, Jonathan; Laverty, James T.; Tanona, Scott (June 2023, Science and Engineering Ethics)

   Abstract Efforts to promote responsible conduct of research (RCR) should take into consideration how scientists already conceptualize the relationship between ethics and science. In this study, we investigated how scientists relate ethics and science by analyzing the values expressed in interviews with fifteen science faculty members at a large midwestern university. We identified the values the scientists appealed to when discussing research ethics, how explicitly they related their values to ethics, and the relationships between the values they appealed to. We found that the scientists in our study appealed to epistemic and ethical values with about the same frequency, and much more often than any other type of value. We also found that they explicitly associated epistemic values with ethical values. Participants were more likely to describe epistemic and ethical values as supporting each other, rather than trading off with each other. This suggests that many scientists already have a sophisticated understanding of the relationship between ethics and science, which may be an important resource for RCR training interventions. 

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5. Conceptualizing a Theory of Ethical Behavior in Engineering

   Nguyen, L. M.; Poleacovschi, C.; Faust, K. M.; Padgett Walsh, K.; Feinstein, S. G.; Rutherford, C. (January 2020, 2020 ASEE Virtual Annual Conference Content Access)

   Traditional engineering courses typically approach teaching and problem solving by focusing on the physical dimensions of those problems without consideration of dynamic social and ethical dimensions. As such, projects can fail to consider community questions and concerns, broader impacts upon society, or otherwise result in inequitable outcomes. And, despite the fact that students in engineering receive training on the Professional Code of Ethics for Engineers, to which they are expected to adhere in practice, many students are unable to recognize and analyze real-life ethical challenges as they arise. Indeed, research has found that students are typically less engaged with ethics—defined as the awareness and judgment of microethics and macroethics, sensitivity to diversity, and interest in promoting organizational ethical culture—at the end of their engineering studies than they were at the beginning. As such, many studies have focused on developing and improving the curriculum surrounding ethics through, for instance, exposing students to ethics case studies. However, such ethics courses often present a narrow and simplified view of ethics that students may struggle to integrate with their broader experience as engineers. Thus, there is a critical need to unpack the complexity of ethical behavior amongst engineering students in order to determine how to better foster ethical judgment and behavior. Promoting ethical behavior among engineering students and developing a culture of ethical behavior within institutions have become goals of many engineering programs. Towards this goal, we present an overview of the current scholarship of engineering ethics and propose a theoretical framework of ethical behavior using a review of articles related to engineering ethics from 1990-2020. These articles were selected based upon their diversity of scope and methods until saturation was reached. A thematic analysis of articles was then performed using Nvivo. The review engages in theories across disciplines including philosophy, education and psychology. Preliminary results identify two major kinds of drivers of ethical behavior, namely individual level ethical behavior drivers (awareness of microethics, awareness of macroethics, implicit understanding, and explicit understanding) and institutional drivers (diversity and institutional ethical culture). In this paper, we present an overview and discussion of two drivers of ethical behavior at the individual level, namely awareness of microethics and awareness of macroethics, based on a review of 50 articles. Our results indicate that an awareness of both microethics and macroethics is essential in promoting ethical behavior amongst students. The review also points to a need to focus on increasing students’ awareness of macroethics. This research thus addresses the need, driven by existing scholarship, to identify a conceptual framework for explaining how ethical judgment and behavior in engineering can be further promoted. 

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