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Despite the increase in ethics education offerings of the past few decades, universities struggle to foster desirable ethical dispositions among developing professionals. Part of the reason is that the values implicit in the enculturation of students in higher education cut against the aims of explicit ethics education. To accomplish desirable ethical dispositions among future professionals we ought to broaden our understanding of what the cultivation of ethical professionals entails from a narrow focus on ethics education to a broad focus on ethics enculturation. This paper offers a framework for theorizing ethics enculturation, using examples from recent engineering ethics education literature to demonstrate how the framework captures elements about the development of ethical dispositions and decision-making skills that literature with a narrow focus on ethics education overlooks. 

This review surveys advances in the fabrication of functional microdevices by multi-photon lithography (MPL) using the SU-8 material system. Microdevices created by MPL in SU-8 have been key to progress in the fields of micro-fluidics, micro-electromechanical systems (MEMS), micro-robotics, and photonics. The review discusses components, properties, and processing of SU-8 within the context of MPL. Emphasis is focused on advances within the last five years, but the discussion also includes relevant developments outside this period in MPL and the processing of SU-8. Novel methods for improving resolution of MPL using SU-8 and discussed, along with methods for functionalizing structures after fabrication. 

Helical structures exhibit novel optical and mechanical properties and are commonly used in different fields such as metamaterials and microfluidics. A few methods exist for fabricating helical microstructures, but none of them has the throughput or flexibility required for patterning a large surface area with tunable pitch. In this paper, we report a method for fabricating helical structures with adjustable forms over large areas based on multiphoton polymerization (MPP) using single-exposure, three dimensionally structured, self-accelerating, axially tunable light fields. The light fields are generated as a superposition of high-order Bessel modes and have a closed-form expression relating the design of the phase mask to the rotation rate of the beam. The method is used to fabricate helices with different pitches and handedness in the material SU-8. Compared to point-by-point scanning, the method reported here can be used to reduce fabrication time by two orders of magnitude, paving the way for adopting MPP in many industrial applications. 

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.