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Oscillatory power across multiple frequency bands has been associated with distinct working memory (WM) processes. Recent research has shown that previous observations based on averaged power are driven by the presence of transient, oscillatory burst-like events, particularly within the alpha, beta, and gamma bands. However, the interplay between different burst events in human WM is not well understood. The current EEG study aimed to investigate the dynamics between alpha (8–12 Hz)/beta (15–29 Hz) and high-frequency activity (HFA; 55–80 Hz) bursts in human WM, particularly burst features and error-related deviations during the encoding and maintenance of WM in healthy adults. Oscillatory burst features within the alpha, beta, and HFA bands were examined at frontal and parietal electrodes in healthy young adults during a Sternberg WM task. Averaged power dynamics were driven by oscillatory burst features, most consistently the burst rate and burst power. Alpha/beta and HFA bursts displayed complementary roles in WM processes, in that alpha and beta bursting decreased during encoding and increased during delay, while HFA bursting had the opposite pattern, that is, increased during encoding and decreased during the delay. Critically, weaker variation in burst dynamics across stages was associated with incorrect responses and impaired overall task performance. Together, these results indicate that successful human WM is dependent on the rise-and-fall interplay between alpha/beta and HFA bursts, with such burst dynamics reflecting a novel target for the development of treatment in clinical populations with WM deficits. 

This paper describes the motivations and some directions for bringing insights and methods from moral and cultural psychology to bear on how engineering ethics is conceived, taught, and assessed. Therefore, the audience for this paper is not only engineering ethics educators and researchers but also administrators and organizations concerned with ethical behaviors. Engineering ethics has typically been conceived and taught as a branch of professional and applied ethics with pedagogical aims, where students and practitioners learn about professional codes and/or Western ethical theories and then apply these resources to address issues presented in case studies about engineering and/or technology. As a result, accreditation and professional bodies have generally adopted ethical reasoning skills and/or moral knowledge as learning outcomes. However, this paper argues that such frameworks are psychologically “irrealist” and culturally biased: it is not clear that ethical judgments or behaviors are primarily the result of applying principles, or that ethical concerns captured in professional codes or Western ethical theories do or should reflect the engineering ethical concerns of global populations. Individuals from Western educated industrialized rich democratic cultures are outliers on various psychological and social constructs, including self-concepts, thought styles, and ethical concerns. However, engineering is more cross cultural and international than ever before, with engineers and technologies spanning multiple cultures and countries. For instance, different national regulations and cultural values can come into conflict while performing engineering work. Additionally, ethical judgments may also result from intuitions, closer to emotions than reflective thought, and behaviors can be affected by unconscious, social, and environmental factors. To address these issues, this paper surveys work in engineering ethics education and assessment to date, shortcomings within these approaches, and how insights and methods from moral and cultural psychology could be used to improve engineering ethics education and assessment, making them more culturally responsive and psychologically realist at the same time. 

Post deposition annealing of molecular layer- deposited (MLD) hafnicone films was examined and compared to that of hafnium oxide atomic layer-deposited (ALD) films. Hafnicone films were deposited using tetrakis(dimethylamido)- hafnium (TDMAH), and ethylene glycol and hafnia films were deposited using TDMAH and water at 120 °C. The changes in the properties of the as-deposited hafnicone films with annealing were probed by various techniques and then compared to the as-deposited and annealed ALD hafnia films. In situ X-ray reflectivity indicated a 70% decrease in thickness and ∼100% increase in density upon heating to 400 °C yet the density remained lower than that of hafnia control samples. The largest decreases in thickness of the hafnicone films were observed from 150 to 350 °C. In situ X-ray diffraction indicated an increase in the temperature required for crystallization in the hafnicone films (600 °C) relative to the hafnia films (350 °C). The changes in chemistry of the hafnicone films annealed with and without UV exposure were probed using Fourier transformed infrared spectroscopy and X-ray photoelectron spectroscopy with no significant differences attributed to the UV exposure. The hafnicone films exhibited lower dielectric constants than hafnia control samples over the entire temperature range examined. The CF4/O2 etch rate of the hafnicone films was comparable to the etch rate of hafnia films after annealing at 350 °C. The thermal conductivity of the hafnicone films initially decreased with thermal processing (up to 250 °C) and then increased (350 °C), likely due to porosity generation and subsequent densification, respectively. This work demonstrates that annealing MLD films is a promising strategy for generating thin films with a low density and relative permittivity. 

Ethics has long been recognized as crucial to responsible engineering, but the increasingly globalized environments present challenges to effective engineering ethics training. This paper is part of a larger research project that aims to examine the effects of culture and education on ethics training in undergraduate engineering students at universities in the United States, China, and the Netherlands. We are interested in how students’ curricular and extra-curricular (e.g., internships, service projects) experiences and training impact their ethical reasoning and moral dispositions, and how this differs cross-culturally. To understand this, we are conducting mixed methods research longitudinally over four years to engineering students at our participating universities to gauge their moral dispositions and ethical reasoning skills and to measure any change in these. This work-in-progress paper, however, is not about the direct outcomes of this research project. Rather, it critically examines our own practices and methods in doing this research. We begin the paper by briefly introducing the larger research project and motivating the use of comparative, multi-institutional case studies as necessary for contextualizing, complementing, and interpreting quantitative data on ethical reasoning and moral dispositions. Because the conditions related to engineering ethics education differ widely per participating institution for institutional (and also likely cultural) reasons, interpreting and analyzing quantitative survey data will require understanding contextual conditions of education at each institution. Comparative case studies can supply missing contextual information to provide a more complete picture of the engineering ethics educational contexts, strategies, and practices at each of the participating universities. However, in considering how to design and conduct these case studies, we realized we were operating under certain assumptions such as ethics in engineering as separate (and separable from) the “real,” or technical engineering curriculum. These assumptions have been widely problematized in engineering ethics education (Cech, 2014; Tormey et al. 2015; Polmear et al. 2019); they are assumptions that we in our teaching and research attempt to dispel. Our paper considers (and invites discussion on) the broader implications of methodological design in conducting cross-cultural multi-sited case studies in engineering ethics education research. It explores models for designing and conducting our case studies so as not to reproduce pernicious ideas about social and ethical issues in engineering as subsidiary “interventions” in the “actual,” (i.e., technical) curriculum. More generally we discuss how engineering ethics education research methods can be harnessed to overcome this established division. 

This paper describes a project to develop, deliver, and assess a short-term (one-week) course on global engineering ethics at Shandong University, Shandong, China in the summer of 2022. This project builds on previous work regarding the development and assessment of global engineering ethics, shortening the time required to deliver and assess a course. The goal was to explore whether a shorter version of the course resulted in gains similar to the longer version, and whether shorter versions of the assessment instruments could track these gains. Ethics is increasingly recognized as central to engineering, although disagreement exists concerning how it should be carried out and assessed. These disagreements are compounded by the global nature of engineering, where technologies span multiple countries, and peoples from different cultures work together as never before. Separation in time and space between those developing technologies and those affected by these technologies can increase difficulties associated with identifying and mitigating the negative effects of technology on human life. Additionally, regulatory and cultural differences can lead to disagreement regarding how technologies should or should not be developed and used. For these reasons, efforts have been made to develop global engineering ethics education. Over several years, members of the team have developed and delivered a semester-long, two-credit hour course in global engineering ethics, finding that participants scored significantly higher in measures of ethical reasoning post- than pre-course, and developed a greater concern with fairness and loyalty. Given the limited time and space in engineering curricula, and limited number of qualified faculty to teach global engineering ethics, this project sought to determine whether a course with reduced contents delivered over a shorter period of time would be similarly effective. Additionally, it sought to determine whether shorter versions of the instruments used to assess this education, the ESIT (Engineering and Science Issues Test) and MFQ (Moral Foundations Theory), would be as effective as their original, longer versions. This was motivated by the fact that, in ongoing research, the project team was having difficulty collecting adequate sample sizes, in part because it was taking so long to complete full versions of the ESIT and MFQ. To do so, in July of 2022, Chinese students enrolled in “Global Engineering Ethics” completed shortened versions of the ESIT and MFQ on the first and last days of the course. Our presentation will describe the nature of the course, as well as pre- and post-course results on shortened versions of the ESIT and MFQ. 

In the engineering ethics education literature, there has recently been increasing interest in longitudinal studies of engineering students’ moral development. Understanding how first-year engineering students perceive ethics can provide baseline information critical for understanding their moral development during their subsequent journey in engineering learning. Existing studies have mainly examined how first-year engineering students perceive the structure and elements of ethics curricula, pregiven ethics scenarios, what personal ethical beliefs and specific political ideals they hold (e.g., fairness and political involvement), and institutional ethical climates. Complementary to existing studies, our project surveyed how first-year engineering students perceive professional ethical values. Specifically, we asked students to list the three most important values for defining a good engineer. This question responds to a gap in existing engineering ethics literature that engineering students’ perceptions (especially first-year students) of professional virtues and values are not sufficiently addressed. We argue that designing effective and engaged ethics education experiences needs to consider the professional values perceived by students and how these values are related to the values communicated in the engineering curriculum. This paper is part of a larger project that compares how engineering students develop moral reasoning and intuition longitudinally across three cultures/countries: the United States, Netherlands, and China. We hope that findings from this paper can be useful for engineering educators to reflect on and design subsequent ethics education programs that are more responsive to students’ perceptions of professional values when beginning an engineering program.