Collection

2010 North Midwest Section

Authors

Harry C. Petersen

Ethical and Honesty Issues of Web-Based On-Line Courses Compared with Traditional Classroom Courses Harry C. PetersenA number of Manufacturing Engineering Technology classes have been offered both on-line and,in other different years, as traditional face-to-face classroom presentations. Thus we had theopportunity to compare on-line and web-based courses. This paper discusses how issues ofstudent honesty and copyright laws proved to be more problematic for web-enhanced and on-lineclasses. We found that material placed on-line requires significantly more time to apply and re-apply to receive copyright permission, while most printed materials, DVD’s, and samples can beeasily

Collection

2010 North Midwest Section

Authors

Daniel Ewert; Ron Ulseth; Bart Johnson; Andrew McNally

real-world situations. This not only demands skills of creativity, teamwork, and design, but in global collaboration, communication, management, economics, and ethics." [5] Proceedings of the 2010 ASEE North Midwest Sectional Conference 3 "In view of the broadening and rapidly shifting scope of the engineering profession, it is imperative to shift the focus of engineering curricula from transmission of content to development of skills that support engineering thinking and professional judgment. Future engineers will need to adapt to rapidly changing work environments and technology, direct their own learning, broaden

Collection

2010 North Midwest Section

Authors

Melanie I. Cashin; Saeed Moaveni

, PublicSpeaking for Technical Professionals, or Technical Communication. In addition to standard laband project reports, during the senior year, students are required to take the mechanicalengineering seminar class and write a half-page summary discussing what they gained fromlistening to presenters from industry. Each week a presenter shares his or her professionalexperience with the seminar class and talks about career paths, ethics, continuing education, andthe “dos” and “don’ts” of a professional. The summaries are read for both content and proper useof grammar and sentence structure, and points are deducted for improper use of grammar andmisspelled words. The seminar class is the last opportunity to assess our students’ writtencommunication skills

Collection

2010 North Midwest Section

Authors

Deborah Nykanen; Rebecca Bates; Marilyn Hart; Mezbahur Rahman

academic, professional and life skills can be a challenge due to the rigor ofundergraduate engineering programs, yet these remain key factors in students’ ultimate successand satisfaction with their careers. While students are expected to develop abilities to networkwith peers, teachers and professionals in the field, this skill is rarely taught explicitly.Furthermore, degree accreditation boards, such as ABET, require accredited programs to achieveoutcomes which include: an ability to function on multi-disciplinary teams; an understanding ofprofessional and ethical responsibilities; the broad education necessary to understand the impactof engineering solutions in a global and societal context; a recognition of the need for, and theability to

Collection

2010 North Midwest Section

Authors

Eric S. Musselman; Andrea J. Schokker

2. 2010 ASEE North Midwest Sectional Conference a) an ability to apply knowledge of mathematics, science and engineering; b) an ability to design and conduct experiments, as well as to analyze and interpret data; c) an ability to design a system, component, or process to meet desired needs; d) an ability to function in multidisciplinary teams; e) an ability to identify, formulate and solve engineering problems; f) an understanding of professional and ethical responsibility; g) an ability to communicate effectively; h) the broad education necessary to understand the impact of engineering solutions in a global and societal context; i) a recognition of the need for and an ability to engage in life-long learning

Collection

2010 North Midwest Section

Authors

Swaminathan Balachandran; Justin Kile

skills andhard skills they have acquired and refined in the service learning activities of the project. Assuccess in their future career is likely to depend 80% on the soft skills and 20% on the hardskills, the reflection on these skills is important. Service learning projects develop a broad rangeof competencies classified as soft skills: oral and written communication, self-understanding,self-confidence, leadership, self-directed team skills, ethical and social responsibility, timemanagement, coping with difficult people, etc. A few student reflections are presented below asexamples. Brittany Beinborn, Industrial Engineer: “I have gained more experience with working onreal-life projects which will help me in my career. I have also been

Collection

2010 North Midwest Section

Authors

D. A. Rogers; O. R. Baiocchi

is no guarantee of long-term career security. Conflicts withadministrators or colleagues might lead to a future resignation. To survive or thrive, thecandidate must be gifted with intelligence, energy, an excellent work ethic, and the people skillsrequired to be effective with students, faculty colleagues, and administrators. Some today referto these people skills with the term collegiality (American Association of University Professors[AAUP], 1999; Connell & Savage, 2001). In recent years there has been some effort to includecollegiality in institutional promotion and tenure documents, although this has not achieved thestatus traditionally given to research, teaching, and service. Although the AAUP (1999) istroubled by the effort to

Collection

2010 North Midwest Section

Authors

Waddah Akili

Francisco, Ca. 1984.9. Mckeachie, W., Pintrich, P., Yi- Guang, L., and Smith, D., Teaching and Learning in the College Classroom: A Review of the Research Literature, Ann Arbor, Mich., 1986.10. McLeod, A., “Discovery and Facilitating Deep Learning States,” National Teaching and Learning Forum, Vol.5, no.6, 1996, pp.1-711. Perry, W.G., Forms of Intellectual and Ethical Development in the College Years, Holt, Rhinehart & Winston, New York, 1968.12. Pollio, H.R., “Practical Poetry: Metaphoric Thinking in Science, Art, Literature, and Nearly Everywhere Else,” Teaching –Learning Issues, no.60: Univ.of Tennessee, Learning Research Center, Knoxville, 1987.13. Prince, M., “Does Active Learning Work? A Review of the Research,” ASEE

Collection

2010 North Midwest Section

Authors

Douglas F. De Boer

Proceedings of the 2010 ASEE North Midwest Sectional Conference 8probably will fail for lack of a work ethic, no matter what style of course delivery is used. Eitherway, the student’s objection to peer grading is really an objection, valid or not, to work ingeneral.Second, occasionally a student might be socially withdrawn or insecure when discussingmistakes on homework with another student. This type of student might turn homework in forregular grading but not for peer grading. The author attempts to reach out to such students andconnect them with student organizations such as ASME, IEEE, or any affinity group that mightbe helpful. Grades do not