Collection

2011 North Midwest Section

Authors

Eric Musselman

, with the effectiveness of the project at achieving thoseobjectives being one of the primary criteria for evaluating the effectiveness of the project.Course Description and ObjectivesIntroduction to Civil Engineering is a one credit freshman seminar course that is offered every eme e a UMD. E e f e hma a d a fe de h ha had a imila c eaanother university is required to take the course. The objectives of the course are to: Provide student with a better understanding of the field of civil engineering including a description of each of the four areas of civil engineering offered at UMD Introduce the topics of ethics, professionalism, globalization, teamwork, and sustainability within the

Collection

2011 North Midwest Section

Authors

James Allert

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 within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multi-disciplinary 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, economic, environmental, and societal context (i) a

Collection

2011 North Midwest Section

Authors

Genevieve Gagnon Ph.D.

faculty to learn more of that wisdom and ethics that need to be taught inaddition to the basic material learned. Having the students input has helped understandwhat are their expectations and views on their education.Interactions between students and faculty are primordial in significant learning andstudents have spoken3. In two studies12,13 , these interactions were important; however, Proceedings of the 2011 North Midwest Section Conferencethey were negligible in some cases as was shown in a report from the National survey ofStudents Engagement NSSE9. Pomales-Garcia's study3 showed that under 50% (and evenunder 30% of students in some universities) don’t have interactions with their teachersoutside of the classroom. I know

Collection

2011 North Midwest Section

Authors

Ryan G. Rosandich

-defined tracks (design, manufacturing, research, etc.) b. Man electi es to allo students to pursue their passion 4. More practical content a. More hands-on experiences (how things work, how they are made) b. More design content, preferably distributed throughout the curriculum (a design spine) c. Emphasis on formulating and solving practical (big picture, multidisciplinary, systems level) engineering problems 5. Less technical content and more professional skills a. Innovation and creativity b. Communication c. Leadership d. Ethics e. Sustainability f. Business and economicsASME recommendations for graduate degree programs2: 1. A stand-alone

Collection

2011 North Midwest Section

Authors

Marian S. Stachowicz

, ethical, and economical issues that would beaffected by their projects. Furthermore the project work should be created using principle of theProblem Based and Project Organized Learning with concrete goals and criteria. Fuzzy settheory will inevitably play important role in any problem area that involves natural language. Proceedings of the 2011 North Midwest Section Conference7. References[1] L. B. Kofoed & S. Hansen, Teaching process competences in a PBL curriculum.In: Kolmos, A. et all (eds.)The Aalborg Model: Progress, Diversity and Challenges. Aalborg University Press,2004.[2] L. B. Kofoed & F. Jørgensen, Using Problem Based Learning Methods from Engineering Education in CompanyBased Development. Proceedings

Collection

2011 North Midwest Section

Authors

Steve Sternberg

, learning, oradministrating. It is a public and private commitment to moral and ethical behavior. A lack ofintegrity is associated with behaviors like cheating, plagiarism, falsification of one’s and otherswork, or misrepresentation of one's efforts. However, academic integrity is more than just notcheating (or not getting caught cheating).The Center for Intellectual Property1 identifies five fundamental values that encompass academicintegrity: Honesty in all endeavors, Trust and confidence in others that allows a free exchange of ideas and provides the intellectual infrastructure that allows all to reach their highest potential, Fairness in assessing others work and contributions, Respect for oneself and others

Collection

2011 North Midwest Section

Authors

D. A. Rogers; B. D. Braaten

exists, students can move ahead,for the most part, in developing their own projects outside of class. This milestone in the classexperience can be a good opportunity to take some class time to talk about ethical issues in thediscipline, often taken from current news events. Two possible examples are the health concernsin cell phone usage and the health effects of high- age a i i i e. I i e ha heca c e a fi a c c i ch i e , b a ea he i be a a e ha heengineering profession is aware and concerned about such issues.We are now ready to tackle something more substantial. First, we solve the classical rectangularwaveguide problem using a product solution of the partial differential equations. This problemshows

Collection

2011 North Midwest Section

Authors

Neil J. Hutzler; Joan S. Chadde; David Heil; Mia Jackson

. Teamwork: the ability to function on multidisciplinary teams. Open-ended problem-solving: the ability to identify, formulate, and solve problems. Communication: the ability to communicate effectively with others. Societal and environmental impact: the ability to understand the impact of engineering solutions in a global, economic, environmental, and societal context. Design under constraints: the ability to design a component, product, or system to meet a desired outcome or solution while accommodating a range of constraints. Constraints may be economic, environmental, social, political, ethical, health and safety, manufacturability, materials, or sustainability-related. Controlled

Collection

2011 North Midwest Section

Authors

R. Nelson; J. Bumblis; C. Liu; A. Turkmen; N. Zhou; D. Olson; R. Rothaupt

Thermodynamics & Heat Trans. 2MATH 270 Discrete Mathematics 3 PHIL 235 General Ethics 3 Semester Total 16 Humanities/Soc. Science Elec. 3 Semester Total 17 FourthYearCEE 405 Senior Design I 2 CEE 410 Senior Design II 2CEE 425 Data Com. & Cp. Networking 3 CS 442 System Programming 3CEE 445 Embedded Systems 3 Health & Wellness Elec

Collection

2011 North Midwest Section

Authors

Byron Garry

sources sources sourcesFigure 7 Summative RubricThe following summative rubrics, Figure 8, are used to assess student essays on what can be e med he ABET P ofe ional Skill 10 outcomes. These are qualitative in nature and highlysubjective. The assessments of, and rubrics for, these student outcomes are most in need ofimprovement in our program. ABET Outcome Tool Superior Excellent Good Fair Poor (i) an understanding of and a Essay Complete Thorough Basic Little Poor commitment to address assignment demonstration demonstration professional and ethical and

Collection

2011 North Midwest Section

Authors

M. S. Stachowicz; L. B. Kofoed

, integrating the knowledge obtained in previous ECE classes - Accurate communicate his/her project results, both in written report format and in oral presentation format - Understand how teams work and how to interact in a team setting. (Understand what it is like to work in industry) - Appreciate the role of engineering in society, and ethical issues Proceedings of the 2011 North Midwest Section ConferenceThe projects are evaluated in several stages, in a gradual and continuous way. In the weekly meetingseach team presents the evolution of their projects and receives orientation of the instructors. Theobjec i e of he e eekl mee ing a e al o o ha e a clo e ob e a ion of he eam

Collection

2011 North Midwest Section

Authors

Waddah Akili

and assistance with the consent of the instructor, and maintain cordial and working relations amongst the members. Instructors also should , give feedback on how each group is performing, and insure adherence to accepted standards of: ethics, social responsibility, and safety.Success in implementing active learning is attributable, in large measure, to: proper planning,dedication and care shown by the instructors, as well as their abilities and foresights. Experienceis definitely a major factor. A proper start for instructors wanting to try active learning versustraditional methods of delivery is to step into it gradually, seek continuous feedback fromstudents who are directly involved, and