Collection

2005 GSW

Authors

Sarah J. Smith

Session T3D4 Ethics in Engineering Education Sarah J. Smith Engineering Technology Department Purdue University North Central AbstractHow are core ethical values within students developed so graduates are prepared to makeethically sound decisions? Some ethicists believe humanity is entering an era referred toas the Morally Deficient Society. Yet almost a century ago, Teddy Roosevelt stated “Wedraw the line against misconduct, not against wealth. The capitalist who, alone or inconjunction with his fellows

Collection

2005 GSW

Authors

S. Ozcelik; M. A. Faruqi; M. A. Abudiab

Session T2A2 Effective Ethics Education M. A. Faruqi*, M. A. Abudiab** and S.Ozcelik*** * MSC 194 Department of Civil Engineering Texas A & M University-Kingsville Kingsville, TX 78363 E-mail: M-Faruqi@tamuk.edu ** 6300 Ocean Drive Department of Mathematics Texas A & M University-Corpus Christi

Collection

2005 GSW

Authors

M.K. Balasubramanya

Session T3D3 Engineering ethics as part of the core course in professional ethics M.K. Balasubramanya Department of Physical and Life Sciences College of Science and Technology Texas A&M University-Corpus Christi AbstractProfessional ethics is taught as a required general education (core) course in manyundergraduate programs. We describe a model for collaborative teaching of professionalethics by a team that consists of (1) philosophers and (2) science and technologyprofessionals. The model requires the

Collection

2005 GSW

Authors

Harovel G. Wheat

Session T3D2 A Discipline-Specific Code of Ethics and Honor Harovel G. Wheat Department of Mechanical Engineering University of Texas at Austin AbstractStudent dishonesty is prevalent at large universities. With one of the largest studentpopulations in the country, The University of Texas at Austin has found academicintegrity a hot topic. While the central campus debated a university-wide honor code, theMechanical Engineering Department explored academic integrity and professional

Collection

2005 GSW

Authors

J. M. Duff

intellectual property is a legal entity, itsmisuse is both a legal and ethical concern. Additionally, the fields of engineering andtechnology use IP as economic capital, so there are practicable business considerationsthat are beyond the ethical and legal.The important question is: what is the future of engineering and technology professionsas a generation of digitally-tuned students assume positions where decisions aboutintellectual property are made daily? Can we expect these individuals to makeappropriate professional decisions without specifically addressing the issue in ourcurricula? This legal and ethical issue is related to a general concern about cheating.Misappropriating intellectual property in the form of information (quotes, references

Collection

2005 GSW

Authors

Thomas J. Krueger; Ted Aanstoos; Ronald E. Barr

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 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 and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools

Collection

2005 GSW

Authors

Daniel J. Burroughs

, professionals must be able to think “outside of the box” and fully understand thesituation at hand. Third, engineering is the bridge between science and business, and assuch, students must have both a technical education and an understanding of theeconomic and management issues facing their field. And finally, a security professionalmust have a clear understanding of the legal and ethical issues that they are going to befacing and dealing with on a day to day basis.The courses in the security program are designed to provide the skill set demanded forsecurity professionals in industry today. In order to assure that this is the case, thematerial covered in our courses is constantly compared to the various independentassessment tools and certifications

Collection

2005 GSW

Authors

Robert A. McLauchlan; Ranjeet Agarwala; Laura Lopez; Kenneth Nix; Guadalupe Fernandez; Chad Jurica

strong feelings were required to develop and maintainproductive, positive and healthy relation ships. Part 2 of the survey was titled PersonalLeadership. It consisted of four skills that were essential to the learning and developmentof positive and responsible leadership. Personal Leadership was important because itrequired social skills, the ability to understand and respect the views of others, the abilityto solve problems, and the ability to lead one’s self in a positive way. Part 3 was titledSelf Management in Life and Career. There were four emotional skills essential to theeffective management of self. These skills consisted of Drive strength, TimeManagement, Commitment Ethic and Positive Personal Change. Self-Managementrequired motivation

Collection

2005 GSW

Authors

Richard Hoehn; Dr. Saleh M Sbenaty

adapt to emerging applications of mathematics, science, engineering and technology, (c) an ability to conduct, analyze and interpret experiments and apply experimental results to improve processes, (d) an ability to apply creativity in the design of systems, components or processes appropriate to program objectives, (e) an ability to function effectively on teams, (f) an ability to identify, analyze and solve technical problems, (g) an ability to communicate effectively, (h) a recognition of the need for, and an ability to engage in lifelong learning, (i) an ability to understand professional, ethical and social responsibilities, (j) a respect for diversity and a knowledge of contemporary professional, social

Collection

2005 GSW

Authors

Mohan Ketkar

adapt to emerging applications of mathematics, science, engineering and technology, (c) an ability to conduct, analyze and interpret experiments and apply experimental results to improve processes, (d) an ability to apply creativity in the design of systems, components or processes appropriate to program objectives, (e) an ability to function effectively on teams, (f) an ability to identify, analyze and solve technical problems, (g) an ability to communicate effectively, (h) a recognition of the need for, and an ability to engage in lifelong learning, (i) an ability to understand professional, ethical and social responsibilities, (j) a respect for diversity and a knowledge of contemporary professional, social

Collection

2005 GSW

Authors

Amir Karimi

their students attain:(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 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 Proceedings of the 2005 ASEE Gulf-Southwest Annual Conference Texas A&M University-Corpus Christi Copyright © 2005, American Society

Collection

2005 GSW

Authors

Charles D. Parker; B. Neal Whitten

are also interested in the environment in which they will be workingand relating stories from consulting jobs helps motivate them in class6, 11. Studentquestions about “real-world” experiences can lead to discussions that could relate toprofessionalism and ethics, liability, and other non-technical issues9. Industrialexperience and professional licensure is more important in undergraduate programs thanin graduate programs1. This stems from the fact that many graduate students aremigrating toward careers in academia and research, while the undergraduate counterpartsare most often going into field engineering positions upon graduation. Proceedings of the 2005 ASEE Gulf-Southwest Annual Conference

Collection

2005 GSW

Authors

Richard Bannerot

3 4 55 4.35 0.88 ability to function on a team20 23 8 5 56 4.04 0.93 ability to identify, formulate, and solve engineering problems24 20 10 2 56 4.18 0.85 understanding of professional and ethical responsibility20 22 12 2 56 4.07 0.84 ability to communicate effectively27 16 10 2 1 56 4.18 0.97 understanding of the impact of eng’g, etc.27 13 13 3 56 4.14 0.95 understand the need for life-long learning

Collection

2005 GSW

Authors

Richard Bannerot

males. IntroductionSince 1991 the author has taught, each fall and spring semester, a required, projectoriented, introduction to design course at the sophomore level in the Department ofMechanical Engineering at the University of Houston to between 35 and 55 students.While the course content has changed very little over the past ten years (engineering inthe global prospective, the design process, shop practice, introduction to manufacturing,engineering communications, specifications, personality and group issues, codes andstandards, intellectual property, engineering ethics, and introduction to engineeringeconomy), the projects have changed every semester. (See Reference 1 for moreinformation about the

Collection

2005 GSW

Authors

M. M. Darwish; M. H. Akram; B. Green

methodsimprove abilities in communication, leadership, ethical decision making, and criticalthinking (Steven et al., 2002), in addition to achieving learning objectives related tocontent. Active learning, partnered with the instructor in traditional Engineering Proceedings of the 2005 ASEE Gulf-Southwest Annual Conference Texas A&M University-Corpus Christi Copyright 2005, American Society for Engineering Educationclassrooms, can generate powerful results for the learner by teaching how theory can beput into practiceEvents of this decade have created a dramatic paradigm shift in engineering andtechnology education. The changing demands and expectations of employers, as well

Collection

2005 GSW

Authors

Ross Kastor; Robert Askew; Richard Bannerot; Paul Ruchhoeft; Elena Poltavtchenko; Colley Hodges; Chad Wilson; Cari-Sue Wilmot

stresses rhetoric and argument, bothin society in general as well as the academic community. Beginning in Spring 2005, theCollege of Engineering is sponsoring a section of Composition II specifically forengineers. The course continues to stress rhetoric, but it does so through technicalwriting. Students are introduced to general business discourse and formats, but the coursealso introduces them to technical writing, including ethical issues within engineering. Asthe syllabus for the course states, “While all English 1304 students are expected to exit the course with a good working knowledge of the fundamentals of critical analysis and argument, students in this section will also work with persuasion as it functions in

Collection

2005 GSW

Authors

Vanessa Svihla; Ronald Barr; Marcus Pandy; Anthony Petrosino

interpersonal skills in engineering contexts. 8. Ability and desire to lay a foundation for continued learning beyond the baccalaureate degree. 9. Awareness of professional issues in engineering practice, including ethical responsibility, safety, the creative enterprise, and loyalty and commitment to the profession. 10. Awareness of contemporary issues in engineering practice, including economic, social, political, and environmental issues and global impact. Proceedings of the 2005 ASEE Gulf-Southwest Annual Conference Texas A&M University-Corpus Christi Copyright © 2005, American Society for Engineering EducationIn an effort to see how the ME354M course was achieving