Collection

ASEE-NE 2022

Authors

Uma Balaji, Fairfield University; Isaac Macwan, Fairfield University

Paper ID #36101Embedding Environmental Ethics in Engineering CoursesDr. Uma Balaji, Fairfield University Dr. Uma Balaji received her Ph. D from University of Victoria, B.C., Canada in Electrical Engineering. She was a Canadian Common Wealth Scholar. Her research focused in novel modelling techniques to de- sign components for wireless and satellite applications. Some of the components designed and fabricated by her include RF power amplifiers, antennas and filters. Another area of her research and teaching inter- est is Electromagnetic Compatibility (EMC). Prior to joining Fairfield, she is a recipient of the University

Collection

ASEE-NE 2022

Authors

Hugh L Mcmanus, Northeastern University; Kris Jaeger-Helton, Northeastern University

them) topics such as intellectual property, ethics, and societaland global impacts (Bauer, 2012). Some groups failed to fully understand these requirements ormissed out on opportunities to increase the value of their work by including them.An intervention to improve this situation was desired, but the bandwidth of both the studentteams and the course coordinators was very limited. Success data and student commentscollected over several years suggested a possible approach. Student feedback on the coordinatorteam check-ins and writing consultations were quite favorable as seen in Figure 1 later in thispaper. Students clearly valued any amount of personal attention, coaching, and mentoring fromthe course coordinators. This combination of factors

Collection

ASEE-NE 2022

Authors

Filip Cuckov, Wentworth Institute of Technology; Marisha Rawlins, Wentworth Institute of Technology; Pilin Junsangsri, Wentworth Institute of Technology; Wayne Bynoe, Wentworth Institute of Technology; James R McCusker PhD, Wentworth Institute of Technology; José R. Sánchez, Wentworth Institute of Technology

Humanities and Social Sciences (HUSS), the ROI TF recommends adding a 0-credit hourCo-op Preparation course to prepare students uniformly better for co-ops and careers. Mostuniversities require an Ethics course (Ethics, Ethics for Professional Managers and Engineers,Technology as a Service to Humanity, etc.), we should therefore consider the same. The TFfinally recommends making two of the HUSS courses chosen by the BSCO Committee and onefree elective chosen by the student.The IF TF recommends, according to the results of our survey, for our BSCO program to focuson improving students’ problem-solving skills and self-learner skills because these skills will beparticularly important in their future careers. Our students should be mastered in C/C

Collection

ASEE-NE 2022

Authors

Yiannis A. Levendis, Northeastern University

setups for educating engineers Capstone teamsfollowed recommendations outlined in a relevant ABET and the Sloan Foundation colloquium[15] including: selection of instrumentation, construction of models, design of experiments, dataanalysis, design, learning from failure, creativity, safety, communication, teamwork, ethics in thelaboratory and sensory awareness. One of the Capstone teams [7] suggested the implementationof a pre-lab activity and post lab reports. They argued that a major problem with laboratorylearning is that the experiments become a mindless step-by-step following of the experimentalprocedure. If students start to think about the lab before they get there, then they activate thedimension of thought which coincides with the