Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Christopher W. Swan; Julia Carroll

professional issuesassociated with the practice of engineering. The course also examines the economic, political andsocial issues that frame the project delivery process. Professionalism, ethics, communications,and leadership skill development were threaded throughout the course. Though specificallydeveloped and aimed for civil and environmental engineers, course materials are applicable tomost areas of engineering and science. This paper presents an overview of the course and provides specific examples of differentpedagogical methods and tools used for topic and course delivery. In addition to exams andassignments, a number of term projects were completed, allowing students to actively apply theskills discussed. Some of the pedagogical

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Gregory S. Parnell; Michael Kwinn

, Design and Analysis, Decision Making, and Implementation. Within each of these phases,there are a number of tasks as depicted in Figure 1. The process is iterative and involves assessment andfeedback. Six environmental factors (cultural, historical, technological, historical, political, andmoral/ethical) were included in the SEMP to emphasize that systems engineering must explicitly considerthe future environment of the system. McCarthy selected the colors to have a clear problem solvingmeaning [4]: red for stop until you fully define the problem, yellow for caution to not take the firstfeasible solution you find, green for the green light you hope to receive from the decision maker, and bluefor the blue skies and smooth sailing you hope to have

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Roy T.R. McGrann

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 recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

in the discipline, and built upon theprinciple of reciprocity”.1 This educational paradigm strongly supports the mission of the UnitedStates Coast Guard Academy (CGA) to “strengthen the nation’s future by educating, training,and developing leaders of character who are ethically, intellectually, professionally, andphysically prepared to serve their country and humanity”2.In 2004, service-learning projects with local water and wastewater treatment plants were initiatedas the semester project in Environmental Engineering II. This course is a three-credit major areaelective that includes design and analysis of sewer systems, water distribution systems, and waterand wastewater treatment systems. The course follows an introductory

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

John Adams; Charles Kochakian

data capture concepts e.g. barcodes 2. RFID engineering: implementation of various tag and reader technologies 3. An understanding of EPC and the role of RFID standards 4. Understanding integration of hardware, middleware and enterprise systems 5. Adoption of RFID at this time and going forward. Global and societal impacts; ethical considerations. 6. Ability to evaluate different potential RFID solutions to a specific businessAs a rule, the points of learning are evaluated for all courses offered in the EE department. Forthis case the POLs were met but not all formally evaluated. Going forward the course will bethoroughly assessed as detailed below.From the outset of the course, students were encouraged to decide on a

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Gad J. Selig

a future leader in business or engineering or technologyor a balance of all for our company? What skills, competencies and attitudes would we look for? Whatmix of soft skills (people, leadership, and team), technology and business process skills would we expect?What about ethics, integrity, communications, diversity and a better understanding and acceptance ofglobal diversity and cultures and being able to tap virtual global brains located anywhere and anytime?What about acceptance of and the proactive sponsorship of innovation, entrepreneurship, intrapreneurshipand managing change? In assessing the market needs for the purpose of re-inventing the contents of thedegree program, we always kept these questions in sight.In general, we also

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Hudson V. Jackson; Evelyn A. Ellis

of instructional content to engineering andor technology would be systematically introduced where appropriate. Two examples of how this could beincorporated into the course content for math and social studies are shown in Figures 2.0 and 3.0. 4 Math Science Engineering Discipline Technology General specific Ethics Language Social studies History Relationship To Applications

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Jennifer Zirnheld; Adam Halstead

projects for the course were chosen so as to cover all of the main disciplines at least once. Table 2 shows a breakdown of the disciplines covered by each topic. Table 2. Breakdown of multidisciplinary project topics and associated disciplines Discipline(s) Topic Mechanical, Industrial, Environmental, Civil Portable Shelter Design/Implementation Electrical, Ethics Power Grid Design/Management Chemical, Mechanical, Electrical, Environmental Biodiesel Synthesis/Analysis Aerospace, Industrial, Mechanical, Civil Hot Air Balloons/Air Travel As can be seen, many of the disciplines are covered by more than one

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

. Instructors wrestled with studentfrustration and the reality that good projects were tough to come by and an engineer’s“final design” could always be modified by a client.In 2000, the classroom and the capstone design components of this course began tochange. Planning and Design of Construction Projects continued to consist of two 50minute classroom sessions each week and two three hour laboratory periods per week. Toenhance student achievement of various educational outcomes and better meet the needsof the Coast Guard, the classroom portion of the course expanded its focus to coverlecture topics that can be assigned to six broad categories: 1. Planning 2. Cost Estimating 3. Scheduling 4. Engineering Economics 5. Engineering Ethics

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Daniel J. McCarthy; Michael J. Kwinn

thinking, systems engineering and systems decision making throughout a career of professional excellence and service to the nation as an officer in the United States Army. Outcome 1.1: Define the problem, design solutions, make decisions, and implement the chosen engineering solution within a broad global and societal context. Outcome 1.2: Act professionally and ethically as a leader of character within each stage of the system lifecycle. Objective 2: Produce graduates who effectively lead interdisciplinary teams in Joint, Combined, inter-agency, and multicultural environments. Outcome 2.1: Lead and work effectively as a contributing member of multidisciplinary systems engineering teams

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Ashraf Ghaly

mandatedregulations.INTRODUCTIONLocated in the Capital District of the State of New York State, Union College was founded in 1795, thefirst college chartered by the State’s Board of Regents. Union is an independent, liberal arts college withengineering.In its Vision Statement, Union College states “Our graduates will be people inspired to make a differencein the world, who know how to use academic methods of inquiry to bring about beneficial change. Theywill be equipped to address complex 21st-century societal and intellectual challenges that require theability to interact perceptively with people of many backgrounds and viewpoints. They will be able tothink critically and creatively, with an informed sensitivity to aesthetic and ethical concerns.”Furthermore, in its Mission

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Arthur Heinricher; Brian Savilonis; David Spanagel; Robert Traver; Kristin Wobbe

explored the chemical,ethical, physiological and economic dimensions of a (simple) question: Why do we eat what weeat? The students completed projects on subjects ranging from hunger in Worcester tocontrolling fertilizer runoff. Power the World focused on the physics, history, and theenvironmental and economic impact of energy technologies. The students completed projectsranging from an energy cost analysis of green roofs and photovoltaic systems for WPI to airpollution in China.This paper will describe the final student projects as well as the smaller projects and activitiesdesigned to help students develop the intellectual skills needed for research and professionalwork, including clear, succinct writing, oral presentation, pair and small group