Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Carlos Bertha

practical-minded people, engineers are better served by learning to approachmoral dilemmas by way of the second method rather than the first. I simply think engineers (andother less-theoretically-inclined people) learn more easily when they use argument as a problem-solving method. It is my contention, however, that engineering ethics courses (and appliedethics courses in general) tend to over-emphasize the “warrants based on precedence,” meaningthat more is done to provide details about paradigm cases than is done to address the otheraspects of the model.At this point it might be reasonable to pause and ask, what is the purpose of an engineeringethics course? Is it to teach future engineers to make better moral decisions? Or is it to

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

K. Markowitz; H. Marandi

prepare technical graduates with a proper moraland analytical foundation to perform their duties. By introducing ethics into the curriculum, we help students to stimulate their moralimagination, sharpen their critical thinking skills, and sensitize them to their professionalresponsibilities to the public. Proceedings of the 2006 ASEE Mid-Atlantic Conference With this in mind, a one-semester course in engineering ethics should include casestudies (actual or hypothetical) covering the following topics. • Need for engineering ethics • Codes of ethics • Ethical behavior in academia • Moral thinking and moral problem solving • Risk, safety, and liability in engineering • Employer/employee

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

James A. Sinclair; Kamal Shahrabi; Ali Setoodehnia

Applied Relativity: A New Era in Modern Engineering and Metallurgy James A. Sinclair, Kamal Shahrabi & Ali Setoodehnia Kean University, Union, NJ 07083Abstract "The fairest thing we can experience is the mysterious. It is the fundamental emotion, which stands at the cradle of true art and true science. He who knows it not and can no longer wonder, no longer feel amazement, is as good as dead, a snuffed-out candle

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Mark Miles; C.M. Chewar

tailored this general approachsomewhat, based on the nature of the course material. It seemed like the key questions to answerwere: • How should we go about making the problem complex? • What makes a Computer Engineering problem realistic?In struggling with exactly how to make a problem complex, we decided that an assignmentshould be loosely specified, so as not to suggest a particular solution methodology. To make thelearning event more realistic in an engineering context, we decided to introduce the notion ofdifferent design teams competing for the distinction of creating the “best product.”3. Trial 1:With this approach in mind, we return our attention to enhancing the Computer Engineeringcourse. This section describes a trial

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Lance Breger; Kenneth Markowitz

DIAGRAMS TO EXPLAIN THE OPERATION OF AM AND FM TRANSMITTERS AND RECEIVERS Professor Lance Breger Professor Kenneth Markowitz lancebreger@hotmail.com kmarkowitz@citytech.cuny.edu New York City College of Technology 300 Jay Street Brooklyn, NY 11201ABSTRACT At New York City College of Technology, many students in electrical engineering technology are mathematically challenged. By this we mean that they are unable to relate complex formulas to a physical electrical system. To reach these students, mathematical