Collection

2017 ASEE Midwest Section Conference

Authors

Kim Fowler; Don Gruenbacher

. It is called ECE 590, Senior DesignExperience.Before the Fall of 2012, ECE 590 was a one-credit course that focused on ethics. Students intheir final year were expected to select a technical elective to provide them with a designexperience. The ECE faculty decided that a more comprehensive approach was needed toprovide students with a more consistent experience. They also wanted a course that more closelyaligned with the ABET guidelines for a capstone design course.For the Fall 2012 and Spring 2013 semesters, Kim Fowler taught ECE 590, Senior DesignExperience, as a one-credit course. The curriculum contained most of the same material as taughtnow. The students were overburdened with work for a one-credit course. The department thenmoved to a

Collection

2017 ASEE Midwest Section Conference

Authors

nurturethe essential relationship between science and the law. Hence, many of the professional guidelines in the science and engineering fields call for adherence to objective analyses and reporting.However, attorneys’ expectations for expert witnesses may, at times, conflict with engineering ethics. Undergraduate engineering students participated in an expert witness role play scenariodesigned to foster experiential learning in ethical conduct. Students prepared a legal report based on their analyses of a hypothetical vehicle crash scenario. A panel of role playing attorneysthen interviewed the students as potential expert witnesses in a civil lawsuit concerning the crash. The research team, which included an expert crash reconstructionist and

Collection

2017 ASEE Midwest Section Conference

Authors

John Ciezki; Steve Watkins

ethics emphasize theresponsibility of engineers to consider the “safety, health, and welfare of the public” [2,3].Regulations, standards, laboratory practices, etc. reflect the importance of safety in engineeringwork. Also, the negative consequences associated with safety-related failures such as accidentsand product defects make such issues a priority for industry. Creating a safety culture isdifficult. It involves the performance of proper actions and the avoidance of improper actions.Any definition of safety must specify what is considered proper, what is considered improper,and what is an acceptable degree of risk.In engineering education, practical safety concerns are necessarily part of laboratory courses andsafety concepts are often

Collection

2017 ASEE Midwest Section Conference

Authors

Norbert Delatte

and Outcome 24Professional and Ethical Responsibility.The BOK2 committee concluded, in a section entitled Future Work, that “An affective domainsupplement to the BOK2 cognitive descriptions is possible and desirable… Accordingly, theBOK2 Committee recommends that departments, schools, employers, and professionals developthese ideas more fully.” (p. 97, ASCE 2008).Impact on Accreditation CriteriaThe BOK2 was subsequently used to revise the ABET program criteria for civil engineering andsimilarly named programs. ABET program criteria can address faculty and curricularrequirements, but the BOK2 focused on the curriculum.For programs with accreditation visits in the 2010-2011 cycle, the new program criteria were:“The program must demonstrate that

Collection

2017 ASEE Midwest Section Conference

Authors

Virginia Charter P.E.

incommunication, team work, and nontechnical forces that influence engineering decisions(Prados, Peterson, & Lattuca, 2005). The general criteria that EC2000 requires for all accreditedprograms include both application of technical knowledge as well as the development of thestudent to be able to have skills in teamwork, ethics, communication, and life-long learning(Prados, Peterson, & Lattuca, 2005; Accreditation Board for Engineering and Technology,2016). Based upon the multi-year study by Prados, Peterson, and Lattuca (2005), the datasuggested that as programs transitioned to the new criteria there were improvements inengineering education. Volkwein, Lattuca, Harper, and Domingo (2007) provided furtheranalysis of the original data. It was

Collection

2017 ASEE Midwest Section Conference

Authors

Suzanne Bilbeisi; John Phillips

, political, ethical, health and safety, manufacturability, andsustainability. (ABET 2015) The inclusion of these student outcomes early in the programscurriculum allows us to illustrate to ABET the importance our curriculum places on theintegration of systems in the design process.The revision to the beginning design course to include the bridge project has allowed students tolook at structural concepts and requirements from a different point of view, one in which theycan utilize basic structural systems simultaneously to satisfy structural requirements for theproject while utilizing these requirements to help design an aesthetically pleasing bridge. Theinclusion of this project allows the beginning architecture student to establish a base upon

Collection

2017 ASEE Midwest Section Conference

Authors

Charles Baukal

application of theirknowledge to real problems which are often more complicated than what they are used tosolving. Depending on the project, students may also get to employ some creativity andentrepreneurship (Heitmann 1996).Many of the required ABET (2015) student outcomes are typically addressed by comprehensivesemester-long team projects: (a) an ability to apply knowledge of mathematics, science, and engineering (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 (e) an ability to identify, formulate, and solve engineering problems (g) an ability to