Collection

2004 ASEE Midwest Section Conference

Authors

Rebeca G. Book; William Pfannenstiel

A Moral Foundation: How to begin? Rebeca G. Book, William Pfannenstiel Pittsburg State UniversityIt is evident by the stories in the media that ethics are missing in our society. How can we teachethics to our engineering or technology students? This paper will explore different methods andtools that can be implemented and then assessed in trying to teach ethics to students. One of themain points is that students must be taught at lower levels or at the beginning of their universityexperience. Tools and methods that will be covered are: student handbooks – publicity andexpectations, actions and consequences, ties to professional occupations, use of

Collection

2004 ASEE Midwest Section Conference

Authors

Christopher C. Ibeh; Marjorie Donovan; Oliver Hensley; James Otter

: 1. pre-test, post-test of each student to determine knowledge gain, ability to apply knowledge and student creative thinking from the different delivery systems, 2. EKE (essential knowledge element) Protocol for rating of activities, reports etc., 3. EKE Protocol for rating of programs and course/instructional delivery, 4. discipline, subject/course-specific structure of knowledge, 5. ethics and life-long learning, and a 6. universal network/registry of epistecybernets and products. This paper focuses on the EKE Protocol for rating of programs and course/instructionaldelivery, particularly its usage in the assessment and evaluation of the interdisciplinarymaterials research program and plastics materials courses at

Collection

2004 ASEE Midwest Section Conference

Authors

Christi L. Patton

Focus on Tar Creek By Christi L. Patton The University of TulsaAbstract Tar Creek is #1 on the EPA cleanup list and it is located about 90 miles from theUniversity of Tulsa campus. While the legislators and residents debate what should bedone to clean up the area, freshman Chemical Engineering students research the historyof Tar Creek and use this as a starting point for lectures and lively discussion on safetyand ethics. Throughout the course students perform practice calculations that are basedon the information gleaned through research. During the last weeks of the semester thestudents participate in a research project that

Collection

2004 ASEE Midwest Section Conference

Authors

Marcus O. Durham; Robert A. Durham; Rosemary Durham

ENGINEERING MANAGEMENT: A Course for SurvivalMarcus O. Durham, PhD, PE, Robert A. Durham, PE, PhD candidate 2004, Rosemary Durham University of Tulsa / D2 Tech Solutions / THEWAY Corp.Abstract: Engineering survival and success depends on many skills in addition to technicalexcellence. The class looks at topics from professionalism to ethics, from presentation to peopleskills, from project management to international cultures. These issues are more important thanever in an engineering environment that is very dynamic and involves frequent transitionsbetween employers and job functions. Numerous assessments of personality styles are addressedalong with needs and motivation assessments. Because of the changing

Collection

2004 ASEE Midwest Section Conference

Authors

Saeed M. Khan; Beverlee Kissick

is empirical evidence that bilingual people are more creative and productive onaverage. ScenarioTwo candidates have been interviewed for the same position. Both candidates are equallyqualified for the job. Action based on statementThe bilingual person is hired.1. Do you agree with the decision to hire the bilingual person? A. Strongly B. Agree C. Disagree D. Strongly Agree disagree2. If your answer to question number 1 is A or B, why do you agree?(Select the best answer)A. The hiring decision is good for business.B. It is the ethical thing to do.C. It helps bilingual people.D. It makes up for past inequities.3. If your answer to question number 1 is C or

Collection

2004 ASEE Midwest Section Conference

Authors

Judy Collins; Beverlee Kissick; Jung Oh; Alysia Starkey

Engineering Education Midwest Section Conferencestudents' most essential skills. Academic subjects cannot be covered completely in theclassroom; content changes rapidly. IL is necessary for students to become effective participantsin society. Although IL has its roots primarily in bibliographic instruction, students facing theeconomic world of the 21st century need to know more than where the reference section is: theyneed to know about electronic information sources, know the uses of Boolean logic, and be ableto analyze, synthesize and think critically. Students also need to understand the issues of freespeech, censorship, access, and privacy, the ethical issues surrounding the dissemination,accessibility, and

Collection

2004 ASEE Midwest Section Conference

Authors

Norman D. Dennis

defensible recommendations to a client on wall andfoundation types for their depicted facility.In general the inclusion of additional non-geotechnical related design criteria has increased theamount of class time the instructor spends discussing issues related to costs, ethics, andconstructability. Students seemed to be less preoccupied with memorizing an analysis procedurethat they could reproduce by rote on an exam and more worried about big picture issues. Thedirection of learning has clearly shifted from the compartmentalized application of designconcepts learned only in the foundations course to integration of topics learned throughout thecurriculum.Course AssessmentStudents complain bitterly about the workload this design problem represents

Collection

2004 ASEE Midwest Section Conference

Authors

F. G. Edwards; E. W. LeFevre; W. M. Hale

formula; but, it is possible to evaluate understanding usingother types of questions.LearningLevels of learning have been categorized by numerous researchers (Bloom, 1956; Biggs &Collis, 1982; Pask, 1975; Säljö, 1979; Anderson & Krathwohl, 2001) giving the engineeringinstructor some guidance as to the types of questions to ask to determine the level of learningthat the students have obtained. Bloom identified three domains of learning: 1) Cognitive, 2)Affective, and 3) Pshyco-Motor. Cognitive learning refers to knowledge skills, which is the areaof learning we are interested in for teaching engineering (except possibly for ethics). Cognitivelearning was further subdivided into levels of understanding, which from lowest to highest are