Collection

2004 ASEE North Midwest Section Conference

Authors

Laura Grossenbacher

How do we really prepare engineers to face ethical problems – and are we doing enough? A proposal to study engineering pedagogies and practices in the community. Laura Grossenbacher, Director Technical Communication Program College of Engineering UW-Madison 1550 Engineering Drive Madison, WI 53706 I am interested in conducting some research this summer on the teaching and practiceof engineering ethics. My proposed research would be somewhat limited in scope, because Iwould interview

Collection

2004 ASEE North Midwest Section Conference

Authors

Christopher R. Carroll

knowledgeavailable to them effectively, but they also must understand foundations of the social settings inwhich they wish to apply that technology.In the Fall, 2003, accreditation review of engineering programs at the University of MinnesotaDuluth (UMD), the Accreditation Board for Engineering and Technology (ABET) visitorssuggested that a way be found to instill in students a more complete appreciation for this“Professional Component” of engineering. According to ABET criteria, students shouldunderstand how engineering relates to activities in • Economics, • Environment, • Sustainability, • Manufacturability, • Ethics, • Health and safety, • Society, and

Collection

2004 ASEE North Midwest Section Conference

Authors

John Mirth

Teamworking 28 (7.4%) 34 (6.7%) 23 (4.7%) 9 (3.7%) 94 5.8 “Soft” Skills Project planning and design 44% 62 (16%) 58 (11%) 30 (6.1%) 19 (7.8%) 169 10 process Societal issues 72 (19%) 26 (5.1%) 30 (6.1%) 34 (14%) 162 10 Ethics, Safety, and 1 (0.3%) 22 (4.3%) 23 (4.7%) 6 (2.5%) 52 3.2 Professional practice

Collection

2004 ASEE North Midwest Section Conference

Authors

Deepti Suri; Eric Durant

RE in the undergraduate Software Engineering and CS curricula is getting moreattention. Working in unfamiliar domains, being cognizant of ethical issues, and having to dealwith ambiguous and conflicting customer requirements are some of the challenges that studentsface in a course like this.The authors have added a practical element to a third year undergraduate course in requirementsfor software engineering (SE) majors through a quarter-long project in which the students workwith clients who have product domain knowledge but often no formal experience in RE. Theclients are biomedical engineering (BE) student design teams. This allows interdisciplinarycollaboration, exposes the SE students to eliciting requirements in an unfamiliar domain