Collection

2011 Pacific Southwest Section Meeting

Authors

Stacy Gleixner; Elena Klaw PhD; Patricia Backer

way to get involved while they are students. Theproject fosters an ethic of civic engagement among the engineering students. This engagementwith the community should enhance their engagement with learning and increase their dedicationto engineering.[13] The positive effects of integrating service-learning in the curriculum includeimproved retention and graduation rates particularly among underrepresented groups andwomen, and a stronger civic ethic among students.[14,15,16]Students, particularly women and underrepresented groups, cite the ability to make a differencein society as one of the main reasons they choose careers in science and engineering.[17]However, the impact engineers have on society is more commonly viewed from a

Collection

2011 Pacific Southwest Section Meeting

Authors

AJ Almaguer

" responses.  Responses to question 2 indicate that mentors were overconfident about their creative skills  before participation in BEAM. This also indicates that mentors felt that they improved more  than they had anticipated. Responses to question 7 indicate that mentors felt they had  underestimated their leadership skills at the beginning of the semester. The "after" responses  show that mentors gained more confidence as leaders.  Responses to questions 1 and 8 seem to indicate that mentors felt BEAM had little impact on  their analytical skills or standards of professional conduct. The response to question 8 could  have stemmed from the fact that it was poorly worded and incorporated two different  concepts (ethics and professionalism) into one

Collection

2011 Pacific Southwest Section Meeting

Authors

Fariborz M. Tehrani

ideas under“supporting” leadership. High relationship behavior is the key concept in this stage. The facultyshould expect substantial feedbacks from students. This is an opportunity to encourage studentsto be innovative and creative through class discussions. Asking questions about constructability,sustainability, and ethics will encourage students to participate in learning process beyondtraditional frameworks. Carefully-designed quizzes and class projects are typical assignments toreinforce the outcomes of this stage. The importance of relationship behavior requires faculty toemploy soft human skills rather than just technical skills to lead students in the second and thirdstages. The diverse environment in engineering classrooms requires

Collection

2011 Pacific Southwest Section Meeting

Authors

Angela Beck; Jim Helbling

Northrop GrummanCorporation where he specialized in structural fatigue loading and served as manager of F-5/T-38 Engineering.M. ANGELA BECK, PH.D.Currently serving as Chair of the Department of Humanities/Communications at Embry-RiddleAeronautical University, Prescott campus. As an Associate Professor she primarily teachestechnical communications with occasional forays into linguistics, the philosophy of language,and ethics. A graduate of San Diego State University and Northern Arizona University in appliedlinguistics with a specialization in composition studies, her areas of research include theories ofexpertise, methods for teaching disciplinary specific writing strategies, and cognitiveapprenticeship. Proceedings of the 2011 PSW American

Collection

2011 Pacific Southwest Section Meeting

Authors

Shoba Krishnan; Ruth Davis; Marco Bravo; Melissa Gilbert

they knew more about the engineering design process and were morelikely to consider a career in science or engineering after their experience with the sustainabilityunit. Overall, positive attitudes, knowledge, and efficacy toward STEM were found.Introduction Today’s industries need engineering graduates who have a broad outlook on the world.This has prompted many institutions to give greater importance to skills such as interdisciplinaryteamwork, effective oral and written communication and social consciousness. In light of thesecriteria, many institutions are consistently striving to enhance their educational program in orderto prepare students to be competent ethical professionals and effective global citizens. Nationalstatistics

Collection

2011 Pacific Southwest Section Meeting

Authors

Collin Heller; Brian P. Self

Traditional 4 5 15 38 389. Knowledge of professional and ethical MEA 9 26 46 14 6responsibility. Traditional 54 24 13 4 5 MEA 6 14 57 17 610. Ability to write reports effectively. Traditional 90 5 3 0 2 MEA 74 17 6 0 311. Ability to make effective oral presentations. Traditional 92 2 2 0 312. Knowledge of the potential risks and impacts MEA 6

Collection

2011 Pacific Southwest Section Meeting

Authors

   JAMES HELBLING, M.S.A.E.Currently an Associate Professor of Aerospace Engineering where he teaches structural analysis,computer aided conceptual design, and aircraft detail design courses. He has 21 years ofindustry experience with McDonnell Douglas (now Boeing) and Northrop GrummanCorporation where he specialized in structural fatigue loading and served as manager of F-5/T-38 Engineering.M. ANGELA BECK, PH.D.Currently serving as Chair of the Department of Humanities/Communications at Embry-RiddleAeronautical University, Prescott campus. As an Associate Professor she primarily teachestechnical communications with occasional forays into linguistics, the philosophy of language,and ethics. A graduate of San Diego State University and Northern