Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Michael A. Gennert, Worcester Polytechnic Institute; Gretar Tryggvason, University of Notre Dame

Tagged Topics

ASEE International Forum

anything, 3) collaborates, and 4) innovates. Theentrepreneurial/enterprising engineer needs a global perspective and the globalization of roboticsbrings several implications for robotics engineers, including manufacturing, food production,defense, and telepresence.Thus, the globalization of robotics carries many potentially disruptive societal impacts.Destruction of existing jobs / creation of new jobs. Enhanced security / reduced individualliberty. Longer lifespan / quality of life. Telepresence / never quite being present. Because of thedisruptive potential of their craft, Robotics Engineers bear a special responsibility to humankind,embodied in a Code of Ethics for Robotics Engineers. We conclude that in addition to a broadand rigorous

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Brent K Jesiek, Purdue University, West Lafayette; Qin Zhu, Purdue University; Julia D Thompson, Purdue University, West Lafayette; Andrea Mazzurco, Purdue University, West Lafayette; Sang Eun Woo, Purdue University

Tagged Topics

Student and Curriculum Development

University Qin Zhu is a PhD student in the School of Engineering Education at Purdue University. His main research interests include global engineering education, engineering ethics, and philosophy of engineering and technology. He received his BS degree in material sciences and engineering and first PhD degree in philosophy of science and technology (engineering ethics) both from Dalian University of Technology (China).Ms. Julia D Thompson, Purdue University, West LafayetteAndrea MazzurcoProf. Sang Eun Woo, Purdue University Page 21.28.1 c American Society for Engineering Education, 2013

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Muhammad H Rashid, University of West Florida

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ASEE International Forum

Electronics (in Libya & Malta). Dr. Rashid is actively involved in teaching, researching, and lecturing in electronics, power electronics, and professional ethics. He has published 17 books listed in the US Library of Congress and more than 160 technical papers. His books are adopted as textbooks all over the world. His book, Power electronics has translations in Spanish, Portuguese, Indonesian, Korean, Italian, Chinese, Persian, and Indian edition. His book, Microelectronics has translations in Spanish in Mexico and in Spain, Italian, and Chinese. He has received many invitations from foreign governments and agencies to give keynote lectures and consult, by foreign universities to serve as an external examiner for

Conference Session

Partner Organization Plenary I

Collection

2013 ASEE International Forum

Authors

Marwan T. Abdelhamid, World Federation of Engineering Organizations (WFEO)

Tagged Topics

Partner Society Plenary

a vital and visible connection to their professional association.Needles to say that, an intimate familiarity with the Code of Ethics can help facultymembers to maintain the highest ethical standards and allow them to act as rolemodels for students. It is important to integrate the Code of Ethics into course work,where appropriate. This will help in to inculcate ethical thinking of the students.Finally, high standards of research are vital component of to the professional lives ofengineering faculty members and graduate students in a university setting.Engineering research advances the state of engineering practice, provides valuablelearning and experience to graduate students and generates needed revenue forteaching institutions. Besides

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Brett Tempest, University of North Carolina, Charlotte; Miguel Pando P.E., University of North Carolina, Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Michael Adam Hoff, UNC Charlotte

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ASEE International Forum

offered to cover 1) history and economics of developmentand underdevelopment in Latin America, 2) social capital, 3) the ethical foundation ofinternational assistance, and 4) the role of technology in development. Each of the lectures wasoffered by faculty from departments which encompass the topical area. Following the lectureseries, the students traveled to Lima, Peru, where the second phase of the class convened.During this phase, the group met at the campus of the Catholic University of Peru and lectureswere provided in English by faculty of this school. Because the faculty of the Catholica arespecialized in rural development, lectures during this phase focused on appropriate technology,technology transfer and project deployment. Finally

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Ashley Ater Kranov, ABET, Inc.; Rochelle Letrice Williams, ABET; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology

Tagged Topics

Student and Curriculum Development

simultaneously. This method has been used across the college since 2006,resulting in a dedicated community of 40+ engineering faculty using direct assessment toevaluate the efficacy of their own programs, and to plan and implement improvement at bothcourse and program levels. The Engineering Professional Skills Assessment (EPSA) is the onlydirect method for teaching and measuring these skills simultaneously in the literature; thetechnical paper describing Year 1 implementation of the method won the 2008 ASEE BestOverall Conference Paper Award5 . Table 1.ABET Criterion 3 Professional Skills Student Learning Outcomes 3d Ability to Function on Multidisciplinary Teams 3f Understanding of Professional and Ethical Responsibility 3g Ability to Communicate

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Masakatsu Matsuishi, Kanazawa Institute of Technology; Hiroko Fudano, Kanazawa Institute of Technology; Jun Fudano, Kanazawa Institute of Technology; Scott Clark, Rose-Hulman Institute of Technology; Richard Eugene Stamper P.E., Rose-Hulman Institute of Technology

Tagged Topics

Curriculum Development

Ethics Director, Applied Ethics Center for Engineering and Science Head, Liberal Arts and Professional Development Programs, Graduate School of Engineering Director, Office of International Programs 1990 Ph.D. in History of Science, the University of Oklahoma 1982 M.A. in Science Education, Interna- tional Christian University, Tokyo 1980 B.A. in Liberal Arts (Physics), International Christian University, TokyoDr. Scott Clark, Rose-Hulman Institute of Technology Professor of Anthropology Research and teaching on Japanese culture, engineering ethics, and intercul- tural communication. Previously was consultant for Japanese & American businesses with joint projects and other work.Dr. Richard Eugene Stamper P.E

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Stephen Hundley, Indiana University Purdue University, Indianapolis; Lynn G Brown, The Boeing Company

Tagged Topics

Faculty Development

and a Positive Personal Attitude o Treating People with Fairness, Trust, and Respect o Respect for Diversity o Courtesy and Respect o An Eagerness to Help Others Flexibility o Self-Confidence to Adapt to Rapid/Continuous/Major Change o Thinking Both Critically and Creatively - Independently and Cooperatively Curiosity and Desire to Learn - For Life (Show initiative, Inquire & Learn) o Seeking Advice and Forming Daily Questions to Discover New Insights. o Commitment to Quality, Timeliness, and Continuous Improvement o Understanding Basic Project and Risk Management and Continuous Improvement Concepts (like LEAN+) Ethical Standards and Professionalism o Operate

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Gisele Ragusa, University of Southern California; Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Larry J. Shuman, University of Pittsburgh; Lucia Howard

Tagged Topics

ASEE International Forum

research focuses on improving the engineering education experience with an emphasis on assessment of design and problem solving, and the study of the ethical behavior of engineers and engineering managers. A former Senior Editor of the Journal of Engineering Education, Shuman is the Founding Editor of Advances in Engineering Education. He has published widely in engineering education literature, and is co-author of Engineering Ethics: Balancing Cost, Schedule and Risk - Lessons Learned from the Space Shuttle (Cambridge University Press). He received his Ph.D. from the Johns Hopkins University in Operations Research and a B.S.E.E. from the University of Cincinnati. Dr. Shuman is an ASEE Fellow.Ms. Lucia Howard

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Steven Chingnam Goh, University of Southern Queensland

Tagged Topics

ASEE International Forum

broaden current and future engineers’ skills sets to become Page 21.3.5not only technically competent but also competent in communication and management 4practices which are somewhat taught in undergraduate, but never had the opportunities torefine at the postgraduate levels. Goh1 and Galloway10 propose new Master degrees inProfessional Engineering. Both authors lay out non-technical areas in which engineers mustbecome proficient: globalization, innovation, communication, ethics and professionalism,diversity, and leadership (21st Century Skills Set).To

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Scott Grenquist, Wentworth Institute of Technology; Roger G. Hadgraft, RMIT University

Tagged Topics

ASEE International Forum

. Safely applies laboratory, test and experimental procedures appropriate to the engineering discipline.(c) an ability to design a system, 2.1 d, g and i) Competently addresses engineering problems involving uncertainty, ambiguity,component, or process to meet desired imprecise information and wide-ranging and sometimes conflicting technical and non-technicalneeds within realistic constraints such as factors. Identifies, quantifies, mitigates and manages technical, health, environmental, safety andeconomic, environmental, social, other contextual risks associated with engineering application in the designated engineeringpolitical, ethical, health and safety

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Megan Elizabeth Sharp, IUPUI School of Engineering and Technology; Alison L. Stevenson, Indiana University-Purdue University Indianapolis

Tagged Topics

Student and Curriculum Development

outcomes for theirstudents, and build a curriculum to meet these expectations. This series of courses addresses atleast three of these outcomes directly: • An understanding for professional and ethical responsibility • The broad education necessary to understand the impact of engineering solutions in a global societal context. • Knowledge of contemporary issues.An understanding for professional and ethical responsibility: This curriculum is designed toprovide engineering and technology students with a broad understanding of ways to apply theirdegrees. Not only will they set the application of their degree on a global scale, but they willalso be introduced to ways their degree

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Edward Godfrey Ochieng, Liverpool John Moores University; Andrew David Price, Lougyhborough University; Ximing Ruan Ruan, University of the West of England

Tagged Topics

ASEE International Forum

engineering projects.Ethics in project  To introduce students to ethical standards in global project engineering. MSc Engineering Projectmanagement  On completion of this module students should know how to act when Management/MSc faced with an ethical dilemma. Engineering ManagementResearch  This module should provide students with the experience of the process MSc Engineering ProjectDissertation: and methodology of research by defining and studying a complex global Management/MScEngineering

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Teresa Restivo, University of Porto

Tagged Topics

Invited - Student Development

socalled “Project FEUP” was approved by FEUP pedagogical board, conceived by Prof.Carlos Costa, the FEUP’s Dean between 2001 and 2010. The main goal has been toguide carefully the first steps of every new student arriving at FEUP each year since this Page 21.51.4could be decisive for his/her future along the graduation process and to help students tounderstand the impact of engineers in the society, the engineers task in solvingproblems, and the need for professional ethics and social competences, in line withmany others initiatives in the world 11, 12, 13, 14.The “Project FEUP” was conceived with the help of a couple of other teachers to be theopening

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Mohammed A Omar, Clemson University

Tagged Topics

ASEE International Forum

education focusbetween the pre and post-World War II; specifically following the 1955 Grinter3 3 year study.The current ABET criteria reaffirm a set of core engineering skills coupled with a second set of Page 21.65.2professional skills. The professional skills focus on communication skills, teamwork, ethics andprofessionalism; in addition to “awareness skills” as coined by Shuman4 et al, which translatesinto engineering within the global and the societal contexts coupled with life-long learning andthe knowledge of contemporary issues. Moreover, there is a recent trend of what can be called“Add-on” skills that come to complement the core engineering

Conference Session

Partner Organization Plenary II

Collection

2013 ASEE International Forum

Authors

Michael E. Auer, International Society for Engineering Education (IGIP)

Tagged Topics

Partner Society Plenary

with a technical background should acquire the necessary professionalcompetences of an engineering educator. These general professional competences consist oftwo main groups:  Technical expertise  Specific engineering pedagogical competencies.Educational theory offers different lists of competences7. The IGIP concept of engineeringeducational competences is to be summarized as follows:  Pedagogical, psychological and ethical competences  Didactical skills and evaluative competences  Organisational (managerial) competencies  Oral and written communication skills and social competences  Reflective and developmental competencesOther categorizations might operate with the terms “technical expertise

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Reginald Vachon P.E., American Society of Mechanical Engineers; Robert O. Warrington Jr., Michigan Technological University; Robert D. Kersten, University of Central Florida

Tagged Topics

Invited - Faculty Development

expectations, capacitybuilding, sustainable development, policy work [46], increasing ethical concerns, quality focusand cultural literacy, require greater participation of the engineering profession. To compete onthe global stage, attract investment, establish first-rate centers of research, and fully developproduction facilities in many countries of the hemisphere requires collaboration of manystakeholders. In short, we must recognize that a knowledge society rests on a foundation ofeducational and research excellence [56].Quality Assurance/Accreditation: The Platform for MobilityImplementation of free trade agreements demands mutual recognition of educationalqualifications of many professional groups, including engineering. It becomes axiomatic

Conference Session

Partner Organization Plenary III

Collection

2013 ASEE International Forum

Authors

Lyn Brodie, University of Southern Queensland; Frank Bullen, University of Southern Queensland

Tagged Topics

Partner Society Plenary

problemsAbility to utilise a systems approach to (c) An ability to design a system, component, ordesign and operational performance process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainabilityAbility to function effectively as an (d) An ability to function in multidisciplinaryindividual and in multi–disciplinary and teamsmulti–cultural teams, with the capacityto be a leader or manager as well as aneffective team memberUnderstanding of the social, cultural, (h) The broad education

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Keith W Buffinton, Bucknell University; Xiannong Meng, Bucknell University; Margot A Vigeant, Bucknell University

Tagged Topics

ASEE International Forum

concluding thoughts inSection 6. 2. Course objectives and expected student outcomes of ENGR 290ENGR 290 in part addresses several ABET defined student outcomes related to global, societal,and contemporary issues. The related ABET student outcomes include the following: (f) an understanding of professional and ethical responsibility (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (j) a knowledge of contemporary issuesTo achieve these outcomes, ENGR 290 China set out specific course objectives that focused onChina specific content such as how engineering is practiced in China, what are some of thedifferences between engineering

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Lyn Brodie, University of Southern Queensland; Lesley Jolly, Strategic Partnerships; Caroline Crosthwaite, University of Queensland; Lydia Kavanaugh, University of Queensland

Tagged Topics

Invited - Student Development

Curriculum Renewal InEngineering Education for Sustainable Development. PhD Dissertation, Griffith University.15. Jolly, L., C. Crosthwaite, L. Brodie, L. Kavanagh, and L. Buys. (2011) The impact of curriculum content infostering inclusive engineering: data from a national evaluation of the use of EWB projects in first year engineering,in AaeE 2011: Developing Engineers for Social Justice: Community Involvement, Ethics & Sustainability, Y.M. Al-Abdeli and E. Lindsay, Editors., Engineers Australia: Fremantle, Australia. Page 21.43.10

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Junichiro Kono, Rice University

Tagged Topics

Curriculum Development

who are internationallysavvy and have a specific interest in and knowledge of Japan; and v) to educate students inculture, language and technology, in order that they may be more effective when addressingglobal scientific problems.3.2 Program Model: NanoJapan, like all PIRE-funded projects, is characterized by a tightintegration between the research and education programs. The education program is informed byParkinson’s characteristics for a ‘globally competent engineer,’ in that it encourages students toappreciate other cultures, develop proficiency working in cross-cultural teams, communicateacross cultures, practice engineering in a global environment, and evaluate ethical issues arisingfrom cultural differences14. The program model is

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Brian Bielenberg, Petroleum Institute

Tagged Topics

ASEE International Forum

. Evaluated decisions or actions based on a discussed code of ethics; 4. Critically discussed the role of engineering and science in advancing and supporting global and social solutions in an economically and environmentally sustainable manner; 5. Described the jobs and activities typically performed by mechanical, electrical, petroleum, and/or chemical engineers and geoscientist in the petroleum industry.Additional specific course learning objectives focus on measurable means of assessing thinkingskills and life-long learning. The level of student attainment of the above outcomes is measuredthrough a series of formative assessments during classroom activities, written assignments andpresentations

Conference Session

Track 3 - Session II - Faculty Development

Collection

2013 ASEE International Forum

Authors

Mohammad Kamal Hossain, Tuskegee University; Stacy Benjamin, Northwestern University; Kwanju Kim, Hongik University; Manuel Löwer, RWTH Aachen University; Pradosh K. Ray, Tuskegee University

Tagged Topics

Faculty Development

understanding of professional and ethical responsibility. g. an ability to communicate effectively. h. the broad education necessary to understand the impact of engineering solutions in a global and societal context.It has been reported that students learn material better when learning takes place in a teamcontext3. Team-based learning facilitates the students to build team working skills, enhancecommunication skills, and develop positive interdependence and accountability4. Students alsolearn the social benefits from working in a group5-6. Most of the studies on team-based learningfound in the open literature are related to in a classroom-setting or in a multi-disciplinary teamenvironment within a single university.Persistent