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2007 St.Lawrence Section Meeting

Authors

Susan J. Masten; Robert V. Fleisig

, but also consideration of ethics, health and safety, economics, and impact on thecommunity. Among the design projects are a rain-water harvesting system and ceramic water filter for villagers inCambodia and a press for extracting oil and producing biodiesel fuel from seeds of the Jatropha shrub, which grows inWest Africa. The impact of this approach on student satisfaction and success is discussed.Index Terms – Cornerstone Design, Globalization. INTRODUCTIONA central focus of engineering education is the design process. Our goal as engineering educators is to ensure that graduatingengineers have the ability to “design effective solutions that meet societal needs” (1). Traditionally

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2007 St.Lawrence Section Meeting

Authors

Doug Reeve P.Eng.; Annie Simpson; Veena Kumar; Emma Master; Dave Colcleugh; Greg Evans P.Eng.

leadership tools of inclusiveness, empowerment,ethics, purposefulness and process.The skills of good leadership are not innate; they can be learned. In her recent study onthe development of leadership identity among students, Susan Komives (Komives, et al.,2005) identified four key developmental influences: adult influences, through externalaffirmation and as role models; peer influences, as role models and collaborators;meaningful involvement -- experiences that help students experience diverse peers anddevelop new skills; and reflective learning -- structured opportunities to allow students touncover their passions, integrity, and commitment.At the same time as we are learning about the demands of leadership in the 21st century,the Faculty is

Collection

2007 St.Lawrence Section Meeting

Authors

Patrick H. Oosthuizen

duplicate material from the previous presentation by the author, the author stated that both the ASEE and CDIO papers were part of a series of studies centered around a single topic area and that some duplication between papers describing various aspects of the work is almost inevitable.] Abstract Discussions of engineering disasters have been widely used in teaching engineering ethics. However consideration of such disasters can also be used in a number of other ways in engineering education. For example, engineering disasters can be used to discuss operational aspects of engineering which are often not considered in

Collection

2007 St.Lawrence Section Meeting

Authors

Rei Marzoughi

thetypical engineering curriculum to provide a unique understanding of the profession. As anundergraduate engineering student, I attended the Engineering and Society program at McMasterUniversity. Briefly put, the intent of this program is to enrich engineering education with breadthcourses from the social sciences and humanities, while also providing core courses that focus ontopics such as sustainable development, public policy, engineering ethics and the history oftechnology. As a graduate student, I have taken courses at the Centre for Technology and Socialdevelopment, which place emphasis on building the historical and cultural context required tounderstand the interaction between science, technology, society and the environment, as well

Collection

2007 St.Lawrence Section Meeting

Authors

Patrick H. Oosthuizen

can be used in teaching,the cases discussed here being chosen purely as examples.As already mentioned, the discussion of engineering disasters in the teaching of engineeringethics is quite common and aerospace related examples are quite widely used for this purpose,common examples being the Hindenburg airship crash, the de Havilland Comet crashes 9, theDC10 cargo door problems and the Space Shuttle Columbia disaster. Because these cases havebeen quite widely discussed in the context of engineering ethics they will not be considered here.Serious commercial aircraft crashes seldom have a single cause but the crashes are commonlyassociated with their dominant cause. Examples of some commonly stated dominant causes are: • Poor maintenance

Collection

2007 St.Lawrence Section Meeting

Authors

R. Dennis Foster

engineers in top management positions. One reasonfor this is that the Engineers have a code of ethics directly applicable to engineering processes &outcomes and the others do not. E & ET leaders are not easily manipulated politically. They neednow more than ever, a program that lets them regain these lost leadership roles.Programs on Roles, Environments and Leadership (REL)Having myself enjoyed a variety of engineering assignments in both academic and industrypositions, and mentored many E & ET undergraduates, postgraduates and employees in seeingmore options to any situation, I wrote this paper to encourage the incorporation of threeprograms; to give all E & ET students of all engineering disciplines the methodology andtechniques

Collection

2007 St.Lawrence Section Meeting

Authors

Deborah Tihanyi; Margaret N. Hundleby

. If knowing and writing are, indeed, socially constructed, itseems a logical next step to create a process of assessment that responds in kind.* All students with the exception of those in the Department of Engineering Science; that department has its ownseries of three communication and design courses, Engineering Praxis (ESC101, 102 and 201). Table 1: Communication curriculum in the Department of Materials Science and Engineering MSE290 – MSE390 – MSE490: Communication I: Communication II: Professional Practice Case Studies in Directed Study and Ethics Materials ScienceCourse ▪ Build on written/oral ▪ Build on written

Collection

2007 St.Lawrence Section Meeting

Authors

Ahmed S. Khan; Beverly Cronin; Maneesh Kumar; Atef Mustafa; Pankti Patel; Joey Socorro

provided the crucial know-howin developing the online database that connected our hardware and software application. TheTechnology and Ethics course brought up the realization that there are many privacy issuesassociated with this technology, and its regulated use would help set up a positive technology.The project has widened the scope of learning and knowledge in the electronics and computerfields for the team members. The project also helped the group to develop higher levels ofknowledge by learning totally new items that were not covered during the course work (forexample, the different types of RFID tags and their applications).XI. ConclusionThis paper described the design and successful implementation of a senior project titled “RealSpace

Collection

2007 St.Lawrence Section Meeting

Authors

Willem H. Vanderburg

desired to undesired effects, ourprofession educates future engineers who will continue to aggravate the above problems. Theseresult in ways of life that are uneconomic, socially non-viable, and environmentallyunsustainable. Like other specialists, engineers are obliged to delegate responsibility for theconsequences of their actions to other specialists, thereby leading to a corresponding end-of-pipeprofessional ethics. Similarly, the protection of the public interest has been reduced to ensuringreliable and relatively safe performance while delegating the responsibility for the consequencesto others.Preventively-Oriented Engineering EducationFrom the above diagnosis flows a prescription of how the engineering profession could giveleadership in