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1999 Annual Conference

Authors

Tom Ward; Elizabeth Alford

Session 2561 Integrating Ethics into the Freshman Curriculum: An Interdisciplinary Approach Elisabeth Alford, Tom Ward University of South CarolinaAbstractTo ensure that undergraduate engineers have a deep and practical understanding of professionalethics, engineering colleges are developing ways to integrate ethics throughout their curriculum.The freshman engineering course is the logical and appropriate time to begin discussion ofprofessional ethics, long before students are confronted with the tough decisions they may haveto make later. The

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1999 Annual Conference

Authors

Ingrid H. Soudek

Session 1661 Turning Belief Into Action: Aims of Teaching Engineering Ethics Ingrid H. Soudek Division of Technology, Culture, and Communication, School of Engineering and Applied Science, University of Virginia The aims of teaching Engineering Ethics to undergraduate engineering students are to adda vital component to their technical education: the understanding that being professional engineersrequires not only technical expertise, but also insight into their social and professional roles. Thismeans that students have

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1999 Annual Conference

Authors

Sal Arnaldo

Session 1615 Teaching Moral Reasoning Skills Within Standard Civil Engineering Courses Sal G. Arnaldo, P.E. City of Tallahassee Public Works Department/ University of Florida Department of Civil EngineeringAbstractThis paper guides civil engineering educators in identifying ways in which moral reasoningskills, keyed to current engineering ethics codes, can be effectively taught within standardundergraduate civil engineering courses. Practical

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1999 Annual Conference

Authors

Melissa S. Tooley; Kevin Hall

engineering capstone design course (Senior Design) at theUniversity of Arkansas has been structured to facilitate ABET 2000 Outcomes. Criterion 3Attributes “a” through “k” are listed and a discussion of how each of these attributes areenhanced in the course is provided. For example, capstone design courses offer a uniqueopportunity to learn about professionalism and ethics (attribute “f”) in a realistic, appliedcontext. Because the department does not have a separate ethics course, an ethics unit is taughtin Senior Design. The concepts learned are applied by the project teams to hypotheticalscenarios specific to their projects. The key is to make the ethical dilemma relevant to theirproject work.The University of Arkansas was one of the first two

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1999 Annual Conference

Authors

Susan M. Montgomery

Session 0455 A Course on Teaching Engineering Susan M. Montgomery University of MichiganIntroductionThe second fundamental canon of the NSPE Code of Ethics for Engineers1 states that “Engineers shall perform services only in areas of their competence.”In the United States the primary focus of graduate engineering education is to train our graduatestudents to become researchers. We also have an ethical obligation to provide those studentsinterested in academic careers with adequate education and training to ensure competence inthe teaching aspects of their

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1999 Annual Conference

Authors

John, Jr. Lipscomb

Page 4.155.1represent other MET programs that are currently scrambling to get on the Web.The curricula of the sample were analyzed and twenty topic areas were identified as follows:Safety, Ethics, Sr. Project (Capstone), Engineering Economics, H.V.A.C., Thermodynamics(and heat transfer), Electronics (and instrumentation), Fluid Mechanics, Strength of Materials,Statics, Dynamics, Kinematics, Machine Design, Materials, CNC programing, Quality Control,Manufacturing (machining and manufacturing processes), Solid Modeling, CADD, andGraphics (manual). Within each curriculum, the number of hours devoted to each of thesetopics were counted and an average per program was calculated. This process yielded thepopularity of each topic.To define the breadth

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1999 Annual Conference

Authors

Joseph Cecere

were then computed for thesequestions.III. Presentation and Analysis of DataThis section was divided into three parts corresponding to the three parts of the questionnaire:(1) relative importance of various subjects, (2) the comparative significance of the sevengeneral/topic subject areas, and (3) background information of the respondents and firms.Relative Importance of SubjectsThe first question of the questionnaire was concerned with the "General Education" area. Thedata in Table I showed that Technical Writing was ranked as the most important subject with amean 4.548. The other four subjects which had a mean of 4.0 or above were Leadership (4.379),Ethics (4.378), English Composition (4.156), and Speech (4.152). It was noted that the

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1999 Annual Conference

Authors

Phillip Farrington; Mel Adams; Mary Spann; Dawn R. Utley

. Considering againthe 10 year professional tenure prior to management promotion, an 11% value of femalesin the population is within the expected range.Extensiveness of Training In analyzing the extensiveness of the training experienced by the respondents it Page 4.93.2became convenient to group the specific training categories into three major areas.Technical skills were defined as those things that most technically oriented employeeswould find beneficial and which more directly related to the technical aspects of dataanalysis and decision making. This category included New/updated technical skills,Ethics/legal/compliance training, Project management

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1999 Annual Conference

Authors

Nadia A. Basaly

electric circuits for two-ways light.19. Ethical behavior Create ethical code for students.4. The Process of Teaching Ideally, conveying the instructor’s interest in the material to be learned to students is the beststimulus to learning rather than such external goals as grades or later competitive advantages. The firstobject of any act of learning [2] over and beyond the pleasure it may give, is that it should servestudents in the future. Theodore R. Sizer [6] indicated that mastery of the fundamental ideas of a field Page 4.181.3involves not only the grasping of general principles, but also the development of an

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1999 Annual Conference

Authors

Claudio da Rocha Brito; Melany Ciampi

in essence the inclusion of some subjects ofhuman sciences with the goal to stimulate our students so that they adopt a strong ethics andalso to increase their creativity.To get this goal the following subjects have been included in the curriculum: Philosophy,Development of Projects, Assisted Training Period, Human Resource and Management Strategy.In 1999 the subject Sociology has been included because the coordinating group considered thenecessity to increase the importance sense of Engineering for society and humankind. The goalis to show the students the commitment of Engineering with society, humankind andenvironment. Page 4.522.3These

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1999 Annual Conference

Authors

Ralph A. Dusseau; Kauser Jahan

engineering clinic class. This class is a major hallmark ofthe Rowan engineering program. The theme of the Freshman Clinic class in the spring semester is reverseengineering of commercial products. Students in teams of four or five spend an entire semester learning aboutengineering fundamentals such as fluid flow, heat and mass transfer, thermodynamics and engineering materials.They are also exposed to intellectual property rights, safety and ethics, ergonomics and environmentalconsiderations in engineering design.IntroductionThe college of engineering at the Rowan University was created through a $100 million gift from Henry andBetty Rowan in 1992 to the then former Glassboro State College (1). This newly constructed state-of-the-art$28M Henry M

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1999 Annual Conference

Authors

Ismail Orabi

assessment results show a very strong correlation between student satisfaction measured bythe survey and active experience in the classroom. The assessment of the course by students hasled to increased hands-on projects, multimedia technology usage, computer simulations, andassignments linked more closely to real-world applications.I. IntroductionES 107, Introduction to Engineering, is a three semester-hour course introducing students toengineering disciplines, professional practice and ethics, creative problem solving, basic computerskills, team skills, and technical presentations. The course is required for all freshman engineeringstudents and a majority of non-engineering majors at the University of New Haven take it as ascientific

Collection

1999 Annual Conference

Authors

Gloria Rogers; Julia Williams

the plan itself.Assessment of student outcomes represents a significant portion of the plan, and much ofits development occurred in the summer of 1997. At that time, a sub-team of CASO washired for the summer to devote particular attention to student outcomes assessment forthe plan. The goal for student outcomes is: Instill in our graduates the skillsappropriate to their professions and lifelong learning. There are nine subgoals thatfurther specify these skills: ethics, teams, communication, global awareness, experiments,design, engineering practice, interpreting data, and contemporary issues. Each of theseskills has multiple, specific performance criteria that give the skill definition. While weknew the skills we wanted students to possess

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1999 Annual Conference

Authors

Melvin Cherno; Kathryn A. Neeley

basiccategories: (1) direct application in the mechanics of design and construction (acoustics,physics, astronomy, drawing, geometry, materials, and arithmetic); (2) making the architect’swork intelligible and meaningful to his client and to other members of his culture(communication, cultural history); (3) making his project workable in relation to context anduse, including connection to various social systems and customs (geography, religious customs,medicine, law); and (4) making the architect ethical or “high-minded” (philosophy).Throughout the Ten Books, he is guided by a concrete vision of the use to which a design orsystem will be put. He defines the context of engineering broadly, and considers factors rangingfrom religious and social customs to

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1999 Annual Conference

Authors

Sean J. Cannon; John H. Grubbs

environmental component is the centralfocus of learning (law, ethics, geography, and international relations) to achieve a desiredlevel of competence across the domains related to national security and technology.Finally, cadets will be afforded courses from a rich menu of electives allowing them toadd some more breadth as well as specific depth in an area of special interest.Process of Cadet ExperiencesIn order to gain knowledge across two major realms of academic endeavor (technologyand humanities), cadets first develop an awareness of environmental issues via the corecurriculum. The technology component is built upon the core courses inmathematics, chemistry, and physics. They learn key elements of mathematicalformulation, the fundamental laws of

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1999 Annual Conference

Authors

John Eby; David Vader; Carl A. Erikson

, promote, develop, and implement its principles are pursued with our engineeringstudents, the Messiah College community, and the worldwide community. AppropriateEngineering provides a broad and interdisciplinary view of the engineering design process andprofession so as to foster an ethical and service oriented mind set as well as technical andcommercial considerations. Three general ways that we strive to accomplish this distinctive are:1. Provide cross-cultural learning and service opportunities for students and faculty through an elective course on Appropriate Engineering, projects in courses like Introduction to Engineering and Senior Project, and service-learning teams. Student-faculty project teams work throughout the academic year

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1999 Annual Conference

Authors

Nabil Kartam

% (3 credits) in the Capstone Design courses. [2] provides design content for each course within the civil engineering curriculum. Special attention should be given to the evaluation and selection of new textbooks for these courses since many authors now include design problems as part of their texts. 3. Prepare a library containing examples of methods, open-ended problems, case studies and mini-projects for each course. These examples should introduce ABET category content such as ethics, safety, economics and creativity. Ethical case studies are enlightening to students on matters related to plagiarism, sexual harassment, conflict of interests, etc. Such an exemplary

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1999 Annual Conference

Authors

Michael Werner

student projects include scanned images, or images obtained from the net?(3) When a student project was an enhancement to someone else’s project found on the web, how and to what extent should the original project be acknowledged?(4) How could students protect their own ability to further develop their projects, and possibly exploit them commercially, while at the same time exposing them to view on the web?(5) Could students include various software plug-ins in the installation kits for their own programs? Page 4.585.6Many computer science programs of study now include a required course in ethics, which wouldbe a

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1999 Annual Conference

Authors

Robert A. Johnson; J. Shawn Addington

procure data from individual courses. Specifically, thestudents are questioned regarding their acquisition of skills associated with the 16 ElectricalEngineering Educational Outcomes listed below :Defined by ABET : (items 1-13)“General Criteria” (Criterion 3)1. An ability to apply knowledge of math, science, and engineering2. An ability to design and conduct experiments, as well as to analyze and interpret data3. An ability to design a system, component or process to meet desired needs4. An ability to function on multi-disciplinary teams5. An ability to identify, formulate, and solve engineering problems6. An understanding of professional and ethical responsibility7. An ability to communicate effectively8. The

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1999 Annual Conference

Authors

Erdogan Sener

interpret experiments and apply experimental results to improve processesd. Apply creativity in the design of systems, components or processes appropriate to program objectivese. Function effectively on teamsf. Identify, analyze and solve technical problemsg. Communicate effectivelyh. Recognize the need for and possess the ability to pursue lifelong learningi. Understand professional, ethical and social responsibilitiesj. Be cognizant of contemporary professional, societal and global issues and be aware of and respect diverse culturesk. Have developed a commitment to quality, timeliness and continuous improvement.Analysis and Results:The results of the survey and the evaluation of the data have been given in tables 1 through 5

Collection

1999 Annual Conference

Authors

Frank E. Falcone; Edward Glynn

whet the students’ appetites for subsequent courseswhere similar problems are addressed in far greater detail and sophistication. Students begin toappreciate the creative and innovative nature of engineering practice through exposure to “realworld” problems wherein they must justify their choice among many feasible solutions.Measurements addresses professional engineering issues by presenting case studies in projectmanagement and engineering ethics to stimulate class discussion.III. Format and StructureMeasurements is a 3-credit course that includes two 50 minute lectures and one three-hourlaboratory period per week for 14 weeks. The lecture sessions have a maximum of 30 studentswhile the laboratory sessions have a maximum of 20 students. The

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1999 Annual Conference

Authors

Ernest M. Kim

General Education Requirement in the Physical Sciences.I. IntroductionIn typical Engineering programs, there is desire to integrate technical education with traditionalliberal arts studies to educate a well-rounded engineer. Those studies include written and oralskill development, exploration of human existence through studies in philosophy and religion,and analysis of ethical issues. The liberal arts studies are usually an integral part of anengineering curriculum.Through this integrated approach to technical education, the Engineering graduate is prepared tobecome a responsible member of the technical community, and society as a whole.Unfortunately, there is fragmentation of knowledge in the undergraduate liberal arts experiencebrought

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1999 Annual Conference

Authors

Kenneth Bryden

-timetable” learning opportunities as valuable as the “on-timetable” classes and labs. Many of the desired ABET 2000 5 outcomes are enhanced by “off-timetable” experiences, and some are probably best taught through “off-timetable” experiences.Team work, ethics, professional practice, application of engineering principles, and projectmanagement all can come to life when the students work on real projects, with real risks, andreal rewards.The comment most often made about undergraduate involvement in activities beyond theclassroom is that it requires too much of a professor’s time and that the quality of the finalproduct is often disappointing. During the tenure process there is no extra time and so anyopportunity to become involved with

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1999 Annual Conference

Authors

Bernard Gallois; Keith Sheppard

anddesign courses to enhance learning. Open-ended projects together with experiments in thedesign courses are chosen to provide context for and reinforce the engineering science taughtconcurrently. The Design Spine will also provide the vehicle to develop key competencies inproblem solving, effective communication, project management, ethics, economics ofengineering, teaming and industrial ecology in an evolutionary manner throughout the sequence.1. IntroductionIt has been estimated that approximately 70% of the life-cycle costs of product realization, i.e.the conception, development and bringing to market of a product, are determined during thedesign phase1. There has been a growing recognition that engineering curricula in the U.S. havenot been

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1999 Annual Conference

Authors

J. Bredeson; M. E. Parten

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 (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Each program must have an assessment process with documented results. Evidence must be given that the results are applied to the further development and improvement of the program. The assessment process must demonstrate that the outcomes important to the

Collection

1999 Annual Conference

Authors

Zbigniew Prusak

- self-organization and work planning – usually good time-efficiency of learning- persistence in reaching a goal Page 4.364.6- work submitted in a professional manner- work ethics usually higher than among traditional students- often perform self-verification when taking measurements- developed hands-on skills with manual tools- safety-conscious when using equipmentMain advantages of traditional students:- better preparation in mathematics and natural sciences- more updated computer skills- willingness to experiment- faster in learning software and innovative in using software for a task at hand- in general, have more time for

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1999 Annual Conference

Authors

Juan Lucena; Gary Lee Downey

; Reich1991). Engineering Cultures takes a small step in this direction by striving to enable engineeringstudents to understand themselves as holding perspectives by systematically challenging them torecognize and explore perspectives other than their own.The course emerged from a research project sponsored by the Ethics and Values Studies program(now Societal Dimensions of Science and Technology) at the National Science Foundation. Aftercompleting undergraduate degrees in engineering, both authors went on to conduct ethnographicand historical work in the social studies of technology and engineering (e.g., Downey 1998a;Downey and Lucena 1994, 1998; Lucena 1996). With NSF support, we conducted a three-yearethnographic study of how engineering

Collection

1999 Annual Conference

Authors

Roger Ware; Charles F. Yokomoto

through sixteen and eighteen through thirty-two. Some of the 14 15 16, 18, 19, 25 26applications include problem solving , writing , retention , ethics , and attitudes 29toward innovation and creativity .2.3. FoundationsWhat makes the MBTI stand out from the crowd of learning styles assessment instruments isthat it is backed with a considerable range of resources for use in the academic community, thebusiness community, and the counseling community. Not only is it used in research, but it is ahighly researched instrument with reliability and validity studies being continuously conducted 2and reported . Here are several points

Collection

1999 Annual Conference

Authors

Mary E. Besterfield-Sacre; Larry J. Shuman; Jack McGourty

” requirementis delineated by several outcomes (e.g. “…professional and ethical responsibility,” “…the impactof engineering solutions in a global and societal context,” and “…life-long learning”).Behavioral–related outcomes have become increasing common in the classroom [18]. These canbe defined as an individual’s action or reaction to either an external or internal stimuli. In theengineering context, behavior is seen as the manifestation (i.e., application) of what the studenthas learned through an educational intervention. In essence, behavioral aspects are those skillsengineering students possess. A faculty member or co-op employer can readily observe thestudent’s application of knowledge that has been transmitted through the educational process.By

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1999 Annual Conference

Authors

Walthea V. Yarbrough; Sarah J. Rajala; Richard L. Porter; Hugh Fuller; Laura Bottomley; Mary Clare Robbins

contemporary issues safety societal impact ethics ability to apply computing skills experimental design system design study skills time management skills research skills library/web skills choosing a major broader view of engineering individual vs. team learning modeling Table 2. Identified Delivery Methodologies cooperative learning/collaboration hands-on learning active learning open-ended thinking project-oriented