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1999 Annual Conference

Authors

Francis Wang; El-Hadi M. Aggoune

GE 290 EE 490 teams EE 491E Ability to identify, formulate, and solve EE 490 engineering problems EE 491F Understand of professional and ethical EE 490 responsibility

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1999 Annual Conference

Authors

Juan Manuel Hinojosa; Alfonso Avila

for design and development, and the continuous improvement on both thedesign methodologies and the fabrication technology. To be competitive in this area, industryemployers are looking for engineers with qualifications such as: self-guided learning, systemdesign skills, team-working skills, development tools skills, and ethical behavior. Educatingprofessionals at universities with these qualifications becomes a key to support the continuousdevelopment of the MbSD area. To do this, the authors have formally incorporated active-cooperative learning strategies based on the course redesign framework implemented at ITESMCampus Monterrey. This redesign framework provides the basis to adjust the curricula usingvaluable pedagogical principles such as

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1999 Annual Conference

Authors

Eric Adams; Rafael Bras

many of the less technical aspects of the profession--from preparing vitas andselling oneself, to project control, to running a private office, to professional ethics, etc. Thesubject involves constant interaction with practitioners, including a “chase an engineer”experience in which students spend a day with a practicing mentor. On Fridays, a luncheon isprovided where outside speakers are invited to present a seminar on current trends in theirparticular discipline.Starting in November and continuing through May, students work on a group project. Thestudents select their project by forming interdisciplinary groups and responding to one of the“RFPs” which are let during October. The proposals include both technical andadministrative/cost

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1999 Annual Conference

Authors

Darrell C. Schroder; Charles D. Turner

work and interpret data c. Ability to design a system, component, or 3 2 design project, text problems process to meet desired needs d. Ability to function on multi disciplinary 2 1 class open to science majors, informal and teams formal team assignments, class exercises e. Ability to identify, formulate, and solve 3 2 textbook problems, local applications, special engineering problems assignments, f. Understanding of professional and ethical 2 2 current events, speaker, design problem responsibility situations, g. Ability to communicate

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1999 Annual Conference

Authors

Zenaida O. Keil; Robert P. Hesketh; James A. Newell; Stephanie Farrell; C. Stewart Slater

careers and different occupations. Page 4.410.11 They showed me that women can be engineers also and do just as good of work as men can. They told us about their jobs in language we could understand. I liked how they put the school "theory" into real life situations on the job. They taught me how hard, rewarding and fun engineering can be. They definitely focused my attention in the general direction of engineering.Ethics in EngineeringTwo sessions were devoted to exploring issues of ethics under the guidance of the dean of theCollege of Engineering and Applied Science, Lewis Duncan. These sessions began

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1999 Annual Conference

Authors

Peter J. Graybash

trimmings in the overall process. Page 4.457.2Ultimately, Àdecision support routines,À dominated by human issues, have the strongestimpacts.Furthermore, the most dynamic factors are human elements, active in the total process not juston any single element.Behavioral influences such as individual values, personalities, propensity for risk, potential fordisagreement and ethical intensity all apply. So, the question ultimately is: How do CPEEs dealwith human elements when selecting technology to teach technology?IV. The InquiryData to answer this question will be collected through a written survey of key decision-makers ina purposive sample of 23

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1999 Annual Conference

Authors

Lucy C. Morse

matter is to be presented. This approach allows the professor toorganize and present what is to be learned in the course and demonstrates to the students how thecourse is organized. The advance organizer model is designed to strengthen students’ owncognitive structure. 2 Technology Administration ETI 4635Management Functions Managing Technology Personal Technology Planning Research Time Management Design Ethics Decision Making Production Career Organizing Quality

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1999 Annual Conference

Authors

Lawrence Genalo

in Materials at ISU The Materials Engineering Program at Iowa State University has established thefollowing desired learning outcomes in their graduates. Of course, this includes the 11outcomes in ABET’s Criterion 3;a. an ability to apply knowledge of mathematics, science, and engineeringb. an ability to design and conduct experiments, as well as to analyze and interpret datac. an ability to design a system, component, or process to meet desired needsd. an ability to function on multi-disciplinary teamse. an ability to identify, formulate, and solve engineering problemsf. an understanding of professional and ethical responsibilityg. an ability to communicate effectivelyh. the broad education necessary to understand the

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1999 Annual Conference

Authors

Tony N. Rogers; David R. Shonnard; Besty M. Aller; Kirk H. Schulz; Anton Pintar

requiredby ABET EC2000. NCA allows each unit to establish its own goals. As mentioned earlier,ABET EC2000 (ABET, 1997) sets down specific goals, (a) through (k), for all engineeringprograms and the AIChE sets criteria for chemical engineering programs (AIChE, 1996),numbered (A-1) through (A-9) by the committee:(a) “an ability to apply knowledge of mathematics, science, and engineering(b) an ability to design and conduct experiments, as well as to analyze and interpret data(c) an ability to design a system, component, or process to meet desired needs(d) an ability to function on multi-disciplinary teams(e) an ability to identify, formulate, and solve engineering problems(f) an understanding of professional and ethical responsibility

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1999 Annual Conference

Authors

Nagy N. Bengiamin

. Page 4.188.1 (f) Understand professional and ethical responsibilities. (g) Ability to communicate effectively. (h) Possess a broad education necessary to understand the impact of engineering solutions in a global and societal context. (i) Recognize the need for, and is able to engage in life-long learning. (j) Has knowledge of contemporary issues. (k) Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.Assessment and its relevant instruments in engineering education have been the focus of severalpublished works.2-5 The reader is encouraged to review the work by Olds and Miller 4 andRogers and Sando 5 for information about the process of

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1999 Annual Conference

Authors

Warren Perger; Leonard J. Bohmann; Bob Bohnsack

to analyze and interpret data c)an ability to design a system, component, or process to meet desired needs d)an ability to function on multi-disciplinary teams e)an ability to identify, formulate, and solve engineering problems f)an 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 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 l) knowledge of probability

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1999 Annual Conference

Authors

George H. Williams; James . Kenny

engineering and the engineering sub-disciplines; to provide instruction in oral,written, graphical and computer communications skills appropriate to engineering; to provide an introduction toengineering design through case studies and comprehensive design projects; to develop team-building skills inconjunction with both engineering and non-engineering students; to introduce the concepts of professional ethics,environmental consequences, economic considerations, and public safety and welfare as engineering design factors;and to provide introductory basic instruction in traditional engineering science areas such as engineeringmechanics, computer science, engineering materials, thermodynamics and electrical science. The year-longsequence involves

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1999 Annual Conference

Authors

Francisco Ruiz; Michael E. Gorman; Phil Weilerstein

(1992) 2. Covey, S. R., “Principle-Centered Leadership.”, New York: Simon and Schuster (1992) 3. Schön, D.A., “Educating the Reflective Practitioner”, San Francisco: Jossey-Bass, (1991) 4. Schrage, M., “No More Teams!”, New York: Random House (1996). 5. Illinois Institute of Technology. “Report to the Board of Trustees.” The National Commission for IIT, public document. Chicago, 1994. 6. Gorman, M. E., Richards, L. G., Scherer, W. T., & Kagiwada, J. K. (1995). Teaching invention and design: Multi-disciplinary learning modules. The Journal of Engineering Education, 84(2), 175-186 7. Gorman, M. E. Transforming nature: Ethics, invention and design. Boston: Kluwer Academic Publishers. (1998). 8. URL: http://repo

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1999 Annual Conference

Authors

R. J. Helgeson; Troy Henson

which include a design element as a predominant feature. • Design projects which emphasize the design process with some emphasis on economics, performance, etc. Intermediate • In depth design problems related to a specific engineering subject area, which includes problems of an open ended iterative nature. • Design projects that emphasize the design approach and require understanding of the theory being applied. Advanced • In depth design projects which emphasize the complete design process, from requirements to final delivery of product, including various real-life constraints (ethics, economics

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1999 Annual Conference

Authors

Suzanne D. Bilbeisi; Camille F. DeYong

,architecture and technology, all of which provided participants with a basic understanding of theissues that professionals in these fields face in terms of ethics, environment, energyconservation, safety, and societal concerns.In addition to increasing the high school students’ awareness of engineering and relateddisciplines, the academies provided hands-on laboratory, problem-solving and teamworkexperiences as well an exposure to college life. A career guidance module designed to help theyoung women understand the professional opportunities available in the fields of architecture,engineering, and technology was offered to help them make informed career decisions.Computer, technical, and communication skills were also addressed. Furthermore, the

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1999 Annual Conference

Authors

W. Ernst Eder

Intellectual and Ethical Development in the College Years: A Scheme, New York: Holt,Rinehart, 197025. Perry, W.G., Jr, "Cognitive and Ethical Growth: The Making of Meaning", in Chickering, A. & Assoc., TheModern American College, San Francisco: Jossey-Bass, 198126. Egan, K., The Educated Mind -- How Cognitive Tools Shape Our Understanding, Chicago: University Press,199727. Woods, D.R., Problem-based Learning: How to Gain the Most from PBL, Waterdown, ON: D.R. Woods, 199428. Frost, R.B. (1994) "A Suggested Taxonomy for Engineering Design Problems," Jnl. Eng. Design, 5 No. 4, p.399--41029. Kuhn, T.S. (1970) The Structure of Scientific Revolutions (2 ed.) (Chicago, Univ. of Chicago Press)30. Kuhn, T.S. (1977) The Essential Tension: Selected Studies

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1999 Annual Conference

Authors

Claudio da Rocha Brito; Melany Ciampi

critic and rigorous way contributes to the defense and the development of humandignity, as well as to the cultural inheritance, by the research, education and services to thecommunity. Altogether with the values in common with the whole University, the UNISANTOSdevotes in a special way to the cultivation of human values and Christian ethic, for building arenewed democratic society, fairer and more equal.It confirms the man’s primacy over the things, the spirit over substance, the ethic over thetechnical, so that science and technical are to men’s service.UNISANTOS recognizes and defend the universal right to education and man’s free choice ofeducation types. Inserted in a pluralist society it accepts all kinds of people, with no distinctionof

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1999 Annual Conference

Authors

Parviz Famouri; Heather Collier; Brian Inman; Wils L. Cooley

requirements andeconomic considerations. On the other hand, ABET asks that student design experiences includemany other "realistic" constraints, such as safety, reliability, aesthetics, ethics, and social impact.Although reliability and economics are often issues in competition designs, in terms of the overalleducational experience of the design project, competition-oriented designs are probably less richthan tackling a problem in the "real world," especially a project for a client who is outside ofacademia. This represents a weakness of design competitions.3. Although design competitions produce contrived problems rather than real ones, the richnessof realistic constraints that is missing is often offset by a richness in technical challenge. Well

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1999 Annual Conference

Authors

Thomas G. Stanford; Donald Keating

curiosity, creative engineering starts with an innovation ethic to deliberately andsystematically meet real-world needs to improve the human condition.Toward this aim, the professional dimensions for the systematic engineering practice and professional leadership ofneeds-driven innovation and technology development are now known. They include:• technical competence,• creative problem-solving, systems thinking, and innovation,• professional responsibility,• professional leadership of multidisciplinary groups for needs-driven collaborative creativity,• problem finding and visualization (needs-finding),• program making and strategic thinking,• policy making, value judgement, ethics in technology-social-safety-economic issues. 6

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1999 Annual Conference

Authors

Herbert Holland; Dean Bruckner

Creativity Leadership Problem Solving Techno- ---------------- Ethics logy Mgt. Design Teamwork GOALS Precision Organization Naval Arch/ SKILLS Civil Marine Engineering

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1999 Annual Conference

Authors

John R. Wagner; David Finley

Physics Safety Ethics

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1999 Annual Conference

Authors

W. D. Jemison; W. A. Hornfeck; J. F. Greco; I. I. Jouny

professionalism and the economic analysis ofengineering projects a course in engineering ethics also is required. Lafayette Collegealso offers a course called the Technology Clinic where a team of six studentsrepresenting engineering, the sciences, and the liberal arts work on an industry sponsoredproject. Lafayette College also has an active Interim Abroad session which is open to allstudents including engineers. This year engineering students are taking advantage of theInterim Abroad session and are studying in Germany, England, Africa, China and Greece.In our new Electrical and Computer Engineering degree program we have also attemptedto address technological, professional, and social agents of change by requiring abalanced mix of computer software

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1999 Annual Conference

Authors

Daniel Davis

, reasoning skills, communication and problem solvingskills, the ability to work cooperatively and an understanding of the ethical and economic issuesassociated with the application of technology in contemporary society.Connected Curriculum – A More Integrated ProfessionAs The Boyer/Mitgang Report and the other studies suggest, architectural education should beconnected to industry and reflect the conditions of practice. Boyer often said “that architecture,which involves so centrally the integration of many disciplines through the design act, deeplyintrigued him.”7 However, at many schools, those with integrated, well-balanced careers inteaching and practice are becoming increasingly rare.8Our integrated and genuine teacher-practitioner philosophy

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1999 Annual Conference

Authors

Jerome Atkins

Page 4.72.4Assessment and at their joint October 1997 conference on that subject in Washington, DC. The essence of the assessment notion for engineering education is captured in the ABETparadigm called Engineering Criteria 2000 used by the Engineering AccreditationCommission (EAC). Included in the criteria are eleven "attributes of an engineer", whichsimply stated are: knowledge, experimentation, design, teamwork, problem-solving,professional ethics, professional practice, broad education, communication, lifelonglearning and "other" attributes. Similar attributes apply to the engineering technologist andhave been proposed as criteria for accreditation by TAC of ABET. A striking parallel isseen when comparing these criteria to the long

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1999 Annual Conference

Authors

Jess Everett; Kauser Jahan

personnel management techniques.• Be better able to meet customer needs.• Integrate engineering professionalism and ethics in their work and as it relates to the context of engineering in society.• Demonstrate improved communication skills including written, oral, and multimedia.• Utilize information obtained from sources that cross geopolitical and language barriersJunior Clinic ProjectsDuring the Fall of 1998 and Spring 1999, three challenging environmental engineering designprojects were conducted through the Junior Clinic Class. All three projects had externalsponsors and were composed of multidisciplinary student teams. All projects had a chemicalengineering student as the out of discipline student. The details of these projects are

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1999 Annual Conference

Authors

Scott Danielson; Sudhir Mehta

data. One important use of this data can be to form part of a feedback loopfocused on learning-outcomes assessment and improvement of teaching, courses, andcurriculum. This use of self-assessment data can be used to demonstrate program evaluation,advising, and monitoring of students (ABET 2000 Criterion 1).Another interesting issue regarding self-assessment of knowledge is related to professionalpractice. Practicing engineers often have to make judgements regarding their knowledge orability to perform various engineering tasks. These judgements have importance in both legaland ethical issues during professional practice. Thus, there is value in teaching engineeringstudents about their ability to correctly self-judge knowledge. By regularly

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1999 Annual Conference

Authors

Donald J., Jr. Fournier; Cyndi Gaudet

major project for a real client. The Page 4.149.4students demonstrated excellent work ethics, produced a superior document, and gave anexcellent presentation to plant and corporate management. Second, the plant sponsored two newsalaried summer internship positions, one in the environmental affairs department and one in thetraining department. The student’s performed well during these internships and were invited tocontinue working there part-time during the following school year.Student internships are an important part of the student’s education and it is therefore importantto continue to develop relationships with business and industry which

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1999 Annual Conference

Authors

Robert Spradling; Robert Hayes; Ahmad Zargari

7Study of materials processing, materials properties, and machining processes 4.05Study of computer applications, documentation, database management 3.91Study of interpersonal communications in organizations 3.88Statistics and Data Analysis 3.84Study of Total Quality Management 3.81Study and analyze labor relations, ethics in the workplace, quality of work life,and productivity 3.77Study of productivity analysis 3.75Study of computer aided design

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1999 Annual Conference

Authors

Marilyn Dyrud

, Charles F. and Roger Ware. “Using Small Groups to Promote Active Learning and Student Satisfaction in a Required Engineering Ethics Course.” ASEE Annual Conference Proceedings (1998). Available: CD-ROM.57. Yost, Sandra A. “Reflections on Cooperative Learning: Look Before You Leap.” FIE Conference Proceedings, Vol. 3 (1997): 1491-5.58. Yost, Sandra A. and N. Mohankrishnan. “Adventures in Cooperative Learning: An Ongoing Experiment.” ASEE Annual Conference Proceedings (1998). Available: CD-ROM. Page 4.275.11MARILYN A. DYRUDMarilyn Dyrud is a full professor in the Communications Department at Oregon Institute of Technology

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1999 Annual Conference

Authors

Anthony Brizendine; Laora E. Dauberman-Brizendine

institutional mission, departmental mission and resources; size ofthe institution; accreditation criteria and professional organizations; collective bargainingstatus; classification of the institution; disciplinary objectives; new technologies; andresearch.”The ASCE Task Force (1998) developed models linking scholarship, teaching, and service andprofessional development with values of excellence, integrity, leadership, and ethics. Indeveloping these models, the Task Force stated “…institutions need to place less emphasis uponsterile definitions and more upon the creation of a means to reward substantive facultyachievements.” Page 4.443.9The ASCE Task