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2000 Annual Conference

Authors

Roxanne Jacoby; Jean Le Mee

Session 3142 THE GLOBETECH INTERNATIONAL SIMULATION: PRACTICAL TOOL TO TRAIN ENGINEERS - LEADERS FOR THE GLOBAL ECONOMY Roxanne Jacoby, Jean Le Mee The Albert Nerken School of Engineering, Cooper UnionAbstractThe 21st century will require engineers not only technically well prepared in their chosen fields, butalso able to understand the managerial, ethical, financial, etc. implications of their work. They willhave to become effective leaders in the context of a complex, fast changing, highly competitiveglobal economy. To achieve this, more emphasis should

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2000 Annual Conference

Authors

W. Bradford Cross; Susan M. Morgan; Mark P Rossow

communication outcome portfolio. The Department of Civil Engineering at Southern Illinois University Edwardsville, in determining our goals, has developed one outcome associated with the skill of communication. This outcome is: Page 5.361.2Table 1. SIUE graduate outcomes by category. Category (Portfolio) Graduate Outcomes Communication • an ability to communicate effectively Design • an ability to design a system, component, or process to meet desired needs • an understanding of professional and ethical

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2000 Annual Conference

Authors

Enno Koehn

.” Journal of ProfessionalIssues in Engineering Education and Practice, ASCE, 121 (4), 260 – 261.7. Koehn, E. (1991). “An ethics and professionalism seminar in the civil engineering curriculum.” Journal ofProfessional Issues in Engineering Education and Practice, ASCE, 117 (2), 96 – 101.8. Major, M. M. (1994). “Surviving the crunch.” ASEE Prism, American Society for Engineering Education,3 (7), 14 – 19.9. McCuen, R. H. (1994). “Constructive learning model for ethics education.” Journal of Professional Issuesin Engineering Education and Practice, ASCE, 120 (3), 273 – 278.10. Weingardt, R. G. (1993). “Engineers need a broader perspective and a better Image.” ASCE News, American Society of Civil Engineers, 18 (6), 7, & 11.BiographyEnno “Ed” Koehn

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2000 Annual Conference

Authors

Enno Koehn

of ProfessionalIssues in Engineering Education and Practice, ASCE, 121 (4), 260 – 261.7. Koehn, E. (1991). “An ethics and professionalism seminar in the civil engineering curriculum.” Journal ofProfessional Issues in Engineering Education and Practice, ASCE, 117 (2), 96 – 101.8. Major, M. M. (1994). “Surviving the crunch.” ASEE Prism, 3 (7), 14 – 19.9. McCuen, R. H. (1994). “Constructive learning model for ethics education.” Journal of Professional Issuesin Engineering Education and Practice, ASCE, 120 (3), 273 – 278.10. Weingardt, R. G. (1993). “Engineers need a broader perspective and a better Image.” ASCE News, 18 (6), 7 – 11.BiographyEnno “Ed” Koehn is Professor and Chair of the Department of Civil Engineering at Lamar University

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2000 Annual Conference

Authors

Ron Baddock; Catherine S. Bolek; Kenny Fotouhi; Ali Eydgahi

current with today’s technological advances. One solution, that has receivedattention during the 1990’s, is the university-industry partnership. Liaw4 believes thatstrong industry ties add breadth, depth, and continuity to the undergraduate education.Along with the benefits, these partnerships can create ethical concerns. Such concernsinclude the rights of both parties, approaches that are fair to all, and the need to avoidconflict of interest5. To address these concerns, guidelines that direct the actions ofpartners have been promulgated by such bodies as the U.S. Office of Science andTechnology 6.In this paper, we present a partnership and collaboration that has recently been createdbetween University of Maryland Eastern Shore (UMES), Lab-Volt

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2000 Annual Conference

Authors

Robert H. Mayer

includes chemical and biological considerations in water quality, wastewatertreatment and discharge, diffusion and dispersion of wastewater in estuaries and oceanicenvironments, maintenance dredging and material disposal, and engineering methods used toanalyze and mitigate the effects of marine pollution. Students also gain familiarity withenvironmental laws, ethics and economics as they pertain to the marine environment.Most class lectures are adapted from a conventional environmental engineering text such asMasters’ Introduction to Environmental Engineering and Science4. Readings from Laws’Aquatic Pollution5 and other marine-related references are assigned to supplement class lectures.The research project requirement of the initial “issues

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2000 Annual Conference

Authors

Stacy S. Wilson

department is allowed to present its own versions of the freshman course to the students intheir major. The Electrical Engineering Technology (EET) program in the Department ofEngineering Technology at WKU has developed a freshman seminar course that meets theuniversity requirements and also introduces the freshman to electrical engineering. This courseexamines the different aspects of electrical engineering and develops the problem-solving skillsof the students. During the semester, the students study the history of engineering, theresponsibilities of engineering, professional registration, and engineering ethics. Students alsodevelop a foundation for problem-solving skills through various assignments. An importantaspect of this course is the

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2000 Annual Conference

Authors

Thomas M. Jacobius; Gerard Voland

and perspectives needed for successful teamwork (e.g., competency in such areas as communication, leadership, creative thought, problem-solving methodologies, project management, technology transfer, information searching and synthesis, balancing quality and economics, ethics, safety issues, environmental concerns, global diversity, client and customer relations, entrepreneurship, and the legal protection of intellectual property) ½ Offer real and tangible benefits to the sponsor in the form of significant milestones achieved within the given timeframe of the project ½ Require multiple disciplinary perspectives, integrated through teamwork ½ Be sufficiently

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2000 Annual Conference

Authors

Claudio da Rocha Brito; Melany Ciampi

students and also tokeep their interest. The objective is basically to stimulate the creativity of the students and theadoption of strong Ethic models 9.The Philosophy - that is the study and the creation of theories about basic things such as thenature of existence, knowledge, thought, or about how people should live - is very importantprincipally because it is a great opportunity to the students to discuss all those matters. Socrates,Plato and Aristotle for example, give them a whole spectrum of political philosophies.This course will provide the students not only how to deal with others ideas but also to increasetheir creativity, that is fundamental for any activity. Besides it enriches the conception of Ethicthat is so important to the

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2000 Annual Conference

Authors

Peter J. Graybash

dilemmas are non-existent and that the means-end principle and utilitarian principle willdominate ethical considerations. Second, the Bounded Rationality model tends to be less idealistic, and to consider thelimitations of day-to-day decision-making. It reflects individual tendencies to conduct limitedsearches for alternatives, to make choices under situations of inadequate information or control,and to (satisfice) select the less than best solution. Satisficing is the practice of selecting anacceptable goal, which might be easier to identify, less controversial, and otherwise safer thanthe best possible solution, very often, the manager's view of being reasonable to achieve. Thebounded rationality process reflects the human tendencies to 1

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2000 Annual Conference

Authors

Karim M. El-Dash

to the course as well as to the instructor.Disadvantages of discussion: 1. It is more difficult to prepare and conduct a discussion class than that for a lecture class. 2. Engineering students are neither familiar nor prepared for discussion classes. 3. Discussion class is not convenient with big classes more than fifteen students. 4. Students should have a considerable background of the subject to be discussed. 5. The class could be ineffective if the students are youthful mentally or behaviorally. Also, it is advantageous to exploit discussion periods to conduct ethical problems thatengineers need in their professional life. Besides, it helps the instructor to improve the attitudeof the students through the discussion and through the

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2000 Annual Conference

Authors

Kenneth M. Bryden; Donald R. Flugrad

, coordinating disparate groups and tasks to complete the project.7. The student should be able to actively participate in the design process as a member of an engineering team in a variety of roles.8. The student should be able to apply an understanding of ethics, patents, and legal issues to the design process.9. The student should be able to understand the technological, environmental, and economic ramifications of engineering products and the impact of engineering decisions on the design process.10. The student should be able to assess the functional fitness of the final prototype to meet the design criteria.11. The student should be able to present technical material concisely and clearly using appropriate written, oral, and

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2000 Annual Conference

Authors

J. Nazalewicz; H. Hadim; D. Donskoy; B. Gallois; Keith Sheppard

” demanded of engineeringgraduates, as embodied in ABET EC Criteria 2000, by evolving them over the four years of thedesign sequence. Examples include effective team skills, project management, communications,ethics, economics of engineering, etc. It is also a means to enhance learning, as each of thedesign courses is linked to engineering courses taught concurrently. Students see this stronglinkage for the first time in the second semester of the freshman year when they take Mechanicsof Solids concurrently with Engineering Design II. Mechanics of Solids is a four-creditlecture/recitation course that integrates the topics of statics and strength of materials courses thatwere taught separately in the previous curriculum. In the two-credit Engineering

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2000 Annual Conference

Authors

Richard B. Englund

Press, 1998.3. URL: http://lowery.tamu.edu/ethics/ethics/giftgive/giftgiv1.htm; Engineering Ethics, Accepting Gifts andAmenities, Student Handout.RICHARD ENGLUNDRichard Englund is currently an Assistant Professor of Mechanical Engineering Technology at The PennsylvaniaState university at Erie, The Behrend College. He received a BSME from Washington State University and anMSME from the State University at Buffalo. Mr. Englund is a registered Professional Engineer in Pennsylvania andis actively involved in new product design and research with industry. Prior to teaching he was a design engineerand stress analyst in industry. Page

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2000 Annual Conference

Authors

Jeffrey L. Newcomer

feedback from others. structured programs.System Thinking Skills Self-learning Skills Ability to: understand how events interrelate; syn- Ability to: learn independently; continuously seek to thesize new information with knowledge from pre- acquire new knowledge; acquire relevant knowledge vious courses and experiences. to solve problems.Ethics and Professionalism Business Skills Ability to: understand and demonstrate professional Ability to: accurately estimate production costs; cal- and ethical behavior; understand social and ethical culate the cost effects of

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2000 Annual Conference

Authors

Dick D. Desautel

. experiments, as well as to analyze and interpret data.5. To develop students’ ability to communicate and Outcome 4: Have an ability to function on multi- work effectively in teams. disciplinary teams. Outcome 7: Have an ability to communicate effectively.6. To develop students’ understanding of multicultural Outcome 6: Have an understanding of professional and global perspectives, as well as ethical choices and ethical responsibility. inherent in the engineering profession

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2000 Annual Conference

Authors

Michael Mackay; George DeLancey; Richard Cole; Bernard Gallois; Keith Sheppard; Gerald Rothberg

our graduatesin concert with the goals of ABET EC 2000. The Design Spine provides a design experience ineach of the eight semesters for all of our engineering programs 1. A key feature is the extent towhich the core design courses are coupled to the core engineering-science courses to enhancelearning. Open-ended projects together with experiments in the design courses are chosen toprovide context for and reinforce the engineering science taught concurrently. The Design Spinealso provides the vehicle to develop key competencies in problem solving, effectivecommunication, project management, ethics, economics of engineering, teaming and industrialecology in an evolutionary manner throughout the sequence. The embodiment of this approachin the

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2000 Annual Conference

Authors

Graciela Munoz Padilla; Francisco J. Gonzalez

in engineering continuingeducation. The catalog, during these years, has amounted to over 200 different courses.Due to its own market research, the Department itself has created courses which range fromcommunications, to applied computer software; from reengineering to the Japanese language;from ethics to computer-aided education; from GPS to energy savings. And soon it becameevident that professors, participating as “students”, had many deficiencies in their professionalstraining, such as:1. a lack of appropriate oral and writing skills;2. a very poor orthography, unacceptable in professionals;3. a very poor vocabulary, specially in the humanities area; and4. a very poor and insufficient preparation, for historical, philosophical

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2000 Annual Conference

Authors

Robin H. Lovgren; Michael J. Racer; Anna P. Phillips

undergraduate education, grounded in the arts and sciences, develops intellectual, cultural, and ethical qualities in its students. The innovative General Education Program challenges students to develop the analytical and critical skills necessary for life-long learning. The University of Memphis offers masters and doctoral degrees in selected graduate programs as well as degrees in the major professional areas. Through learning begun at The University of Memphis, graduates compete in the global intellectual community in which they live. o As a research university, The University of Memphis develops, integrates, disseminates, and applies knowledge. Faculty maintains on-going programs of basic and applied research or

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2000 Annual Conference

Authors

Valana Baxter; Mark R Henderson; Jim Baxter; Alan de Pennington

feel that the GEDT meets these desired outcomes. Althoughglobal issues are not addressed directly, several aspects of the project do fit precisely within thislist. For example, (d), (f), (g) and (j) mention teaming, ethics, professional responsibility,communication and contemporary issues, globalization being a dominant issue in this decade. Table 1: ABET requirements with GEDT Comments2ABET 2000 Audit Form GEDT How GEDT addresses objectivesPROGRAM OUTCOMES AND ASSESSMENT Assessment Process with Documented Results to Measure Outcomes Periodic

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2000 Annual Conference

Authors

Nicole DeJong; Ken Van Treuren; Don Farris; Cindy Fry

5.690.3The task given them is to create and analyze several potential bridge designs that meet therequirements outlined in the RFP. Distinctives of the Engineering Profession Teamwork Technical Skills Communication Ethics Leadership Statement of Need Freshman Conceptual Preliminary Final Course Engineering Request Design Design Design Complete

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2000 Annual Conference

Authors

Arleen Anderson; Gwen Lee-Thomas

Institute of Technology G. Lee-Thomas & A. AndersonTerre Haute, Indiana Page 4 ASEE 2000On a scale of 1-10, with 10 being highly competent, #1 (The ability to design and conductexperiments, as well as to analyze and interpret data) received the most “8” ratings(28%). There were three abilities rated as “8” by 25% of the students. First, ability #2(Ability to design a system, component, or process to meet desired needs) received arating of 6 from 25% of the students. The ability #5 (An understanding of professionaland ethical responsibility) received a rating of 9 by 25% of the students; and ability #6c(An ability to communicate effectively in technical writing) was

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2000 Annual Conference

Authors

Clifford R. Goodwin; R. Andrew Schaffer

new OLS B.S. degree program are outlined throughout the rest of thepaper.The OLS core consists of 43 credit hours, 28 of which are required courses:OLS 100 Introduction to OLSOLS 252 Human Behavior in OrganizationsOLS 263 Ethical Decisions in LeadershipOLS 274 Applied Leadership Page 5.638.2OLS 327 Leadership for a Global Work ForceOLS 331 Occupational Safety and HealthOLS 378 Labor RelationsOLS 390 Leadership: Theories and ProcessesOLS 410 Survival Skills in Organizational CareersOLS 490 Senior Research ProjectThis core consists of skill and knowledge areas identified by both management

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2000 Annual Conference

Authors

Steven H. VanderLeest

on technology in integrativecapstone courses, such as an engineering senior design projects course. However, capstones canbe narrowly focused since they are usually intended for a specific major. A third possibility istechnology from the viewpoint of a particular discipline, such as history of technology,philosophy of technology, or ethics of technology. Even here, the courses are often comprisedmainly of students in one particular major.III. A Science Fiction and Technology CourseA course that combines perspectives on technology with a focused study of science fictionliterature offers an interesting solution to the problem of introducing students to broader issues oftechnology. Many students have a personal interest in science fiction and

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2000 Annual Conference

Authors

Stephen Simms; Jane M. Fraser

hand.”22• Probes. Probe questions signal that the interviewer wants a longer and more detailed answer, seek clarification, and signal that the interviewer is listening.• Follow up questions. These questions seek depth by pursuing themes and seeking elaboration and explanation.Fontana and Frey13 discuss the ethical considerations in interviewing, including informedconsent, right to privacy, and protection from harm. They stress that one must alwaysconsider the human side of those being studied.In engineering studies, Seat23 uses a thematic analysis of interviews with 21 womenengineers to reach two major conclusions about the socialization and to present strategiesfor changing the self-perception of women engineers. Pavelich and Moore21

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2000 Annual Conference

Authors

John Duffy; Edmund Tsang; Susan M. Lord

joining of both academic coursework and community service with key featuresincluding reciprocity, reflection, and community-expressed needs. Previous studies have shownpositive effects of service-learning on a wide variety of cognitive and affective measures, manyof which match the criteria of ABET (for example, those dealing with interdisciplinary teams,ethical responsibility, impact of engineering in a global and societal context, and effectivecommunication). Examples of service-learning in engineering range from first-year designcourses coupled with local schools at University of South Alabama and at University of SanDiego to senior and graduate courses at University of Massachusetts Lowell coupled with a localHabitat for Humanity chapter and

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2000 Annual Conference

Authors

Ed Clausen; Carolyne E. Garcia

theirprofessional and ethical responsibilities; 7) communicate effectively; 8) understand the broadimpact of engineering solutions; 9) recognize the need for life-long learning; 10) understandcontemporary issues; and 11) use techniques, skills, and modern engineering tools.As one of the first Chemical Engineering programs to be evaluated under Criteria 2000, theChemical Engineering Department at the University of Arkansas developed a list of 16 possibletools that might be used to assess these outcomes. That list has ben narrowed to 6 tools that areof the most practical value, both to students and the Department. Of these, the most valuable isthe student portfolio.Student portfolios are the only assessment tool that adequately address all 11 of these

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2000 Annual Conference

Authors

Nicholas A. Scambilis

at Oklahoma University,and Ph.D. in Environmental Engineering at Missouri University. He retired from the US Air Force after serving 29years as a Civil Engineering Officer. He was Vice President of an environmental consulting firm before becoming aChairperson at Sinclair in 1997. He teaches environmental courses and is often called upon to be a guest lecturer onenvironmental subjects. Page 5.207.7 APPENDIX A COMPETENCY UNITSUnit 1: Employability SkillsUnit 2: ProfessionalismUnit 3: TeamworkUnit 4: Professional & Ethical StandardsUnit 5: Project ManagementUnit

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2000 Annual Conference

Authors

Patricia Backer

4 Technology assessment and management 5 Technology transfer 6 Quality of life issues 7 Technology ethics and society 8 Prospects for our technological futureTable 2. Revised Content of the course, Technology and Civilization Unit Title 1 The nature of science and technology 2 Technology and work 3 Technology and gender issues 4 Technology transfer 5 Quality of life issues 6 Technology ethics and societyThe first decision in the multimedia development process was the choice of authoringenvironment, Authorware for Windows. In addition, other planning decisions includeddiscussions

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2000 Annual Conference

Authors

Natalie A. Mello

certain abilities. These abilities include areas that have not been traditionally addressedby ABET in the past. The criteria now encompass such things as:• an ability to function on multi-disciplinary teams• an ability to understand professional and ethical responsibility• an ability to communicate effectively• an ability to understand the impact of engineering in a global/societal context• a recognition of the need to engage in life-long learning• a knowledge of contemporary issuesThe practice of engineering, science and management is best learned by a student through aprocess of ’initiation into a tradition’ as an apprentice to a master 4. Such an approach toengineering education was anticipated by WPI over 25 years ago and has been enhanced by