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2001 Annual Conference

Authors

Neal Armstrong; Steven Nichols

GuidanceAccreditation Board for Engineering and Technology.The Task Force also examined Criteria developed by the Accreditation Board forEngineering and Technology. The following criteria were particularly useful. ABET requires that students demonstrate11 (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

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2001 Annual Conference

Authors

James Dally; Abhijit Nagchaudhuri

preparation, spreadsheet applications, presentation development, computer-aideddesign, drawing and analysis. Discussions were also held about the history of engineering andtechnological development through time, social and economic impact of engineering innovation,information gathering and technical writing, safety and reliability in engineering design, and,ethics, as it pertains to engineering practice in the real world. Students were encouraged to apply all of what they learned in classroom lectures in their designproject, engineering drawing, design reports and oral presentations. Students worked in teams offour or five to brainstorm over design alternatives, performed project planning using Gantt Chart

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2001 Annual Conference

Authors

Amy Monte; Gretchen Hein; Sheryl Sorby

Computer Aided Drafting (2D) 135 Teaming 121 Page 6.555.2 Engineering Ethics 120Proceedings of the 2001 American Society for Engineering Education Annual Conference and ExpositionCopyright © 2001, American Society for Engineering Education Table 1: Survey Results of Topical Content for First Year Courses Topic Points Computer Aided Design (3D

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2001 Annual Conference

Authors

David Kelso; John D. Enderle; Kristina Ropella

with challenges like circuit board fabrication, software validation,design reviews, functional requirements, specifications, project scheduling, project management,FDA compliance, 510K’s, clinical trials, ethical debate, patient risk, intellectual property,documentation, and a variety of other responsibilities. Having spent four or more years studyingthe theory of p-n doping, free-body diagrams, Laplace transforms, Fourier transforms, Kreb’scycle and Poiseuille’s law, it is no wonder that the recent graduate is frustrated by the seeminglydisconnect between higher education and the “real-world”.Academicians struggle to establish that balance between theory and practice. Many fear that toomuch “real-world” is simply job training. Yet, too little

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2001 Annual Conference

Authors

Neil Quinn; Tim Healy

outcomes, some good, some bad, that were not anticipated by their developers. Thereaction to such unanticipated consequences cannot be to pursue no new technologies, asthat would have its own unforeseen consequences. Nor is it acceptable to blindly pursuenew ideas with no reflection on their possible implications. An effective society mustfind a middle ground. It is critically important that we reflect on issues that include:stakeholders (present and future), possible consequences that are difficult to anticipate,ethical concerns, and others. Engineers are often in a unique position to address some ofthese issues.Santa Clara University has introduced a new set of courses designed to help engineersreflect on such matters so that they can make a

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2001 Annual Conference

Authors

David Probst

; keeping a lab journal; and ethical issues are covered.Each experiment is allocated two weeks, which consists of ten hours formally scheduled in thelab, but the lab is open and available to students at any time during business hours forindependent work. All experiments run simultaneously and groups rotate experiments after twoweeks. After the first three experiments, each student prepares a formal written report on someaspect of one of the experiments in the format of an article in a letters journal. The instructorchooses precisely which experiment and what aspect of it in such a way that each student writesa unique paper. They also prepare an oral presentation of their work such as they would give at aprofessional conference.Before beginning each

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2001 Annual Conference

Authors

David Probst

7. Understand professional ethics 8. Work effectively in a group. 12. Tutor

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2001 Annual Conference

Authors

Michael Gorman; Matthew Mehalik

to combat it. Conversely, if those oppressed in a State 1revolt and seize power without moral imagination, the result will simply be a new oppressor-oppressed relationship7.An example of a State 1 network in transition is the case of Eskom8. The example comes fromcase studies we have written to teach engineering ethics and engineering in relationship toeconomic development and the environment. Eskom is the fourth largest electrical utilitycompany in the world and is based in South Africa. Engineers at the company have been facedwith the issue of how to expand Eskom’s service to include black South Africans who hadpreviously been excluded under South Africa’s apartheid regimes. Under apartheid, the utilitymaintained a State 1 relationship

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2001 Annual Conference

Authors

P Ravikumar

engineering student. The course is designed at the same time tomeet the educational objectives consistent with the new ABET guidelines which offer flexibility ofsetting, assessing, and improving the goals of the course in particular and the curriculum at large.This paper addresses the developments in format, content, instruction, and student participation andtheir relation to the assessment plans, evaluation, and improvements in the Senior Design Projectcourse. Design Process, Time Management, and Engineering Ethics are discussed as examples ofthe variety of topics covered in the course. Samples of assessment plans, evaluation, andsubsequent improvements are also discussed.IntroductionThe Senior Design Project course in Mechanical Engineering (ME

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2001 Annual Conference

Authors

Spencer Brinkerhoff; III, Walter Hopkins; David Hartman

EngineeringDesign, was developed to bring these freshmen into the College of Engineering and Technology,expose them to the various engineering programs available at Northern Arizona University, andto develop their skills as problem solvers and communicators. Other important objectives for thecourse are to develop teaming skills, to provide exposure to ethical issues, and to initiate thedevelopment of skills that will be used in the subsequent three engineering design courses. Thiscourse is the initial step in the Design4Practice1 curriculum, first described in 19952, and whichwon the 1999 Boeing Outstanding Educator Award.3II. BackgroundThe first engineering design course developed and offered at Northern Arizona University was acapstone course which

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2001 Annual Conference

Authors

Enno Koehn

36.8 21.1 15.8 2.7 Manufacturability (Constructability) 68.4 26.3 5.3 0.0 3.6 Ethical Considerations 42.1 36.8 10.5 10.5 3.1 Health and Safety Issues 47.4 36.8 15.8 0.0 3.3 Social Ramifications 26.3 26.3 26.3 21.1 2.6 Political Factors 36.8 15.8 26.3 21.1 2.7 Legal Issues 10.5 26.3 26.3 36.8 2.1* Composite Score based upon 4.0 = high; 3.0 = average; 2.0 = low

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2001 Annual Conference

Authors

W. Bernard Carlson; Rosanne Welker

Session 1661The Whammy Line as a Tool for Fostering Moral Imagination Rosanne L. Welker, W. Bernard Carlson University of VirginiaA central goal of engineering ethics instruction should be to help students develop their moralimaginations. According to Patricia Werhane, moral imagination refers to the ability ofprofessionals to imagine a variety of outcomes for their decisions. Werhane emphasizes that ifone is unable to imagine different scenarios, then one cannot assess the risk or apply a frameworkfor moral reasoning (such as utilitarianism, Kantian duty ethics, Lockean rights ethics, orAristotelian virtue ethics).1 However, we have

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2001 Annual Conference

Authors

Sr., Edward Rogers; Hans Kunov

developed on separate (and not interrelated) topics.The eight modules were chosen such that half were more theoretical, and half were moreadvanced. Sliced differently, half were on an introductory level, and half advanced.Finally half were natural candidates for acoustic demonstrations, the other half not. Eachof the eight modules is a unique combination of those three dimensions see Table 1below.Volunteers were recruited from the undergraduate population in the engineering faculty,and were asked to sign a consent form, approved by the University’s Ethics ReviewBoard. The recruitment lecture explained the purpose and method of the experiment, andcontained a sample module. During the following four weeks, a rigid presentationschedule was followed

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2001 Annual Conference

Authors

Robert Erlandson

, protection and recovery.Ethics, Markets and LawsThe application of accessible/universal design principles provides a concrete and demonstrableethical statement by business and industry. An example of industry’s commitment is the June 3,1998, SBC (Southwestern Bell Communication) policy on universal design (accessible design):“SBC’s commitment to universal design principles is a tangible demonstration of the value SBCplaces on the worth and dignity of all individuals, including people with disabilities. SBC is 1committed to universal design.” This statement is only one example of the ethical andcompassionate efforts being shown in the business community for individuals with disabilities.A market study performed by the

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2001 Annual Conference

Authors

Michael Gorman; Edmund Russell III; Donald Brown; William Scherer; Kathryn Neeley

range of intended goals. The University of Virginia’s engineering school hasboth an undergraduate thesis that has been required of every student since the early 1900s and anestablished Systems Engineering capstone project that has been in place since 1988. Both projectstreat constraints in areas such as economics, the environment, ethics, politics, sustainability, andsocial considerations as integral parts of engineering problem solving and decision-making. In sodoing, they anticipated and reflect the integrated approach of EC 2000.Most students who major in Systems Engineering (SE) use their capstone project as the basis forthe undergraduate thesis, which is jointly advised and must be jointly approved by a facultymember from the humanities

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2001 Annual Conference

Authors

Edmund Tsang

such), because they focus primarily on engineeringdesign and only incidentally involve community service and therefore do not have thereflection component of service-learning. Pritchard and Tsang observe that “even forthose community-based design projects whose learning objectives match the objectivesof service-learning, the student self-reflection component, without which the full benefitsof service-learning are not realized, occurs more by happenstance than deliberatelystructured” [13]. They propose that these courses can reap the benefits of service-learning by integrating a structured reflection component based on engineering ethicsand social impacts of technology. They base their proposal on the fact that in theengineering codes of ethics

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2001 Annual Conference

Authors

Lance Schachterle

on at some length in I.C.3.d.(2) to justify this requirement in termsof: a) arguing for the importance of H/SS to both engineering and general education; b) “making engineers fully aware of their social responsibilities and [becoming] better able to consider related factors in the decision-making process”; c) enjoining that such courses be selected to “provide both breadth and depth and not [be] limited to a selection of unrelated introductory courses”; and d) defining both acceptable traditional H/SS areas of study (e.g., history, philosophy, economics, foreign languages), acceptable nontraditional subjects (“technology and human affairs, history of technology, and professional ethics and social

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2001 Annual Conference

Authors

Thomas Kullgren; David Pape

• An understanding of ethical, regulatory and social responsibilities of public and private sector technical professionals Page 6.73.2“Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education”This program, called the Master of Science in Technological Processes, is targeted atindividuals with undergraduate degrees in science, engineering, computer science,mathematics, or engineering technology. The program requires 33 credits to completeand includes coursework in both technical (information technology, manufacturing,systems modeling

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2001 Annual Conference

Authors

Vincent R. Canino; Lisa Milkowski

design team, and recognizing ethical, legal and social issues.Design course lecture content is related to issues the students can apply to their designs attheir particular educational level. For example freshmen and sophomores learn aboutliterature searching, keeping an engineering logbook, and conducting team meetings.Seniors learn about hazards associated with medical device design such as electrical,mechanical, radiological, and infection control issues. Additionally seniors learn aboutdesign for maintainability and reliability and codes, standards and regulations includingFDA compliance issues as they apply to engineering design.I. IntroductionThe Accreditation Board for Engineering and Technology (ABET) Engineering Criteria2000 states a

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2001 Annual Conference

Authors

Philip Parker; Max Anderson; Michael Penn

. 5. Enhance student ability to use state-of-the-art technologies necessary for professional engineering practice. 6. Enhance student understanding of professional, legal, ethical, and lifelong learning responsibilities. 1 2 3 4 5 6 A. Survey data from employers of summer interns and COOP X X X X X X students B. Instructor evaluation of oral and written reports X X X X

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2001 Annual Conference

Authors

Cynthia Atman; Jennifer Turns

professional engineering practitioner (i.e., anunderstanding of ethical responsibility). For example, the paper “Development of Customer-Based Outcome Measures for an Engineering Program” was used in the beginning of the courseTable 1. Mapping between Course Goals and Instructional Strategies Readings Interactive Project Guest Course Goal Class Speakers ActivitiesDevelop a Model of Professional Engineering Practice X X X

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2001 Annual Conference

Authors

Robert King; Joan Gosink

objectives. Table 1. ABET EC 2000 Criterion 3 Outcomes 3 (paraphrased). Graduates must be able to ( have): a apply knowledge of math, science and engineering b(i) design and conduct experiments b(ii) analyze and interpret data c design a system, component or process d function on multidisciplinary teams e identify, formulate and solve eng. problems f understand ethical and professional responsibility g communicate effectively h understand the impact of engineering solutions in a global

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2001 Annual Conference

Authors

Jahan Kauser; Carlos Sun; Ralph A. Dusseau; Jess Everett; Joseph Orlins; Beena Sukumaran; Douglas Cleary

engineering principles that form the basis of civil engineering.Students work individually and in multidisciplinary teams to identify and solve engineeringproblems using their accumulated knowledge and experience along with advanced technologysuch as computers and laboratory equipment.Every CEE course can be characterized as a problem-solving course. Engineering design issuesand experiences are integrated throughout the undergraduate CEE Program, beginning with twosophomore courses in the curriculum sequence, Introduction to Environmental Engineering andStructural Engineering I. Issues related to safety, economics, ethics and social and global impactare discussed and considered in virtually every course. Students are also exposed to a widerange of

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2001 Annual Conference

Authors

Dennis Anderson

Session XXX CIS101 CBT Pilot Study Dennis Anderson, Ph.D. School of Computer Science and Information Systems Pace UniversityAbstractCIS101, Introduction to Computing, part of Pace University’s core curriculum, is designedto teach a wide range of basic computing concepts and skills, including many currentbusiness applications, as well as the ethics of information technology. For most students,this course serves as a bridge between high school and college. Unfortunately, for many itis also the only computer-science course they will take

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2001 Annual Conference

Authors

Raymond Kliewer

disciplines. MET programs probably more closely fit the FEexamination coverage than typical EET programs. The most obvious weak area in theMET program at my university is that no heat transfer course is required, although one isoffered as a technical elective. Another weak instructional area is ethics, but it countsonly two percent of the FE examination grade (four percent of the morning grade). Somebelieve that this unique area can be handled pretty well with the limited material in theReference Book possibly along with limited coverage in a seminar-type course. For theEET program at my university, the deficiency list includes fluid mechanics, materialsscience/structure of matter, and mechanics of materials, statics and thermodynamics aswell as

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2001 Annual Conference

Authors

Trevor Harding

taken.Only 45% of students felt this was cheating, but 76% of them admitted to doing this.Similarly, 94% of faculty think that it is cheating for students to preview an exam froman unapproved exam file, but only 57% of students see this as cheating. It is difficult toidentify the exact reason for this difference, but it may be linked to a socialization processthat students undergo when they enter college or perhaps sooner. For example, 60% ofstudents reported that they disapproved of cheating and 71% felt guilty about cheatingindicating that for most students there is an ethical implication associated with academicdishonesty.10 However, in the same study, 85% of students indicated that cheating was anormal part of life in college.Several researchers

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2001 Annual Conference

Authors

Norman Asper; Bijan Sepahpour

especially Maccia, appropriately described the structure of man’sknowledge, and specifically the concept of design [1]. The design concept could be portrayed asthe total interaction of four fundamental theories: 1. Form Theory Explain a design concept in terms of: Form & arrangement - Mathematics & Logic, 2. Event Theory Explain a design concept in terms of: Physical Sciences, Biological Sciences, Social Sciences, Physics, Chemistry, Botany, Zoology, 3. Value Theory Explain a design concept in terms of: Good and/or right, and/or ethical, and/or beautiful, Fine arts & humanities, 4. Technique Theory (a study of technique theory would then be

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2001 Annual Conference

Authors

Vijay Arora; Lorenzo Faraone

professionals no longerafford to merely play the role of innovators without taking into consideration the big picture orchanging scenario as society’s needs change in utilization of inventions and innovations. In theacademic setting, professionals do acquire solid technical education, logical thought process,good work ethics, and computer literacy. In Hissey’s research,1 they miss out several importantprofessional skills. These include: written and oral communication aptitude, marketing-relatedknowledge, and familiarity with business and financial matters. Above all, Hissey points out thatthe higher level traits of identifying corporate/societal necessities and healthy personal attitudesare missing in working professionals. The academic organizations

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2001 Annual Conference

Authors

Edgar Conley; Linda Riley

4. Experiences with undergraduate research and internships. Koen and Kohli (13) 1. Effective problem solving 2. Use of computers for communication 3. Ability to develop innovative approaches 4. Ability to exert high levels of effort 5. High professional/ethical standards Evans et al.(14) 1. Problem solving 2. Communication skills 3. Ethics and professionalism 4. Open mindedness, attitude 5

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2001 Annual Conference

Authors

Robert Montgomery

instead wound up “writing” a course, complete with its ownwebsite. I planned to improve my capabilities in multimedia instructional delivery, but insteadlearned about use of learning styles and personality temperaments in setting up project teams inundergraduate courses. I planned to do a research study on engineering honors programs, butinstead wrote the survey and draft cover letter for a colleague’s follow-up. I planned to learn ascripting language or two, but instead learned about teaching of technical communication andengineering ethics. I planned to do research in my engineering disciplinary specialty, but insteadcritiqued an entire course and its environment. Whether or not these substitutions are completelysuitable in the eyes of others