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2001 Annual Conference

Authors

Thomas Harmon; Eva Baker; Gregory Chung

significant changes, particularly in the wayengineering schools are adopting problem-based instruction to meet the changing demands ofpractice. Increasingly, engineering schools are requiring students to work on team projects that areopen-ended with loosely specified requirements, produce professional-quality reports andpresentations, consider ethics and the impact of their field on society, and develop lifelonglearning practices. While there exist numerous implementations of courses adopting these methodsto purportedly improve student learning, measuring the impact of problem-based instructionremains challenging. The existing evidence generally suffers from methodological shortcomingssuch as reliance on students’ self-reported perceptions of

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2001 Annual Conference

Authors

Mary Cardenas; Patrick Little

proof of concept.The course satisfies a number of ABET criteria18. ABET Criterion 3 includes demonstration of • An ability to design a system, component, or process to meet desired needs • An ability to function on multi-disciplinary teams • An understanding of professional and ethical responsibility Page 6.1095.4 • An ability to communicate effectively Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationThese criteria are met in E4 because the course structure includes working on teams, designingto meet

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2001 Annual Conference

Authors

Larry Shuman; Graciela Perez; Mary E. Besterfield-Sacre; Harvey Wolfe

educational goals in terms of the graduate’sexpected characteristics and abilities and to establish a process for assuring that those goals arebeing met [6]. Hence, both quantitative and qualitative criteria are needed to fully assess aprogram [7]. Quantitative data is typically obtained by direct observation and testing for themore “technical” outcomes; e.g., measuring the graduate’s ability to understand and applymathematics, science and engineering principles in solving engineering problems (i.e., capstonedesign). Qualitative criteria may be more appropriate for assessing the “professional” outcomes;e.g., an understanding ethical and professional responsibilities; written and oral communication;or ability to work in multidisciplinary teams. To a

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2001 Annual Conference

Authors

Don L. Dekker

students in action.One of the possible positive outcomes is that Koch can hire the truly outstanding studentsfrom this program as permanent employees. It also benefits the students to get an insidelook at Koch. To realize this outcome, Koch personnel must meet to discuss and evaluatethe students. When the students were interviewed, the following five criteria were used:motivation, practicality(hands-on ability), communication, creativity, and teamwork. Inaddition to these five traits, we probably should consider leadership skills, oralpresentation skills, written communication skills, and work ethic. The results of thisevaluation was shared with the students, so they can benefit even more from theirsummer experience.Student Evaluation of the

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2001 Annual Conference

Authors

Brett Gunnink; Kristen Sanford Bernhardt

, thegraduates will have: 1. an ability to apply knowledge of mathematics and science, 2. an ability to collect, analyze and interpret data, 3. an ability to design a system, component or process to meet desired needs, 4. an ability to function on teams, 5. an ability to identify, formulate and solve civil engineering problems using techniques, skills and modern tools necessary for civil engineering practice, 6. an understanding of professional and ethical responsibility, particularly the ASCE code of ethic’s fundamental principles and canons, 7. an ability to effectively communicate, and 8. breadth and depth in their general education as well as their technical education.The engineering

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2001 Annual Conference

Authors

Shirley Fleischmann

Session 2793ABET 2000 and Community Service Projects for Engineering Students Shirley T. Fleischmann, Ph.D. Seymour and Esther Padnos School of Engineering Grand Valley State UniversityAbstractABET 2000 criteria require that students show a knowledge of professional ethics as wellas a knowledge of cultural and global issues. These topics are not often easily addressedin traditional approaches to engineering courses, however they are a natural part ofcommunity service projects. The author will discuss how community service projectshave been used with great success in the ASME student

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2001 Annual Conference

Authors

Dick Desautel

ethnic backgrounds.• Active participation in professional, artistic, and ethnic communities.• Responsible citizenship and an understanding of ethical choices inherent in human development. Mission and Goals of the College of EngineeringThe College Mission is:To be a leading provider of high quality, practice-oriented engineering graduates throughexcellence in education, research, and scholarship.The College of Engineering goals are that its graduates have:• Skills in applying engineering theory to the design and development of products, and processes for their manufacture/construction.• Strong communication, critical thinking and interpersonal skills.• Proficiency in information technology.• Ethical behavior and concern

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2001 Annual Conference

Authors

Lisa Lebduska; David DiBiasio

Session 2793 Communications and Freshman Engineering: An Immiscible Solution? Lisa Lebduska, David DiBiasio, Worcester Polytechnic InstituteIntroducing engineering students to the rewards and responsibilities of being an engineer haslong been a goal of engineering education. The Accreditation Board for Engineering andTechnology (ABET) specifies that in addition to technical competence, students should have anunderstanding of professional and ethical responsibility, an ability to communicate effectively,and a knowledge of contemporary issues. At WPI, we attempted to achieve these goals bydesigning a first-year “mini” (one-credit) course

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2001 Annual Conference

Authors

Barbara Olds; Ronald Miller

engineering; 4) struggle with some of the world’s great ideas and issues; 5)further develop their sense of ethics and values, particularly concerning the applications andlimitations of technology in the modern world; and 6) improve their oral and writtencommunication skills.To achieve our objectives, we modified existing required first-year courses (calculus, chemistry,physics, economics, geology, EPICS [Engineering Practices Introductory Course Sequence], andCrossroads [introductory humanities/social sciences course]) to feature a series of integratedproject modules which allowed students and faculty to explore appropriate connections amongthese disciplines. We also implemented a two-semester Connections interdisciplinary seminarseries in which

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2001 Annual Conference

Authors

Ernest Tollner

emphasis on minority recruitment. These shifts due in substantial measure to the addition ofthe BSBE degree and its environmental option area. Enrollment has held steady in theagricultural engineering degree, perhaps due to the possibilities opened by a degree in generalengineering. The diversity resulting from the shift to metropolitan area students from the white, ruralmales of farm background necessitates some emphasis on ethics. Preservation of natural areasand associated preservation of endangered species creates some interesting ethical issues.Introducing ethics into a course or curriculum is a challenge for the student and the teacher. Computer literacy of incoming students is phenomenal. Sophisticated software isavailable for

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2001 Annual Conference

Authors

Rob Guardiola; Larry Hanneman; Steven Mickelson; Thomas Brumm

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 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

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2001 Annual Conference

Authors

Karen Davis

, ethics, social impact, andeconomics are addressed by the project, as well as a self-evaluation. In the self-evaluation,students reflect on how their mandatory co-op experience, as well as their course work, haveprepared them to undertake the project. Project implementation and oral status reports take placein the Winter quarter. In the Spring term, testing, refinement, writing final evaluations, andpresentation at a senior forum are done.The important curriculum innovation is that the students usually do not write more than a page ortwo for any weekly assignment, yet when assembled the individual assignments form a complete Page 6.451.1

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2001 Annual Conference

Authors

Peter Weiss; Donald Weiss

second project investigates the effectiveness of toilet paperas a barrier to Escherichia coli. By working with a culture of E. coli, students learn that toiletpaper is not always an effective barrier between microorganisms and skin. Results can lead todiscussions on pathogens, sanitary issues and the spreading of disease, indicator organisms, andwastewater treatment processes. In the third project, students create a closed population of yeastcells and watch the population rise exponentially until it crashes several days later. Comparisonsto the Earth as a closed and/or open system can follow, along with a discussion of populationgrowth models, carrying capacity, population control, and other ethical issues.IntroductionMultidisciplinary! Whether

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2001 Annual Conference

Authors

Kamyar Haghighi; Heidi Diefes-Dux

Skills an understanding of the global and societal impact of engineering practice, PO 7 research and discovery; PO 8 a knowledge of contemporary issues; PO 9 appropriate and effective writing, speaking, and listening skills; PO 10 the ability to function on, and contribute effectively to, a multi-disciplinary team; the ability to understand and practice ethical responsibility in personal and PO 11 professional life; an appreciation for the value of life-long learning to maintain “life-balance” and PO 12 achieve maximum potential.Figure 3, 4, and 5 show the compiled survey results for POs 3, 6, and 8, respectively. In thesecharts, the first of the paired bars for

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2001 Annual Conference

Authors

David DiBiasio

. Furtherrefinements are planned. Written Communication RubricRating 5: excellentThe rhetorical element enhances the report content.Rating 3: acceptableThe rhetorical element is present but neither detracts from nor enhances the report content.Rating 1: poorThe particular rhetorical element is absent or so poorly executed that it detracts from thecommunication of the report content.Data are not yet available for this expanded evaluation of written communication outcomes, butwill be presented at the conference. Previous analyses have shown reports average a 4.1 ratingbut those evaluations were not done using standardized rubrics. An Understanding of Professional and Ethical ResponsibilityThis year we have added

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2001 Annual Conference

Authors

Kenneth Reardon

Achieved in: Introduce students to the engineering design process Lab Introduce students to engineering problem solving methods Lab Provide experience with measurements, including statistical analysis Both Introduce basic engineering calculations (material and energy balances, fluid Lecture mechanics, heat transfer) Introduce students to the engineering profession (especially the fields of Lecture Bioresource and Agricultural Engineering, Chemical Engineering, and Environmental Engineering) and professional ethics Provide experience working with computers and the Internet Both Develop students’ teamwork skills

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2001 Annual Conference

Authors

Martha W. Ostheimer; Elmer Grubbs

, fiveUniversity departments and the student satellite and solar car projects. Many of our industrialpartners also participate as guest speakers in the class exposing ECE majors to real worldprofessional topics including engineering design, the proposal process, design reviews, patentsand intellectual property, ethics, quality and robustness issues, and considerations involved indesigning for the environment. All students work in design teams of three to six students andprepare significant written documentation as well as three oral presentations during the twosemester, four credit hour sequence of the course. Varied forms of assessment are used for theclass, including a unique, well-designed rubric for the evaluation of the student’s writingportfolios

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2001 Annual Conference

Authors

Fazal Chaudhry; Elisabete Castellano

environmental education of schoolchildren as well as in planning environmental science courses for engineering degree students.IntroductionAlthough one may argue that industrial production and technological progress have broughtabout the present day environmental crisis, it is the lack of social awareness and moralconsciousness with regard to the environment which hold the clue. The resolution ofenvironmental questions involves not only direct measures of political, social, scientific andtechnological nature but also actions dealing with the ethical and moral attitudes ofindividuals and the society as a whole. Environmental education is considered as an essentialinstrument towards creating a new universal ethic and consciousness in favor of

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2001 Annual Conference

Authors

Alexander Crispo; Beverly Davis

cover up and that the practice dated back to 1977 and was carried out with fullknowledge of workers, managers, and even one current board member. President ofMitsubishi, Katsuhiko Kawasoe, said that “the problem was the lack of conscienceamong our employees” (8). But isn’t it the management’s responsibility to set theexample and set up measures of accountability?There is little need to explain why a solid ethical foundation is an important strategic toolin the area of quality assurance. To ignore ethics is to run a very high risk, both in humanand in financial terms (4). Richard Daft developed a list of the qualities that leaders of the21st century won’t need and one of those qualities is deniability (3). Daft said that leadersneed to close the

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2001 Annual Conference

Authors

David Purdy; Christine Buckley; Don L. Dekker; Phillip J. Cornwell

technical reports. In addition students should begin to appreciate that the medium is as important as themessage. The non-technical aspects of communications, such as politics, aesthetics, style, andtechnique should be recognized.5. WORK RESPONSIBLY 5.1 Responsibility in engineering practice Graduates must be prepared to practice engineering responsibly, i.e., make decisionsbased on personal and professional codes of ethics with the understanding that they areaccountable for the outcomes of these decisions. Graduates must be sensitive to local and globalissues in order to act ethically in their particular society and for humanity in general

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2001 Annual Conference

Authors

A. Jalloh; Zheng-Tao Deng; Amir Mobasher; Ruben Rojas-Oviedo

Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationthe program by requiring that new material be incorporated into the coursework i.e. ethics,environmental issues, contemporary issues, economics and others. The traditional approach ofadding another “patch” or another course in the program is no longer sustainable. This is why adifferent (systems) approach is necessary. Another sector of academia on the other hand aremore familiar with the business perspective, while conducting contractual research, thestatements of work detail the degree of accountability required to satisfy the contract in terms ofdeliverables.In any event, achieving change in educational practices is not

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2001 Annual Conference

Authors

Alan Gomez

follows. Students need morethan the computers and their programs. This article presents information about a 21st centuryprogram created in 1996: a comprehensive engineering program at Madison West High Schoolwithin blocks of the University of Wisconsin in Madison, Wisconsin.I. IntroductionCourses including Principles of Engineering 1&2, Materials Science, and Computer AidedDesign, including mechanical design, 3D solid modeling and 3D animation, are the make-up ofthis 21st century high school engineering program.Students in engineering courses participate in at least fourteen different case studies. These casestudies are diverse in nature in order to give the students just a taste of many different types ofengineering. Engineering ethics

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2001 Annual Conference

Authors

Raul Mihali; Damir Vamoser; Tarek Sobh

Economics and Management of 1 CPE312 Computer Organization 3 ETHICS Integrated Studies In Comp 3 CPE315 Digital Design II with Laboratory 4 FREELE Free Elective One 3 CPE387 Embedded System Design 3 HUMC20 Introduction to Humanities I 3 CPE408 Operating Systems 3 HUMC20 Introduction to Humanities II 3 CPE410 Introduction to Computer 3 MATH10 Precalculus Mathematics 4 CPE447 FPGA Design 3 MATH11 Calculus and Analytic Geometry I 4 CPE448 Introduction to

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2001 Annual Conference

Authors

N.J. Salamon; Renata Engel

factors, reliability,environmental concerns, international diversity and ethics and responsibility. In short, designprojects provide a means to bring modern pedagogy into the mechanics curriculum and plugmechanics education into the engineering mainstream.In this paper we focus on teaching and learning through a design project in introductory Strengthof Materials with Design (SOMD). After setting out the learning objectives for a design project,we summarize the primary milestones employed so that learning occurs in steps and so that theeleven-week-long project remains on schedule. Highlights of student learning are annotated byactual student work. This is followed with a sampling of typical projects: as assigned andstudent solutions. In the

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2001 Annual Conference

Authors

Andrew Lau; Robert Pangborn

torecruit more students, while the non-participating departments were all subject to formalenrollment control measures. Total start-up costs amounted to about $207,000 for the first year.Although most of the seminars were developed around themes and activities devised by thefaculty, the Offices of Undergraduate Studies and Engineering Student Services also coordinatedand/or “commissioned” the development of a number of modules that could be easily importedinto any course plan. These included alumni and industry speakers, web-based modules onprofessional ethics, introductory sessions on education abroad and cooperative education, anorientation program presented by University Libraries, on-line tutorials on popular software orother computer

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2001 Annual Conference

Authors

Cynthia Mitchell; Anna Carew

Page 6.1154.1issues were one of several key professional and ethical areas of responsibility which wererecognized and systematically integrated into the new competency regime. Chartered Proceedings of the 2001 American Society for Engineering Education Annual Conference and Exposition Copyright  2001, American Society for Engineering Educationmembership provides access to National Registration, which formally recognizes an engineer ascompetent to practice in Australia without direct supervision. At the time of writing however,the guidelines that accompany the revised competency standards, and which set out the detailaround how to incorporate sustainability within engineering practice itself and the assessment

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2001 Annual Conference

Authors

William Keat; James Hedrick; Christine LaPlante; Richard Wilk; Cherrice Traver; Frank Wicks

outside. These are typically practicing engineers from the differentdisciplines who talk about their area and the kind of work they do. The weekly sectionlectures are devoted primarily to introducing some fundamental engineering andcomputer science principles all tied into the concept of intelligent transportation. Threemain areas are explored: Energy and Cars, Cars and Computers, and TransportationInfrastructure. In the design studio portion of the course, the students learn basic designmethodology and apply it to several individual and team design exercises. They alsocover ethics, project scheduling, and report preparation. The design studio also includesa 5-week long design project in which the students work in teams to design and buildsimple

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2001 Annual Conference

Authors

Constantin Chassapis; Kishore Pochiraju; Sven Esche

-disciplinaryteams, (e) an ability to identify, formulate, and solve engineering problems, (f) an understanding ofprofessional and ethical responsibility, (g) an ability to communicate effectively, (h) the broadeducation necessary to understand the impact of engineering solutions in a global and societalcontext, (i) a recognition of the need for, and an ability to engage in life-long learning, (j) aknowledge of contemporary issues, and (k) an ability to use the techniques, skills, and modernengineering tools necessary for engineering practice.Finally, ABET Criterion 8 states that each program must satisfy a set of applicable programcriteria. These program criteria provide the specificity needed for interpretation of the basic levelcriteria as applicable to

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2001 Annual Conference

Authors

Shlomo Waks; C. Richard Helps; Stephen Renshaw; Barry Lunt

technical solutions. Theseprofessionals are “anxiously engaged” in life-long learning in order to understand and wisely usenew technologies as they become available. They are broadly educated at the university level toattain both balance in their lives and depth of understanding in technology and its relevance inthe broader world context. Due to the influence and leadership roles we expect suchprofessionals to have, students are encouraged to develop high moral and ethical standards aswell as being conversant with and compliant with professional performance standards. The ITdiscipline combines strong theoretical coursework with practical application to ensure that allthree aspects of the technological educational triumvirate (Knowing, Thinking

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2001 Annual Conference

Authors

James Leary

available in ABE, design and analysis*Course alphanumeric designation is pending. The “C” means the laboratory is included. Proceedings of the 2001American Society for Engineering Education Annual Conference &Exposition Page 6.316.1 Copyright © 2001, American Society for Engineering Educationcomponents, problem analysis and solution, introduction to engineering economy, andprofessional responsibilities and ethics. Major differences included laboratories for hands-onexperience, statistics, introduction to instrumentation and measurement equipment, curve fitting,data acquisition, and academic and career planning.Ten