Collection

2019 ASEE PNW Section Conference

Authors

Cara J Poor P.E., University of Portland; Abigail Chase, Stantec; Mehmet Inan, University of Portland

class, which is either taught inengineering or in a department outside of engineering1,3,5,7. Many universities also “bookend” thecurriculum by addressing ethics in a first-year introductory course and a capstone course takenright before graduation7,9. However, the general consensus is that the most effective method forteaching ethics is integration of ethics throughout the curriculum, which compels students torecognize that ethics is an integral part of their engineering education3,9,10,11. The importance ofethics is highlighted when students receive ethics instruction from several engineeringprofessors, and professors coordinate their efforts11. If ethics is taught as a part of technicalengineering classes, students can also see the

Collection

2019 ASEE PNW Section Conference

Authors

Michael Lawrence Anderson P.E., United States Air Force; Traci A. Sarmiento, United States Air Force Academy; Cory Cooper, U.S. Air Force Academy; Donald William Rhymer, United States Air Force

that are appropriate to the course.Conclusions and Future EffortsThis paper describes the development, implementation, and initial assessment process effortsundertaken by a multi-disciplinary team responsible for the US Air Force Academy’sApplications of Engineering Methods outcome. Ultimately, the team succeeded in developing anoverarching objective and eight (8) proficiencies for an engineering outcome, aligning corecourses to the proficiencies, and integrating an explicit cross-discipline problem solving process.As USAFA moves forward with its revised outcomes, the AEM team will continue to look atmeasures and methods to better assess the core engineering curriculum to produce more capablegraduates. In particular, additional data will be

Collection

2019 ASEE PNW Section Conference

Authors

David Pinkerton, Boise State University; Krishna Pakala, Boise State University

Tagged Topics

Diversity

/troubleshooting, and student participation requirements should be weighed beforeinclusion in curricula.The modern engineering lesson plan and classroom should adapt constantly to match theimproving communication technologies and make regular attempts to blend the most usefultechnological advances with up-to-date, relevant curricula. Keeping educational technology up todate should be thought of as an integral part of an engineering curriculum and in-step with thecutting edge of innovation.References[1] A. W. Chickering and Z. F. Gamson, “Seven principles for good practice in undergraduateeducation,” Biochemical Education, vol. 17, no. 3, pp. 140–141, 1989.[2] N. D. Vaughan, M. Cleveland-Innes, and D. R. Garrison, Teaching in blended learning environments