Conference Session

Ethics & HSS in Engineering

Collection

2004 Annual Conference

Authors

David Shaw; James Gidley

Session 3261 Ethics & HSS in Engineering Addressing the Liberal Arts in a Core Engineering Class: Theology, Philosophy, Social Ethics, and The Second Law of Thermodynamics Dr. David W. Shaw and Dr. James S. Gidley Department of Engineering, Geneva College, Beaver Falls, PAIntroductionCan an engineering professor address theological, philosophical, and social issues in a coreengineering class in a way that is relevant to the core content of the class? Our answer is yes.We have been addressing such issues for more than a decade in an introductory thermodynamicsclass required of all students in the general engineering program

Conference Session

Ethics & HSS in Engineering

Collection

2004 Annual Conference

Authors

Lee Harper

Conference Session

EM Skills and Real-World Concepts, Pt. 1

Collection

2004 Annual Conference

Authors

Hamid Khan

Session 2642 Organizational Behavior Management for Engineering Research and Development: A Classroom Experience in Ethical Engineering and Management Intervention Hamid Khan Our Lady of the Lake University Graduate School of Business Administration Engineers must be exposed to R & D management with the clear understanding ofhow Organizational Behavior Management (OBM) works for them from an ethicalperspective in R & D environment. Organizational Behavior Management began as theapplication of behavior analysis in R & D organizational

Conference Session

TIME 4: Pedagogy

Collection

2004 Annual Conference

Authors

Kevin Schmaltz; Christopher Byrne; Joel Lenoir; Robert Choate

, Professional Communications, Computer Skills Tools, and Engineering Ethics, withstudents receiving instruction and practice in each area at least once per academic year.Engineering Design experiences combine a structured approach to solving problems with anappreciation for the art of engineering. Professional Communications and Computer Skills Toolsare introduced and then required throughout the four-year sequence to support the execution ofdesign projects. The Engineering Ethics component provides students with a framework forunderstanding professional expectations and techniques for clarifying the ambiguity that iscommon in ethical dilemmas.The primary purpose of the Professional Component course sequence is to link all these skills toengineering

Conference Session

Service Learning in Engineering

Collection

2004 Annual Conference

Authors

Leah Jamieson; Carla Zoltowski; Frank DeRego; Lynne Slivovsky; William Oakes

. EPICS engages students in long-term design projects thatprovide technical solutions to problems faced by local community service organizations. It is amultidisciplinary (composed of students from 20 majors), vertically integrated (freshman-senior),engineering-based design course. Students design, build, test, and deploy projects meeting the specificneeds of their community partners. Reflection has been integrated in the EPICS program throughcurricular activities and key milestones of the course. These activities guide students through thereflection process on a variety of topics. Critical reflection on the design process and teamingcomplement those on more traditional areas of ethics and social context to enhance a student’s service-learning

Conference Session

New Trends in ECE Education

Collection

2004 Annual Conference

Authors

Ken Vickers; Ron Foster; Greg Salamo

skills and managerial skills through theory and practice in four semesters of MEPH 5811/6811 Operations Management. • Creating a forum for focused discussions in the application of ethical behaviors in professional environments through a full summer seminar series MEPH 5821 Ethics for Scientists and Engineers. • Creating a full summer course in funded program management that requires each student to submit a full funding proposal with his or her major professor to an appropriate agency at the end of the course (MEPH 5831 Proposal Writing and Management). • Requiring each student to use Microsoft Project TM to plan their research activities with monthly reporting of Project Gantt

Conference Session

Exploring New Frontiers in Manufacturing Education

Collection

2004 Annual Conference

Authors

Beverly Davis

. Jackson, president of Rensselaer Polytechnic Institute, stressed theimportance of leadership education for engineers and engineering technologists. A few ofthe many “soft skills” in which Dr. Jackson focused was leadership, ethics, teamwork,integrity, appreciation of diversity, the value of cooperation and respect for others, andthe ability to gain a wider and broader perspective. Norman Augustine, in 1994, coinedthe term, “Socioengineering” to describe the combination of the contextual and processskills with the elements of traditional engineering education needed for the twenty-firstcentury This paper will focus on ABET Accreditation and how it has expanded inrecognizing “socioengineering” by including soft skills, or professional skills, in

Conference Session

Entrepreneurial/Innovative Communication

Collection

2004 Annual Conference

Authors

William Jordan; Melvin Corley

Session 3561 Promoting Professionalism in Traditional and Nontraditional Ways William Jordan and Melvin Corley College of Engineering and Science Louisiana Tech University Ruston, LA 71272AbstractFor a several years our Mechanical Engineering program has had a one semester hour seniorseminar. The purpose of the class is to promote professionalism and ethical behavior as seniorstudents transition to the professional workplace. This supports one of our program objectives.Recent assessment data suggested that the course had not

Conference Session

Service Learning in Engineering

Collection

2004 Annual Conference

Authors

John Chandler; dean fontenot

students, especially in students’ oral communication skills.We wanted to insure that students were introduced to written, oral, and internetcommunication; ethics; teamwork and service learning. 3The first obstacle to overcome in designing the course was how to integrate oralcommunication, written communication, internet communication, teamwork, ethics, andservice learning all into one 15 week class, and to ensure that students had ample time topractice written and oral communication skills as well as receive critical feed back fromtheir peers and the teacher. The goals for the course are to ensure that students are able tocorrectly and accurately analyze audiences for written, oral, and on-line communications;construct technical documents; deliver

Conference Session

Capstone Design II

Collection

2004 Annual Conference

Authors

James Reising

easier reference in what follows: (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 (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

Conference Session

Multidisciplinary Engineering Education by Design

Collection

2004 Annual Conference

Authors

George Catalano

2004 American Society for Engineering Education Annual Conference and Exposition Copyright ©2004, American Society for Engineering Educationtomorrow’s engineers, namely engineering as an ethical profession and the impact oftechnology on the environment, and on society, both locally and globally.Initial Offering The course sequence, as stated previously, is a two-semester design experience that isworth four credit hours for each semester or a total of eight credit hours. By the end ofthe first term, students are able to: (a) work effectively in design teams; (b) interactprofessionally with clients and sponsors; (c) write a technically accurate and completepreliminary engineering design report

Conference Session

Design Experiences in Energy Education

Collection

2004 Annual Conference

Authors

Shana Craft; David Click; P. Paxton Marshall

the system is not necessarily optimized byoptimizing the subsystems individually. It connects with the real world experiences of students.It provides an ideal vehicle for “incorporating engineering standards and realistic constraints thatinclude most of the following considerations: economic; environmental; sustainability;manufacturability; ethical; health and safety; social; and political”. [ABET EC2000, criterion 4]It demands initiative and provides leadership opportunities in project management, costestimation and budgeting, marketing and fund-raising. It develops manual skills, communicationskills, and teamwork skills. It values and develops aesthetic judgment and creativity. This paper will describe the Solar Decathlon, the UVA

Conference Session

Multidisciplinary Design

Collection

2004 Annual Conference

Authors

Paul King; Lloyd Massengill; Joel Barnett; Donald Kinser; Andrew Dozier

course. Since a new design instructor wasappointed for ME (DK) and the EE/CE instructor was also to change, the current andfuture instructors decided to get together in order to consider means by which interactionbetween the departments could be facilitated to the benefit of both the faculty and thestudents.The primary design effort that resulted from this effort was the initiation of a seniordesign seminari. The catalog description for the course was posed as: “Elements ofProfessional Engineering Practice. Professionalism, licensing, ethics and ethical issues,intellectual property, contracts, liability, risk, reliability and safety, interdisciplinaryteams and team tools, the role of codes, standards and professional organizations, career

Conference Session

Entrepreneurism in BME

Collection

2004 Annual Conference

Authors

Wendy Newstetter; Paul Benkeser

Integrating Soft Skills in a BME Curriculum Paul Benkeser and Wendy Newstetter Wallace H. Coulter Department of Biomedical Engineering, Georgia Institute of Technology and Emory UniversityAbstractABET’s Criterion 3 requires engineering programs to demonstrate that its graduates possess anumber of “soft” skills related to the practice of engineering. These include skills related toteamwork, communications, professionalism, ethics, life-long learning, impact of engineeringsolutions, and knowledge of contemporary issues. Too often programs seek to satisfy thiscriterion through what might be called an “inoculation” approach, i.e. giving students a dose ofethics

Conference Session

ABET Criterion 4 and Liberal Education

Collection

2004 Annual Conference

Authors

Heinz Luegenbiehl; Kathryn Neeley; Jerry Gravander

complicated than the neat, reductionist realm of scientists and engineers. . . .In the real world, disparate components interact in complex systems.” Erika Jonietz 3Abstract Criterion 4 of the Accreditation Board for Engineering and Technology (ABET)Engineering Criteria 2000 requires that engineering curricula culminate in a major designexperience that incorporates “engineering standards and constraints that include most of thefollowing considerations: economic; environmental; sustainability; manufacturability; ethical;health and safety; social; and political.” That is, Criterion 4 calls for an educational experiencethat integrates virtually everything students have learned, ranging from their technicalengineering knowledge to

Conference Session

New Ideas in Energy Education

Collection

2004 Annual Conference

Authors

Timothy Skvarenina

cases, there is a list ofrequired student outcomes, the so-called “a’ through “k” lists. Although they are different for the twocommissions, there are many similarities, particularly in what are commonly referred to as the “softskills.” These include teamwork, communications skills, global perspectives, ethics, life-long learning,and contemporary issues. Often the faculty would like to leave many of these to the students’humanities and social science courses. However, at many schools there is a wide variety of electivesfor students in those areas and it is impossible to guarantee that they will receive exposure to all of the ato k items. Thus, it is the author’s contention that the technical courses must cover these topics.The author teaches a

Conference Session

Global Issues in Engineering Education

Collection

2004 Annual Conference

Authors

Sadie Miller; Donna Riley

water filterand a child’s crutch) using hand tools and scavenged objects. Students experience in a very realway how technical, economic and social considerations are inextricably linked in design.We are working to establish meaningful two-way relationships with communities both locallyand abroad in hopes of creating a community-based project connected to the course. We discusssome of the concerns that have arisen to date and the ethical guidelines we believe are necessary Page 9.643.1for appropriate community collaborations. Proceedings of the 2004 American Society for Engineering Education

Conference Session

Best Zone Papers

Collection

2004 Annual Conference

Authors

Margaret Pinnell; Leon Chuck

stoves. In the Materials Laboratory, students manufactured three formulationsof insulative bricks and assessed their properties by conducting various mechanical and physicaltests. The educational goals of this project were to provide the students with a hands-on, service-learning experience to enhance their technical, program management, computer andcommunication skills. Another educational goal of this program was to expose the students toideas of appropriate technology, environmental responsibility and ethics, cultural diversity andcultural sensitivity. This paper will focus on the educational objectives and outcomes associatedwith this service-learning project. Details of the project including student responsibilities,reflection and methods

Conference Session

Trends in Construction Engineering II

Collection

2004 Annual Conference

Authors

Rajesh Malani; Enno Koehn

) 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 multidisciplinary 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/societal context (i) A recognition of the need for, and an ability to, engage in lifelong learning (j) A knowledge of contemporary issues

Conference Session

Are Classical Solutions Outdated?

Collection

2004 Annual Conference

Authors

Robert Houghtalen

education literature and the interdependence of the three componentsis discussed. In addition, an ethical argument is made for the approach when contrasted with aneducational approach dominated by exposure to design software. Finally, the results of twosurveys are presented. One survey was given to undergraduate engineering students on the valueof the three components of this teaching philosophy. The second survey, very similar to the first,was given to practicing engineers attending an ASCE continuing education seminar. The surveyresults appear to support the importance of teaching theory and classical solutions in order toappropriately use engineering software.IntroductionThere is little debate that engineering software has changed the face of

Conference Session

Global Issues in Engineering Education

Collection

2004 Annual Conference

Authors

George Catalano

Education” Today the tragedy of the war in Iraq continues to unfold with an increasingnumber of lives lost both by combatants and innocent civilians. The financial costs of theconflict are staggering as are the impact upon the health of the local environment. In fact,we have no way of judging what will be the cost to the health of the planet as a whole.Recent articles in engineering trade journals extolling the wondrous technical gadgets atour disposal have troubled me deeply, and in fact, have motivated me to question myroles both as a researcher and as an engineering educator. My concerns and doubts wereexacerbated by the tone of a recent engineering ethics conference. I felt certain that aforum in which engineering ethics was the focus

Conference Session

DEED Poster Session

Collection

2004 Annual Conference

Authors

Ramana Pidaparti

Copyright © 2004, American Society for Engineering EducationCapstone Design Course Emphasizing Multidisciplinary Projects The capstone design (ME 462) course builds on what students learned in the rest of thecurriculum and requires them to implement the design process by working on an independentproject sponsored by industry or faculty. The students are required to discuss safety,environmental issues, and societal impact of their designs in addition to ethics and professionalresponsibility, as part of ABET program outcomes [1]. Recently, a seminar component wasadded to the course where guest speakers from industry and faculty from various departments areinvited to speak about such topics as professionalism, project management, green design

Conference Session

Design in Freshman Year

Collection

2004 Annual Conference

Authors

George Catalano

)provide opportunities for students to develop communication and team skills; and (e)provide support in academic success strategies. Where the present effort differs from these successful freshman-engineeringprograms at other universities is, in my view, a significantly increased emphasis onengineering ethics, a significant focus on the societal and global implications of theengineering profession today and careful study and reflection upon the profound impactengineers have upon the natural world. In addition, the Watson program has, in manyways, fully integrated the freshman program with our minority-engineering program. Thedistinction between these two efforts often seems non-existent.Freshman Courses The focus of the freshman year

Conference Session

IS and IT Education

Collection

2004 Annual Conference

Authors

Taz Daughtrey; Edgar Sibley; Anne Marchant

include topics such as securitytechnologies, forensics and auditing, network security and intrusion detection, risk management,security policy, modeling and authentication. Throughout the curriculum, modules in ethics andsocial responsibility will be woven into the coursework. A capstone course includingcyberdefense exercises, such as those performed at the US Military Academy at West Point andthe George Washington University in DC will be employed to challenge and motivate students.The cyberdefense exercises will also serve as a tool to assess the effectiveness of the curriculum.GMU is currently developing the curriculum as part of its BS in IT degree and JMU isintegrating it into their BS in CS program. The goal of these joint endeavors is to

Conference Session

Global Issues in Engineering Education

Collection

2004 Annual Conference

Authors

Renato Pacheco; Lucia Helena Martins-Pacheco

and values inScience, Technology and Society (STS) approaches. In fact, those aspects motivate individualsand societies to define actions, rules, ethical codes and moral procedures that legitimate actionsand achievements in all areas. Then, it is necessary to put those subjects together witheconomical aspects (such as competitiveness, productivity, and profitableness), social issues(such as unemployment, social mobility, and poverty), environmental questions (such as Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Page 9.25.3 Copyright © 2004, American Society for

Conference Session

BME Education

Collection

2004 Annual Conference

Authors

Paul King; Joan Walker

at three time points: the first week ofthe first semester, the end of the first semester, and the end of the second semester.Despite considerable within-group differences, analyses showed areas of stability andchange in students’ conceptual understanding. Over time, the expert-novice gap closed intwo areas: the design process and motivation for the design. Students made consistentlyfewer references to ethics and marketing than did experts, but did not differ from expertsin the areas of interpersonal skills and technical skills. In addition to their implications fordesign educators, these findings offer an important avenue for understanding the natureof expertise. That is, they suggest that experts have a more developed understanding ofthe

Conference Session

EM Skills and Real-World Concepts, Pt. 1

Collection

2004 Annual Conference

Authors

Elise Barrella; Keith Buffinton

. Emphasis has also been placed on group projects or in-class group work to preparestudents to work effectively on teams.One particular example is Bucknell University’s Institute for Leadership in Technology andManagement (ILTM). ILTM offers an intensive two-summer program for twenty students fromengineering, management, and accounting that combines theory and real-life experience. Thefirst portion of the program is a six-week on-campus session during the summer after studentscomplete their sophomore year. During this session, students are introduced to issues such asglobalization, ethics, communication skills, critical thinking, teamwork, and leadership throughin-classroom case studies and discussions, field trips, and a group project. The second

Conference Session

Introduction to Engineering and More

Collection

2004 Annual Conference

Authors

Shawn Nichols; Margaret Pinnell

establishing relationships among the students and betweenstudents and faculty.12 In most cases, this entry-level course will be the only engineering coursethat the students will take until they are sophomores or juniors since the first two years of mostengineering curricula are taken up with calculus, humanities and basic science courses. Many of the successful entry-level engineering courses include some form of experientiallearning. Experiential learning has been identified as an effective way to help engineeringstudents develop both technical skills and non-technical skills such as oral and writtencommunication, project management, leadership, the ability to work on multi-disciplinary teams,a good understanding engineering ethics and

Conference Session

Multidisciplinary Engineering Education by Design

Collection

2004 Annual Conference

Authors

April Kedrowicz

Negotiating Comfort in Difference: Making the Case for Interdisciplinary Collaboration April A. Kedrowicz University of Utah/College of EngineeringAbstractThe face of engineering education is changing. Engineering students’ education not onlyemphasizes technical skills learned through math, science, and computer technology, but inmany cases, also has a leadership focus, manifested through an emphasis on oral communication,writing, teamwork, and ethics. In response to the growing demand for engineers to occupypositions of leadership in organizations upon graduation, engineering educators have had torethink the approach taken to

Conference Session

Service Learning in Engineering

Collection

2004 Annual Conference

Authors

Patti Clayton; Steven Peretti; Lisa Bullard

Session 3161 Service-Learning in CHE Senior Design Lisa G. Bullard, Patti H. Clayton, and Steven W. Peretti North Carolina State University ABET 2000 Criterion 3 explicitly states that engineering graduates must have “anunderstanding of professional and ethical responsibility,” “an ability to communicateeffectively,” and “the broad education necessary to understand the impact of engineeringsolutions in a global and societal context.” Service-learning is the approach we chose to enhanceour students’ capacities in these areas. For the past two years, senior projects containing