Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Nael Barakat, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

Paper ID #9961A Model for Engineering Ethics Education through a Co-op ProgramDr. Chris Plouff, Grand Valley State University Chris Plouff, Ed.D., P.E., is the Assistant Director of the School of Engineering and the James R. Se- bastian Chair of Engineering Cooperative Education and Educational Development at Grand Valley State University. He is an Assistant Professor and coordinates assessment efforts for the School of Engineer- ing, including for the mandatory cooperative education program. His research interests include effective assessment of engineering education, cooperative education, transition to and from the

Conference Session

Panel: Infusing Professional Skills Development into Co-op Student Work Assignments

Collection

2012 ASEE Annual Conference & Exposition

Authors

John (Jack) Anthony Selter, University of Central Florida

Tagged Divisions

Cooperative & Experiential Education

2 categories: “Engineering Skills” and “Professional in the WorkplaceSkills.”Engineering Skills Professional In the Workplace Skills• (a) an ability to apply knowledge of mathematics, • (d) an ability to function on multidisciplinary science, and engineering; teams;• (b) an ability to design and conduct experiments, • (f) an understanding of professional and ethical as well as to analyze and interpret data; responsibility;• (c) an ability to design a system, component, or • (g) an ability to communicate effectively; process to meet desired needs within realistic • (h) the broad education necessary to understand constraints such as economic

Conference Session

Issues of Cooperative Education I

Collection

2008 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Maura Borrego, Virginia Polytechnic Institute and State University; Jenny Lo, Virginia Polytechnic Institute and State University

Tagged Divisions

Cooperative & Experiential Education

at Virginia Tech. Dr. Lo is the co-coodinator of the first semester engineering course at Virginia Tech, and her research interests include undergraduate research, curriculum development and engineering ethics instruction. Page 13.993.1© American Society for Engineering Education, 2008 Preliminary Findings from a Quantitative Study: What are Students Learning During Cooperative Education Experiences?AbstractSince most of our engineering students follow careers in industry, of particular importance ishow cooperative experiences help to make better engineers. Although cooperative experiencesare

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joy Watson, University of Cincinnati; Maureen G. Schomaker, University of Cincinnati

Tagged Divisions

Cooperative & Experiential Education

problems with technology 3. This paper will explore the field ofcooperative education and present an outline of the mandatory Introduction to CooperativeEducation (Intro to Co-op) class. Additionally, this paper will focus on two specific contentareas: creating an elevator speech and professional ethics in the workplace.Definition of Terms Cooperative education is somewhat difficult to define and is sometimes usedinterchangeably with the following terms: work integrated learning, sandwich learning,internship, and experiential learning. At the World Association for CooperativeEducation Conference hosted at Victoria University it was defined as follows: “Workintegrated learning combines professional work experience with classroom studies

Conference Session

Cooperative Education Addresses ABET

Collection

2007 Annual Conference & Exposition

Authors

Jess Godbey, Jacksonville State University; Terry Marbut, Jacksonville State University; Dale Broyles, Jacksonville State University & Honda MFG of AL

Tagged Divisions

Cooperative & Experiential Education

12.705.4unique characteristics required to be a successful team member. Co-op students often havesimultaneous responsibilities over various areas of the facility requiring the student to both workas a member of a team while serving as team leader in another area.Based on this wide range of exposure and the innovative freedom of this cooperative educationprogram, students are presented the opportunity to practice ethical decision-making. Whether itis the student taking responsibility for a decision, or taking the initiative to investigate a solutionto a problem the student is expected to act ethically. As a result, ethics moves from an abstracttheory discussed in the classroom to a real-world experience. As a result of this exposure toethical issues

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

knowledge that engineering students need but donot easily get from on-campus, traditional technical courses. The content of the modules includematerial on engineering ethics and professionalism, engineering economy, project management,entrepreneurism, and professional communication. The complete set of on-line modulesconstitutes a thread of three full courses that are divided over the three required co-op courses.Having exposure to these practice-related issues while being in the workplace presents a uniqueopportunity for the students to apply what is learned. The online module curriculum for the firstco-op semester is show in Table 2 as an example of content covered each co-op semester

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott R. Hamilton, Northeastern University; Jack Fitzmaurice, Northeastern University; Paul John Wolff III, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

course objectives were asfollows: a. Understand the Co-op program, policies and expectations. b. Understand how to use the university website in order to access on-line information used in their job search process. c. Identify and describe their skills and work values and how they relate to their career choices. d. Learn how to write and critique a resume. e. Learn and practice proper interviewing skills and techniques. f. Communicate their interests, skills, needs and future plans to their Co-op Coordinator and future employers.The primary focus of this course was on finding a co-op job. Lessons included topics such as“ethics,” which featured case

Conference Session

Issues of Cooperative Education I

Collection

2008 Annual Conference & Exposition

Authors

ROBERT GRAY, Penn State Erie

Tagged Divisions

Cooperative & Experiential Education

benefit and use of written standards used in practice; 4. provide new employee plant safety training to all students; 5. discuss the need in design of the IEEE Code of Ethics and the National Code of Ethics for Engineers; 6. provide direct hire co-op and internships to students.GE wanted the partnership to expose students to: 1. failures and failure rates; Page 13.1135.3 2. cutting-edge technology; 3. how mechanical systems integrate with electrical systems; 4. the importance of quality and reliability; 5. interactions with mechanical and electrical engineers; 6. working in a multidisciplinary team that includes

Conference Session

Using Cooperative Education to Validate ABET Criteria

Collection

2006 Annual Conference & Exposition

Authors

Richard Griffin, Texas A&M University; David McMahon, Texas A&M University; Martha Marberry, Texas A&M University

Tagged Divisions

Cooperative & Experiential Education

position Not applicable to this position Not applicable to this position Possesses the broad education necessary to Recognition of the need for and an ability to Understanding of professional and ethical understand the importance of engineering engage in life-long learning. responsibilities. solutions in a global/societal context. Excellent Excellent Excellent Very Good Very Good Very Good Average

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

for work that is performed. Simply giving children money for nothing provides anegative consequence to working and its rewards.Co-op, internship, and experiential learning professionals need to work closely with elementaryteachers to encourage the practice of educating children and their parents into making a clear Page 15.323.3association between work as important part of learning and pay as an integral part of one’sworking career. Obviously many parents have practiced this by deciding that their children canlearn a great deal about money and work ethic by encouraging their children to seek out ways toearn money by helping with chores around

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Morteza Sadat-Hossieny, Northern Kentucky University; Mauricio Torres, Northern Kentucky University

Tagged Divisions

Cooperative & Experiential Education

 Intrapersonal skills: self-management, time management, self-development, self- regulation, adaptability, flexibility, executive functioning, core self-evaluation, work ethic, persistence, study skills, ethics & integrity, and citizenship.Gaven, et. al. further specifies: “Researchers agree that cognitive intelligence or technical skillsare needed, but not sufficient to have success in executing complex professional tasks and thatinterpersonal and intrapersonal skills improve performance. Some authors hold that the cognitiveskill is the basic determinant of labor market outcomes. In contrast, others researchers havestated that “Non-cognitive ability is as important, if not more important, than cognitive ability.”Globalization

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jose A. Galvan, Carnegie Mellon University; Elizabeth Casman, Carnegie Mellon University; Eden Fisher, Carnegie Mellon University; Indira Nair, Carnegie Mellon University; Mitchell J. Small, Carnegie Mellon University

Tagged Divisions

Cooperative & Experiential Education

-development, self-regulation,adaptability, flexibility, executive functioning, core self evaluation, work ethic, persistence, study skills,ethics & integrity, and citizenship.7 Page 24.209.3 Previous studies have investigated the skills that will be required in the 21st Century. Some havefocused on specific skills such as critical thinking, 8,9,10 while others have studied categories of skillsindependently, including cognitive skills, 11,112,13 social skills, 14,15 self-regulation, 16,17 andintrapersonal skills.18 A few other studies have investigated more than one skill or category of skillssimultaneously such as the effect of

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karen P Kelley, Northeastern University; Steven Thomas McGonagle, Northeastern University Gordon Engineering Leadership Program

Tagged Divisions

Cooperative & Experiential Education

constraints or obstacles. Commit to absolute responsibility to deliver on time; pursue necessary follow-up. Resourcefulness – Get it Done: Focus on the tasks at hand with passion, discipline, intensity, and flexibility. Ethical Actions and Integrity: Adhere to ethical standards and principles. Have the courage to act ethically and with integrity. Trust and Loyalty: Commit to actions that instill trust, and to the principle that loyalty to the team yields loyalty to the leader and vision. Work to empower the people around you and to make them successful. Page 23.16.9 Courage: Face difficult/high-risk actions head-on. Vision

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary Yvonne Lanzerotti, Augsburg College; Sean Joseph Creighton, SOCHE; Maggie Varga, SOCHE; Richard Martin, The Air Force Institute of Technology; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, SOCHE

Tagged Divisions

Cooperative & Experiential Education

Sciences in the groundbreaking 2004 report entitled The Engineer of 2020: Visions of Engineering in the New Century, successful engineers in the 21st century should exhibit key attributes to ensure their success and the success of the engineering profession. The list of key attributes are: strong analytical skills, practical ingenuity, creativity, communication, business and management, leadership, high ethical standards, professionalism; dynamism, agility, resilience, and flexibility, and the ability to become lifelong learners [1]. The project described in this paper is motivated by the results and findings of these reports. Our project exposes a pool of STEM undergraduate students to research

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher P. Pung, Grand Valley State University; Paul D. Plotkowski, Grand Valley State University; Chris Plouff, Grand Valley State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

experience the professional work environmentand allows application of knowledge gained in the traditional academic environment. Multiplestudies attest to the benefits of cooperative education.[1,2,3,4,5,6,7] In the engineering programs atGrand Valley State University, before beginning the capstone sequence of courses, students havecompleted three full semesters of cooperative education experience. During the semesters thestudents are on co-op, in addition to formal work activities, students are required to completeseveral learning modules. These modules cover topics including: professionalism in theworkplace; engineering ethics; engineering economics; and project management andcommunications - including corporate documents (reports and memos

Conference Session

Cooperative Education and Engineering

Collection

2008 Annual Conference & Exposition

Authors

Tylisha Baber, Michigan State University; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

Cooperative & Experiential Education

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 within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability 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

Conference Session

Cooperative Education Addresses ABET

Collection

2007 Annual Conference & Exposition

Authors

John Mathews, Mississippi State University; Donna Reese, Mississippi State University

Tagged Divisions

Cooperative & Experiential Education

and interpret data 7. Design a system, component, or process to meet desired needs 8. Design a system, component, or process which addresses: a. Economic constraints b. Environmental constraints c. Social constraints d. Political constraints e. Ethical constraints f. Health & safety constraints g. Manufacturability constraints h. Sustainability constraints 9. Function on multidisciplinary teams 10. Identify engineering problems 11. Formulate engineering problems 12. Solve engineering problems 13. Understand professional and ethical responsibilities 14. Communicate effectively in writing 15. Communicate

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Yvonne Lanzerotti, Air Force Institute of Technology; Maggie Varga, SOCHE; Sean J. Creighton, SOCHE; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, Air Force Institute of Technology; Richard K. Martin, The Air Force Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

: Visions of Engineering in the New Century. Theseattributes are identified as strong analytical skills, practical ingenuity, creativity,communication, business and management, leadership, high ethical standards,professionalism; dynamism, agility, resilience, and flexibility, and becoming lifelonglearners.1This project is motivated by the results and findings of our initial assessment of the Air ForceInstitute of Technology (AFIT) Summer Research Program (published in 2013 ASEE AnnualMeeting2) and a series of reports published by the National Academy during the past decadeentitled The Engineer of 2020: Visions of Engineering in the New Century, Rising Above theGathering Storm and Examination of the U.S. Air Force’s Science, Technology, Engineering

Conference Session

How Are We Preparing Our Students for the 21st Century Workforce?

Collection

2012 ASEE Annual Conference & Exposition

Authors

David R. Mikesell P.E., Ohio Northern University; David R. Sawyers Jr., Ohio Northern University; Jed E. Marquart, Ohio Northern University

Tagged Divisions

Cooperative & Experiential Education

Engineering Department at ONU.16 The former arelisted in the appendix, while the latter closely align with the eleven ABET engineeringaccreditation criteria17 (also in the appendix).The tasks and requirements described for the Baja competition, for example, represent explicitfulfillment of five of the ABET criteria (a, c, e, g, k). The design competition additionallypresents opportunities to fulfill four other criteria (b, d, f, i), such as an understanding ofprofessional and ethical responsibility and an ability to function on multidisciplinary teams.Sirinterlikci and Kerzmann cite specific ways in which all eleven criteria were satisfied in theirschool’s Baja experience.18All four of the Program Educational Objectives are clearly supported by each

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen M. Short, University of the District of Columbia- CC, Workforce Development and Lifelong Learning ; Annie R. Pearce, Virginia Tech; Christine Marie Fiori P.E., Virginia Tech; Tanyel Bulbul, Virginia Tech; Andrew McCoy, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

most often represented was Work Ethic followed closely by Communication Skills.These open responses are in agreement with the responses provided in the closed responsequestions discussed earlier. While a person’s work ethic may be considered relative to theirwork experience, it is considered a soft skill. Potential employers may see a student’s workexperience as an indicator of their work ethic. Work Experience theme ranked sixth, behind fivesoft skills.SummaryThe industry professionals participating in this research identified what they felt students needto gain a competitive edge in the marketplace and obtain higher starting salaries. Great emphasiswas placed on both work experience and soft skills. The soft skills of most importance

Conference Session

Collaboration Provides the Best Education

Collection

2007 Annual Conference & Exposition

Authors

Brian Koehler, North Carolina State University; Susan Matney, North Carolina State University; Jerome Lavelle, North Carolina State University; Mary Clare Robbins, North Carolina State University

Tagged Divisions

Cooperative & Experiential Education

first-year engineers are eager to learnabout co-op.Advantages of having co-op students as mentors include the opportunity to mentor others as theyhave been mentored in the work place, thus fostering a spirit of giving back. From the NSPE(National Society of Professional Engineers) Engineer’s Creed: “I dedicate my professionalknowledge and skill to the advancement and betterment of human welfare ... to place servicebefore profit …” 9 Many companies model this ethic by providing mentors for their Co-opstudents.Advantages of utilizing co-op students as mentors extend to the mentees themselves. Mentees getconnected with a successful engineering student near their age that they can relate to. Thisallows the mentees to have an individual contact that

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bhavna Hariharan, Stanford University; Sneha Ayyagari, Stanford University; Jonathan Edward Pang, Stanford University; Paul Dwight Watkins II, Stanford University; Aravind Arun, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

engineering skills to addressglobal societal problems. Also, the ABET criteria requires engineering programs toprovide “the broad education necessary to understand the impact of engineering solutionsin a global, economic, environmental, and societal context.” These two factors haveraised fundamental questions about how to effectively prepare engineering students toengage with underserved communities globally. This paper uses a case study approachto document the experiences of students of a global engineering course. This courseoffered students the unique opportunity to address sanitation and hygiene issues byworking with a community rather than for it. The paper highlights curricular innovationsthat ensured ethical, sustainable collaboration with the

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Manuel D. Rossetti, University of Arkansas; Kim LaScola Needy, University of Arkansas; Edgar C. Clausen, University of Arkansas; Carol Schubert Gattis, University of Arkansas; Micah Hale, University of Arkansas

Tagged Divisions

Cooperative & Experiential Education

a US citizen,permanent resident, national or refugee eligible to receive NSF funds; 2) must receive aUniversity of Arkansas renewable scholarship (minimum criteria 24+ ACT and 3.5+ HSGPA);3) must have financial need, as determined by the federal government through Free Applicationfor Federal Student Aid FAFSA submission; 3) must pursue a bachelor of science degree in Page 24.532.3engineering and be a full-time engineering student; 5) must demonstrate a work ethic, timemanagement skills, communication skills and professionalism; and 6) must agree to participatein all parts of the program.The application process required that students submit an

Conference Session

Assessing, Developing, and Enhancing the Engineering Experiential Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Cooperative & Experiential Education

"resource acquisition" as a top priority. The Senior Design Project Class, which isa two-semester long course, with a total of four credit hours, can be viewed as a servicelearning class, depending upon the project chosen by the select student group. It doescontain a substantial amount of education about ethics, ergonomics, economics, sociologyand liberal education principles, in addition to rigorous engineering subject matter. Thestudent groups are encouraged to appreciate the realities of socio-economic impact oftheir chosen project. In many cases, the project will have to be addressed with a strongwill to succeed and necessarily require coalitions of volunteerism, industry sponsoredfunding and donated resources. The author has utilized

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

R. Mark Schreck, University of Louisville; Angela Cline, University of Louisville

Tagged Divisions

Cooperative & Experiential Education

, and solve engineering problems. 4 3 2 1 NSuggests appropriate solutions.ENGINEERING SKILLS (continued) RATING COMMENTS/ EXAMPLESDemonstrates an understanding of professional and ethical responsibilities. (e.g.,complies with all company policies; displays the highest degree of integrity when dealing 4 3 2 1 Nwith co-workers, suppliers and customers.)Has ability to communicate effectively. Communicates clearly, concisely, appropriately.Balances talking and listening

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hans J. Thomas P.E., U.S. Military Academy; Michael Nowatkowski, U.S. Military Academy; Brodie K. Hoyer, U.S. Military Academy; Michael J. Benson, U.S. Military Academy; Bruce Floersheim, U.S. Military Academy; Luksa Luznik, United States Naval Academy; Wesley Anderson, U.S. Air Force Academy; Steven J. Condly, United States Military Academy

Tagged Divisions

Cooperative & Experiential Education

system that had real world applications. d. Operate on teams with engineers/scientists from fields other than (mechanical/aerospace) engineering. e. Identified, formulated, or solved engineering problems. f. Made decisions that had social, political, or ethical implications. g. Have an opportunity to present material related to the externship, either written or orally. h. See how the project you worked on could have effects on the world beyond engineering, such as economic, environmental, and social impacts. i. Identify engineering fields that you want to continue further research into. j. Learn about contemporary issues affecting the scientific or engineering communities. k. Used

Conference Session

Workplace Concerns, Realities, and Intangibles

Collection

2009 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

to help students in the working world, there is a need to couple theclassroom technical knowledge with communication activities. The current organizationused by the Department of Mechanical Engineering at MSU incorporates technicalknowledge acquisition with its presentation in course throughout the curriculum. Studentsbecome immersed in both facets of the program without separation. Page 14.1372.3Table A1. Communication Activities in ME CurriculumFrosh EGR 100 – Residential ProgramYear Resumes, email, short engineering focused reports, engineering writing demands, problem solving, speaking, ethics, and orientation to the

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Prue Howard, Central Queensland University

Tagged Divisions

Cooperative & Experiential Education

Page 14.970.5Whilst this appears to be an increased load for students, it formally recognises additionallearning that students were, to a large extent, already undertaking previously in preparation for,and reflection after completion, of their work placements.Professional Practice Program StructureThe structure of the Diploma of Professional Practice program element of the dual awardprogram is as shown in Table 2 below. Table 2 Professional Practice Element of the Co-operative Education Engineering Program Course Units Comments of CreditProfessional Practice 6 Covers resume writing, interview skills, ethics

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, NMIMS University; Katsuyuki Ohsawa, Tottori University ; Masashi Miura, Tottori University ; Ayano Ohsaki, Tottori University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

academic carieer in 2006 as a professor at Tottori University. His current research area is flow and combustion analysis in reciprocating engine, innovations in education and engineering ethics education.. He is also serving as the head of Innovation Center for Engineering Education in joint appointment. Katsuyuki Ohsawa has published over 70 papers including over 40 papers in peer reviewed journals. He received best paper awards from Society of Automotive Engineers in Japan and Japan Gas Turbine Society. He also works as a member of supporting committee in JICA for Pan-Africa University. Prof Ohsawa received Ph D Nagoya University in 1992 and started academic carieer in 2006 as a professor at Tottori University

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Greg Rulifson P.E., University of Colorado, Boulder; Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

University. His upcoming dissertation will focus on how student’s connections of social responsibility and engineer- ing change throughout college as well as how engineering service is valued in employment and supported in the workplace.Dr. Nathan E Canney PE, Seattle University Dr. Canney teaches civil engineering at Seattle University. His research focuses on engineering educa- tion, specifically the development of social responsibility in engineering students. Other areas of interest include ethics, service learning, and sustainability education. Dr. Canney received bachelors degrees in Civil Engineering and Mathematics from Seattle University, a masters in Civil Engineering from Stan- ford University with an