sliding window. 4. The results of the aggregated data are evaluated.ExampleWe illustrate the method by means of an example. The PEOs for the example program consist ofthe following three objectives.1. Graduates will successfully function in engineering positions, demonstrating proficiencies that include problem solving and technical communications skills2. Graduates will continue to advance their skills through formal and informal activities related to their profession3. Graduates will exhibit conduct that is ethical and professional, including consideration of the societal and global impact of their professional endeavorsAt our university, a common survey is used by all programs to collect data from alumni andemployers of alumni
conducted continuing dental education courses and published in the areas of community oral health, and legal and ethical issues for dental professionals. She is a former president of the American Dental Education Association (ADEA) and American Society for Dental Ethics (ASDE). She is also the former Chairperson of the ADEA/Gies Foundation and past president for the Society of Executive Leadership for in Academic Medicine (SE- LAM). She serves as a faculty contributor to the annual ADEA Leadership Institute and Allied Leadership Institute programs and a senior consultant for the Academy for Academic Leadership. Page
design a system, component, or process to meet desired needswithin realistic constraints such as economic, environmental, social, political, ethical, health andsafety, manufacturability, and sustainability” has gained sufficient value to deserve its ownABET Program Outcome, Criterion 3(c). This work presents a strategy to introduce students tothe relevant issues before senior design coursework, thereby providing practice and enablingthem to achieve such a program outcome more skillfully in senior level classes. Key practicalchallenges arise when attempting to add learning content to a one-quarter electronics coursealready bursting at the seams with conceptually challenging learning outcomes: 1. No extra class time exists in which to
, political, ethical, health and safety, manufacturability, and sustainability • an ability to function on multidisciplinary teams • an understanding of professional and ethical responsibility • an ability to communicate effectivelyIII. Advantages of SDR in EducationMany of the aspects that make SDR attractive to the military and industry also make it ideal as alearning and teaching tool. Recently, the authors experimented with using SDR in classroomdemonstrations for an upper division communications course. It is widely known thatcommunications theory can be especially abstract and math intensive2,3. The authors felt thatstudents would be motivated and their learning would be enhanced by relating abstractcommunications concepts to
: history of electrical engineering,electrical concepts and components, digital systems, communications systems, electronics,power systems and computer engineering. The students are also exposed to the NationalElectrical Code and to the tools commonly used by electrical engineering students likeoscilloscopes, multimeters, functions generators, PSpice and MATLAB. In order to complementthe freshman experience, practicing electrical engineers is invited to talk about their industrialexperiences and a module on engineering your career is introduced. Finally, the students are alsoexpected to attend IEEE meetings, and study the IEEE code of ethics. The intention of the courseis to provide the students with a healthy exposure to professional practice and
major field curriculum 1 2 3 4 5 Q3 Mastery of content of this course 1 2 3 4 5 Q4 Mastery of critical-thinking skills 1 2 3 4 5 Q5 Mastery of problem-solving skills 1 2 3 4 5 Q6 Mastery of civic awareness and ethical responsibility 1 2 3 4 5 Q7 Preparedness for continued learning after graduation 1 2 3 4 5 Q8 Preparation for employment as an engineer 1 2 3 4 5 Q9 Ability to apply knowledge in math
course sequence thatwas introduced in the 2009-10 year.3. Course DevelopmentHistorically, the EAS 101 syllabus followed a traditional set of topics, such as problem solvingand data presentation. Rudimentary coverage of mechanical systems, electric circuits, fluidmechanics, thermodynamics, and statistics was provided. Other subjects included someprinciples of design, engineering economics, ethics, and a very short MATLAB tutorial. The CSprogramming course was devoted exclusively to teaching the fundamentals of computerprogramming, with UNIX serving as the development environment. These courses exhibited anumber of deficiencies for prospective ECE students: ● For those who were still undecided about engineering as a career path, the EAS and CS
evaluate new information. 6. Contribute to effective project management (e.g., through the use of Gantt charts). 7. Effectively communicate with others in a team, fulfilling one's individual role in the project and in interfacing with customers. 8. Employ principles of effective communication. 9. Employ ethical practices in all aspects of the design process. Page 22.898.8 10. Reflect on aspects of design and the design process.For many students who are beginning the capstone design class, this is their first significantdesign experience. As such, the first quarter of the capstone is more structured than the secondand focuses on
generally implemented with students working on team or class wide projects. Thesecourses, especially engineering capstone design courses, are used by universities to satisfy ABETcriteria [1]. All but one of the ABET outcomes can be satisfied with design courses, including: 1. An ability to apply knowledge of mathematics, science, and engineering 2. An ability to design and conduct experiments, as well as to analyze and interpret data 3. 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. 4. An ability to function on multidisciplinary teams 5. An
that sparks passionate conversations within the academic community. The basic issueslie in assessing the information content of data, their interpretation in terms of actions and thederivation of a quantitative model to connect it all. The complexity of the problem increasesimmensely when one is confronted with (large) statistical variations between action and resultsand the loss of sacred information about the individual when aggregating the data. When theassociated actions reflect on the student’s future career, as is the typical teacher grading problem,the translation of the student knowledge and performance into a single grade presents a modelingas well as an ethical challenge. On the other hand, when the action is to adjust the curriculum
customers, who allassess the team’s performance. The course director tries to ensure fair grading across thecapstone teams in the course. A SRO represents a general officer or corporate president.Example items from the CDR grading rubric include technical tasks such as requirementstraceability, hardware system and subsystem designs, software design, integration plan, test Page 22.1087.3plans, risk reduction prototype, weight budget, power budget, and programmatic tasks such asschedule, risk management, configuration management, and cost budget. We also require thestudents to address contemporary issues such as safety, ethics, social, political and
-15]. The Engineering Clinicalso has been shown to provide students with the opportunity to strengthen their core “a-k”ABET competencies. In addition, the Engineering Clinic provides ample opportunities to dealwith many of the “other” areas that a program needs to address such as ethics, economicconsiderations, and societal impacts. Bibliography[1] J. L. Schmalzel, A. J. Marchese, J. Mariappan and S. A. Mandayam, "The Engineering Clinic: Afour-year design sequence," presented at the 2nd An. Conf. of Nat. Collegiate Inventors and InnovatorsAlliance, Washington, D.C., 1998.[2] J. L Schmalzel, A. J. Marchese and R. P. Hesketh, "What's brewing in the Clinic?," HP EngineeringEducator,2:1, Winter 1998, pp. 6-7.[3] "Civil & Environmental
makes a product stand out in the real world. Over all I feel more confident in my decision of ECE as a major. I wish I had not procrastinated doing all of the assignments until the last week of the term. Entering this course I was a pretty clueless freshman who had no idea what ECE, CS, or any other courses here entailed. After this course and my others here I can safety say I now understand what a major in each would require. After this term I feel like I know what I want to do with my future, and that is pursue a CS major. The past semester of my freshman year I’ve changed a lot since high school and I’ve learned some of the necessary skills to strive in college. My work ethic has improved greatly and it shows in my grades
Creativity Demonstrate creativity and capability in problem solving.8 Psychomotor Select, modify, operate equipment.9 Safety Recognize and deal with safety and environmental issues.10 Communication Communicate effectively about laboratory work.11 Teamwork Work effectively in teams.12 Ethics in Lab Behave with highest ethical standards.13 Sensory Awareness Formulate conclusions from information gathered through human interaction.As can be seen from Table 1 above, a virtual lab in which students never touch a breadboard,resistor, or battery is not realistic. A virtual laboratory environment could not be considered asuitable replacement since it
students can usethe tools. During these sessions, students must apply concepts learned in lectures, use complexlaboratory equipment to build experiments, develop hardware debugging skills.According to4, there are 13 fundamental objectives of Engineering Instructional Laboratories,that students should understand or acquire skills in: (1) Instrumentation; (2) Models; (3) Page 22.1590.3Experiment; (4) Data Analysis; (5) Design; (6) Learning from Failure; (7) Creativity; (8)Psychomotor; (9) Safety; (10) Communication; (11) Team work; (12) Ethics in the Laboratory;(13) Sensory Awareness. In the current laboratory setting and approach there are
Business Ethics courses to Undergraduates students. Since December 2009, he is the BPC-A Coordina- tor at Ana G. Mendez University System (AGMUS) for the Caribbean Computing Center for Excellence (CCCE) Alliance to support students to continue studies in computer related fields in Puerto Rico and the U.S. Virgin Islands. Page 22.308.1 c American Society for Engineering Education, 2011 CARIBBEAN COMPUTING CENTER FOR EXCELLENCE: BUILDING UNDERGRADUATE RESEARCH SKILLS, CHANGING RECEPTION OF POST-GRADUATE NEEDSAbstract 1The Caribbean Computing Center for Excellence (CCCE) was