Conference Session

Engineering Ethics - Courses and Curricula

Collection

2009 Annual Conference & Exposition

Authors

Donald McEachron, Drexel University; Sheila Vaidya, Drexel University; Stacey Ake, Drexel University

Tagged Divisions

Engineering Ethics

among students. Simultaneously, the level of trust in public and private institutions, interms of the honesty and integrity of those in leadership, is dwindling. For engineers, whoseoccupation allows them potential for positive or negative societal impacts, it is critical that theirdecisions involve sound ethical judgment. Despite this obvious need, the amount of time given toethics in an engineering curriculum is minimal. With all the knowledge and skills needed inengineering, it seems as if there is neither time nor space to teach ethics.Consequently, the results are predictable. During a recent meeting of engineering students,the students were asked what kinds of ethical questions they encountered at work or intheir studies. The majority

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott A. Civjan, University of Massachusetts, Amherst; Nicholas Tooker, University of Massachusetts, Amherst

Tagged Divisions

Engineering Ethics

Code of Ethics and discussion ofcase studies [3]. However, ethics in the engineering curriculum has been reported to have mixedeffectiveness, especially when delivered as an isolated topic within courses such as a capstone orpurely through case studies. Instead, an effective supplemental framework for integrating ethicsthrough the curriculum is needed in order for practicing engineers to make decisions with theintegrity appropriate to the profession. Toward this goal, an initial implementation was made in asenior level design class where ethics questions were interspersed throughout the semester onday to day ethical issues that related directly to the course material. Twelve students took thiscourse alone, while twenty-two were concurrently

Conference Session

Novel Methods in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

Craig Titus, Purdue University; Carla Zoltowski, Purdue University; William Oakes, Purdue University

Tagged Divisions

Engineering Ethics

AC 2010-1428: INTEGRATING ETHICS CURRICULUM WITHIN ASERVICE-LEARNING DESIGN CONTEXTCraig Titus, Purdue University Craig Titus is a Ph.D. candidate in Philosophy at Purdue University and a graduate assistant for the EPICS Program, participating in the curriculum development and the research teams.Carla Zoltowski, Purdue University CARLA B. ZOLTOWSKI is Education Administrator of the EPICS Program at Purdue University. She received her BSEE and MSEE from Purdue University, and is a PhD Candidate in Engineering Education at Purdue. She has served as a lecturer in Purdue’s School of Electrical and Computer Engineering.William Oakes, Purdue University William Oakes is the Director of the

Conference Session

Teaching Ethics II

Collection

2007 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Engineering Ethics

enhance students’ critical thinking capabilities. Page 12.284.1© American Society for Engineering Education, 2007 Assessment of Ethics Modules in an Engineering CurriculumAbstractDecisions made by engineers have a profound effect on the quality of life for citizens of theentire world. As such, their actions and decisions need to be governed by honesty, integrity,impartiality and fairness. Public health and safety considerations should dictate theirprofessional behavior. (Unger, 1994). Engineers are expected to demonstrate that they adhere tothe highest principles of ethical conduct. About 5% of questions on the F.E. exam correlate

Conference Session

New Horizons in Academic Integrity

Collection

2006 Annual Conference & Exposition

Authors

Murali Krishnamurthi, Northern Illinois University; Jason Rhode, Northern Illinois University

Tagged Divisions

Engineering Ethics

2006-1104: PROMOTING ACADEMIC INTEGRITY THROUGH AN ONLINEMODULEMurali Krishnamurthi, Northern Illinois University MURALI KRISHNAMURTHI is Associate Professor of Industrial and Systems Engineering and Director of Faculty Development and Instructional Design Center at Northern Illinois University. His teaching and research interests include information systems, project management, optimization, simulation, and engineering ethics.Jason Rhode, Northern Illinois University JASON RHODE is the Online Technologies Coordinator at the Faculty Development and Instructional Design Center at Northern Illinois University. He has a master's degree in Curriculum and Instruction, and is currently a Ph.D

Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brooke Odle, Hope College; Greg Bassett, Hope College

Tagged Divisions

Engineering Ethics

collaborative instruction among faculty in ComputerScience and Philosophy [1], [2]. Due to challenges with implementing ethics as a stand alonecourse, recent efforts have focused on integrating ethical reasoning in existing courses asstudents are learning technical concepts, to instill that ethical reasoning is needed while writingcode and developing technology, instead of being an isolated activity [1], [3].In developing a model for embedding ethics in the computer science curriculum at HarvardUniversity, Grosz et al. [1] addressed ethics via software design and verification in introductoryundergraduate programming courses. However, introductory engineering computing coursesmay not have these emphases and focus on using basic concepts to solve

Conference Session

Integrating Engineering Ethics into the Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Steven Culver, Virginia Tech; Vinod Lohani, Virginia Tech; Ishwar Puri, Virginia Tech

Tagged Divisions

Engineering Ethics

responsibilities, Dr. Culver conducts focus groups and surveys campus-wide and provides in-depth analyses of those projects to multiple audiences.Vinod Lohani, Virginia Tech Vinod K Lohani is an associate professor in the Engineering Education Department (EngE) and an adjunct faculty in the Civil and Environmental Engineering at Virginia Tech. He received a PhD in civil engineering from Virginia Tech in 1995. His research interests are in the areas of knowledge modeling, water and energy sustainability, engineering learning modules for freshmen, and international collaboration. He led a major curriculum reform project (2004-09), funded under the department-level reform program of the NSF, at Virginia Tech

Conference Session

Ethics Integration in the Engineering Curriculum

Collection

2006 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Vinod Lohani, Virginia Tech; Jennifer Mullin, Virginia Tech

Tagged Divisions

Engineering Ethics

2006-1997: INTRODUCTION OF CONTEMPORARY ENGINEERING ETHICSISSUES IN A FRESHMAN ENGINEERING COURSEJenny Lo, Virginia Tech Jenny Lo is an assistant professor in the Department of Engineering Education at Virginia Tech. She is the co-coordinator of the first semester engineering course and is interested in curriculum development, engineering ethics, and undergraduate research efforts.Vinod Lohani, Virginia Tech Vinod Lohani is an associate professor in the Department of Engineering Education at Virginia Tech. He is the co-coordinator of the first semester engineering course and has multiple interests including international collaborations, curricular reform, and development of lab experiences for

Conference Session

Integrating Engineering Ethics into the Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Kelley Walczak, University of Michigan; Cynthia Finelli, University of Michigan; Matthew Holsapple, University of Michigan; Janel Sutkus, Carnegie Mellon University; Trevor Harding, California Polytechnic State University; Donald Carpenter, Lawrence Technological University

Tagged Divisions

Engineering Ethics

accreditation requirements to include ethics in engineeringeducation, many engineering programs struggle to incorporate ethics into the curriculum. Thesedifficulties stem from both institutional and personal contexts, but all have an impact on theethics curriculum and education of engineering undergraduates. Because of the importance ofdeveloping ethical engineers, it is critical to identify these obstacles so they can be addressed byengineering programs. This study investigates these obstacles and suggests ways to overcomethem.Literature ReviewThe importance of developing ethical engineers highlights the need to integrate ethics intoengineering education. Harris, Davis, Pritchard, and Rabins7 identify nine purposes ofengineering education which

Conference Session

Moral Development, Engineering Pedagogy and Ethics Instruction

Collection

2006 Annual Conference & Exposition

Authors

Kevin Schmaltz, Western Kentucky University

Tagged Divisions

Engineering Ethics

. Most importantly, this approach can marginalize ethics as side-topic,and not an integral or important part of engineering study from the students’ view.The ME faculty have chosen to spread ethics instruction throughout curriculum, takingadvantage of the existing Professional Component sequence. With this approach the studentswill hopefully perceive ethics as a common attribute of good engineering practice. In addition,instruction and student expectations can rise with progress through curriculum.The rising expectations can follow Benjamin Bloom’s taxonomy for categorizing levels ofstudent learning [8]: Knowledge: The student is capable of recalling words, facts, and principles

Conference Session

Innovative Approaches to Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

George D. Catalano, Binghamton University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Paper ID #14663Integrating Compassion into an Engineering Ethics CourseDr. George D. Catalano, Binghamton University Professor of Biomedical Engineering, Binghamton University Previously member of the faculty at U.S. Military Academy and Louisiana State University. Two time Fullbright Scholar – Italy and Germany. c American Society for Engineering Education, 2016 Integrating a Compassion Practicum into a Biomedical Engineering Ethics CourseAbstractA required undergraduate course in the ethics of biomedical engineering has been developed andtaught. Students are required to design

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Ohio State University; Jeffrey M. Catchmark, Pennsylvania State University; Eduardo Mendieta; Thomas A. Litzinger, Pennsylvania State University

Tagged Divisions

Engineering Ethics

-Across-the-Curriculum: Year One of Developing an Ethics Curriculum in an Undergraduate Biological Engineering ProgramAbstractThis paper reports the first two phases of an on-going, multi-year project that seeks tocreate an integrated ethics curriculum for undergraduate Biological Engineering (BE)majors at a large, public university. Our objective is to create an exemplar process thatencourages engineering faculty members to contribute to, and develop ownership of, theethics curriculum. Literature in engineering education research has called attention to faculty buy-inas one of the key indicators of successful educational innovation. Scholars of ethicseducation also note engineering faculty’s attitude

Conference Session

Socio-Technical Issues in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; David H. Torres, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

engineering design context,2 meaning that ethics is implicit throughout design processes.While recognition of major issues is important in an engineering education context, this view ofethics does not allow for an integrated understanding of the way ethics is implicated in themicro-level everyday decisions and reasoning associated with design.1 This more nuancedunderstanding would “provide a firmer basis for thinking about ethics in the engineering designprocess” (p. 514) and might encourage more incorporation of ethical thinking into the entiredesign process. Nuanced micropolitics are interwoven throughout the technical and otherdecisions that comprise the design process, and all decisions and agreements that emerge throughthis process could result

Conference Session

Integrating Engineering Ethics into the Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Edward Glynn, Villanova University; Frank Falcone, Villanova University; Mark Doorley, Villanova University

Tagged Divisions

Engineering Ethics

of Engineering (CoE) at VillanovaUniversity in this effort. • Currently, the ethics requirement in our college is perceived as one of a series of checklist requirements that need to be satisfied. Ethics is perceived, as well, as the expertise of non-engineers, and not necessarily integral to the technical engineering profession. An ethics across the curriculum approach will send the message, both performatively as well as rhetorically, that ethics is not simply an academic discipline, limited to college campuses, but that ethics is a part and parcel of the professional life of an engineer. By having engineering faculty engaging in discussions of ethics in their engineering classes, they will

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kenneth L. d'Entremont, University of Utah; Andrew S. Merryweather, University of Utah

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

, international designer, manufacturer, and distributor of durableconsumer/hard goods. The products were innovative—frequently industry leading—and wereproduced with a focus on product-safety function integrated into the engineering-design process.Consequently, the curriculum for the new course is targeted to this type of engineeringenvironment.This product-safety engineering course benefits by being within an engineering departmentoffering courses in ergonomics, human-factors, system safety, and industrial safety. Therefore,some material also important to product-safety engineering is covered in other courses.Engineering challenges during product design, development, and testing—as well as ethicaldilemmas regarding product safety that may confront a

Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David S. Greenburg, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

populations. Therefore we were not able to prove our test hypothesis that the upper-classengineering students would score higher on the NSPE ethics practice exam than the freshmanstudents.In an attempt to gain greater insight into the results we compared specific questions with a highcorrect score percentage (≥ 80%) and those with a low correct score percentage (≤ 20%) for eachof the survey groups. The results, shown in Table 3, are virtually the same and further supportthe overall findings that the [Institution’s] curriculum of integrated ethical leadership courseswere not effective in enhancing participants’ performance on the NSPE ethics examination. Table 3. Questions With High or Low Correct Scores ( ≥ 80% or ≤ 20%). Upper Classmen

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Tech; Umair Shakir, Virginia Tech

Tagged Divisions

Engineering Ethics

engineering ethics in the engineering curriculum.Modes of Integrating Engineering Ethics in Undergraduate Curricula Researchers have proposed two primary approaches to integrating ethics into thecurriculum: standalone courses and embedded units in technical courses. Engineeringdepartments offering a standalone course on engineering ethics may offer it as either an electiveor required course [14]. Alternatively, a department may require a standalone course, but it maybe offered in the philosophy/religion department or engineering school [15]. The requirement ofstandalone course focused on engineering ethics in four-year curriculum has been challenged byCruz & Frey [10] and Tang et. al. [16] claimed that the engineering curriculum is already

Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica R. Edelson, Duke University; Micalyn Struble, Duke University; Reya Magan, Duke University; Ann Saterbak, Duke University

Tagged Divisions

Engineering Ethics

four steps of the engineering design process:1. Systems Mapping. Students learn to identify the people, societal issues, and materials that are integral to the assigned team project’s problem space. Through drawing a systems map, students analyze how their project and its intended goal connect to the world around them.2. Pairwise Comparison Chart Activity. Students assume the role of various stakeholders (those invested in the project in some way) to complete a pairwise comparison chart, thus simulating how different stakeholders make trade-offs when determining important design criteria.3. Testing Game Show. As students test their own products, the entire class is brought together to compete in an interactive, game-show style

Conference Session

New Horizons in Academic Integrity

Collection

2006 Annual Conference & Exposition

Authors

William Jordan, Baylor University; Bill Elmore, Mississippi State University

Tagged Divisions

Engineering Ethics

engineer in the state of Louisiana.Bill Elmore, Mississippi State University BILL ELMORE, Ph.D., P.E., is Associate Professor and Hunter Henry Chair, Mississippi State University. His teaching areas include the integrated freshman engineering and courses throughout the chemical engineering curriculum including unit operations laboratories and reactor design. His current research activities include engineering educational reform, enzyme-based catalytic reactions in micro-scale reactor systems, and bioengineering applied to renewable fuels and chemicals. Page 11.562.1© American Society for

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Deborath Silva, Colorado School of Mines; Justin Stephen Fantasky, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

as “engineering” by faculty and students, leading toan engineering workforce poorly trained in dealing with the social dimensions of sustainableengineering solutions. This important concept currently receives little attention within thestandard engineering curricula, particularly within the engineering sciences.The pilot-study research presented in this article uses a mixed-methods approach to assess thestate of social justice awareness of students as they enter an “Introduction to Feedback ControlSystems” (IFCS) class. Social justice interventions are integrated to support students as theylearn about the inherent, yet often invisible, connections between social justice and controlsystems engineering. Instruments, such as surveys and focus

Conference Session

Professional and Regulatory Issues in Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar V Nedunuri, International Center for Water Resources; Ning Zhang, Central State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

moral character and ethical integrity. This professionalrequirement also calls on the engineering educators to develop the engineering curriculumenriched with ethics and professionalism.An engineering undergraduate can passively learn professionalism and ethics through seniorcapstone design, summer internships and undergraduate research. However, these opportunitieshave limitations. Hence, as the instructors in an engineering program, the authors felt more onthe formal teaching and practice on ethics and professional conduct needed to raise theawareness in accordance with ABET Student Outcomes-f and i, and the professional bodyexpectations. Environmental engineering curriculum in the authors’ institution introduces ethicsand professionalism to

Conference Session

Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chris Swan, Tufts University; Alexandra Kulich, Tufts University; Reece Wallace, Tufts University

Tagged Divisions

Engineering Ethics

into a Biomedical G. Catalano Engineering Ethics Course An Effective Strategy for Integrating Ethics Across the J. Cruz, W. Frey Curriculum in Engineering: An ABET 2000 Challenge Engagement with Ethics in a Large Engineering Program: A S. Culver, V. Lohani, I. Status Report Puri Implementation of Competences of Social and R. Miñano, C. Environmental Responsibility in IT Engineering Degrees Fernandez, A. Anguera Strategies for Teaching Professional Ethics to IT R. Miñano, A. Uruburu, Engineering Degree Students and Evaluating the Result A. Moreno-Romero, D. Pérez

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

the engineering curriculum?Compared to all the elements of the engineering curriculum, the ES is the most distant andinaccessible to partnerships and collaborations between ES instructors and everyone elsecommitted to engineering education—such as design faculty and HSS faculty within engineeringeducation contexts. Interdisciplinary collaborations are becoming more common in Intro classes,design courses, and HSS [2]. Even the basic math and science courses have become sites ofinnovative pedagogical interventions [3]. But for the most part, the ES remain closed to theseinterdisciplinary collaborations and integrations. Why is that?An obvious response is that the ES tend to be among the most technical components of anengineering education. But

Conference Session

Professional Issues in Ethics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rigoberto Chinchilla, Eastern Illinois University

Tagged Divisions

Engineering Ethics

AC 2012-3498: ETHICAL AND SOCIAL CONSEQUENCES OF BIOMET-RIC TECHNOLOGIES: IMPLEMENTATION IN ENGINEERING CUR-RICULUMDr. Rigoberto Chinchilla, Eastern Illinois University Rigoberto Chinchilla, PhD in Integrated Engineering, Ohio University, is an Associate Professor of Ap- plied Engineering and Technology at Eastern Illinois University (EIU) since 2004. His teaching and research interests include Quality design, Biometric and Computer Security and Ethics, Clean Technolo- gies and Automation. Dr. Chinchilla has been a Fulbright Scholar and a United Nations scholar, serves in numerous departmental and university committees at EIU and has been awarded several research grants in his career. Dr. Chinchilla Publications in

Conference Session

Engineering Ethics Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Grant A. Fore, Indiana University-Purdue University of Indianapolis; Justin L. Hess, Indiana University-Purdue University of Indianapolis; Brandon Sorge, Indiana University-Purdue University of Indianapolis; Mary F. Price, Indiana University-Purdue University of Indianapolis; Martin A. Coleman, Indiana University-Purdue University of Indianapolis; Thomas William Hahn, Indiana University-Purdue University of Indianapolis; Julie Adele Hatcher

Tagged Divisions

Engineering Ethics

this initiative, as it promotes and incentivizes the integration ofhigh-impact practices throughout STEM curricula, including community-engaged pedagogy.Yet, nationally, even in instances where faculty utilize community-engaged pedagogy, rarelyhave faculty used these practices as a means to engage their students in ethical reflection. With few exceptions [4-6], the ethical paradigm for STEM research and professionalism --dating back to the Nuremberg Code (1947) and the Declaration of Helsinki (1964) -- has beenconcerned with one’s duty to align behavior in compliance with an established code of ethics ornormative standards. Contemporary STEM ethics instruction commonly uses case studies, whichcan be useful. However, this instruction is

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

wider exploration of global climate change. Taken as a whole, the ethics assignments andreflective engagement of students produced gains in critical thinking and reflective action, alongwith resistance from some students policing disciplinary boundaries of the course, opening spacefor motivating conversations about the syllabus in the context of the larger engineering program.The presentation concludes with some lessons learned related to design of assignments,motivation of social justice topics, scaffolding for specific social justice concepts andterminology that may be new to students, challenges of transforming an over packed curriculum

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

. Page 26.866.1 c American Society for Engineering Education, 2015 Humanizing Signals and Systems: A Reflective AccountAbstract:In this paper, I authentically and reflectively depict my journey as an engineering educatordelving in the challenge of integrating technical content of a continuous-time signals and systemsclass with the social, value-laden realities that encompass such concepts. I refer to this particularchallenge as humanizing the technical content of signals and systems. Specifically, I describe thesignals and systems course and how I structured content and assessment plans to create space forhuman values. Additionally, I critically examine how some barriers that worked against myefforts

Conference Session

Engineering Ethics III

Collection

2008 Annual Conference & Exposition

Authors

Jason Durfee, Eastern Washington University; William Loendorf, Eastern Washington University

Tagged Divisions

Engineering Ethics

, not falsifyingwork, acting with integrity, not misleading coworkers or supervisors, etc. A couple of studentsemphasized the “if you get caught” aspect of violating ethical behavior. The most commonresponse was “Do not copy someone else’s work” and a couple of honest individuals stated thatthey had “no clue” what constituted an official definition of professional ethics. One otherstudent took a stance that professional ethics wasn’t really part of the academic program neededfor preparing for the workplace. It’s also interesting to note that most students focused on thenegative aspect, as in listing the things not to do, as opposed to having an overall philosophy ofwhat is entailed in behaving ethically. They all seemed to understand that a

Conference Session

Evaluation of Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Purdue University; Carla B. Zoltowski, Purdue University; Megan Kenny Feister, Purdue University; Patrice Marie Buzzanell, Purdue University; William C. Oakes, Purdue University; Alan D. Mead, Illinois Institute of Technology

Tagged Divisions

Engineering Ethics

Paper ID #10060The Development of an Instrument for Assessing Individual Ethical Decision-making in Project-based Design Teams: Integrating Quantitative and Quali-tative MethodsQin Zhu, Purdue University Qin Zhu is a PhD student in the School of Engineering Education at Purdue University. His main re- search interests include global/comparative/international engineering education, engineering education policy, and engineering ethics. He received his BS degree in material sciences and engineering and first PhD degree in philosophy of science and technology (engineering ethics) both from Dalian University of Technology

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Vassilios Tzouanas, University of Houston, Downtown; Lea Campbell, University of Houston, Downtown

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

internal team leadership needed toresolve common behaviors within dysfunctional teams. While no new theoretical results onteamwork are presented, the authors have focused instead on applying their experience asmanagers of teams in major corporations and institutions of higher education to explore what aneffective teaming curriculum might include and to develop related assessment tools. This paperoutlines a strategy for integrating deliberate teaming instruction into senior-level engineeringcapstone or project courses. The curriculum focuses on building team leadership skills andtechniques for addressing challenges such as planning and execution, social loafing, andprocrastination. Models for assessing students‟ teaming skills and for providing