Conference Session

Questions of Identity

Collection

2006 Annual Conference & Exposition

Authors

William Jordan, Baylor University

Tagged Divisions

Liberal Education

2006-1013: A VIRTUE ETHICS APPROACH TO ENGINEERING ETHICSWilliam Jordan, Baylor University WILLIAM JORDAN is Professor and Department Chair of Mechanical Engineering at Baylor University. He has B.S. and M.S. degrees in Metallurgical Engineering from the Colorado School of Mines. He has an M.A. degree in Theology from Denver Seminary. His Ph.D. was in mechanics and materials engineering from Texas A & M University. He teaches materials oriented courses and his main research area deals with the mechanical behavior of composite materials. He also writes and does research in the areas of engineering ethics and engineering education. He is a registered metallurgical engineer in the

Conference Session

Recent Developments in Engineering Ethics

Collection

2006 Annual Conference & Exposition

Authors

Marilyn Dyrud, Oregon Institute of Technology

Tagged Divisions

Liberal Education

2006-513: INDUSTRIAL ETHICS TRAINING: A LOOK AT ETHICS GAMESMarilyn Dyrud, Oregon Institute of Technology Page 11.753.1© American Society for Engineering Education, 2006 Industrial Ethics Training: A Look at Ethics GamesAbstractFederal legislation mandates that US businesses develop ethics training programs for theiremployees. Starting in 1991 with the US Federal Sentencing Guidelines, which were revised in1995, 1999, and 2004, and continuing through the Sarbanes-Oxley Act of 2002, passed in thewake of Enron, WorldCom, and other corporate scandals, businesses have had to implementethics training or risk substantial penalties. Industry has responded to the

Conference Session

Beyond Individual Ethics: Engineering in Context

Collection

2008 Annual Conference & Exposition

Authors

Donna Riley, Smith College

Tagged Divisions

Liberal Education

AC 2008-851: ETHICS IN CONTEXT, ETHICS IN ACTION: GETTING BEYONDTHE INDIVIDUAL PROFESSIONAL IN ENGINEERING ETHICS EDUCATIONDonna Riley, Smith College Page 13.570.1© American Society for Engineering Education, 2008 Ethics in Context, Ethics in Action: Getting beyond the individual professional in engineering ethics educationAbstractA number of authors have challenged engineering ethics educators to incorporate elements ofwhat may be called “macroethics,” “social ethics” or considerations related to the field of scienceand technology studies (STS) in engineering ethics curricula. To respond to this call effectivelyrequires reform of both content and

Conference Session

Philosophy of Engineering Education: Epistemology and Ethics

Collection

2008 Annual Conference & Exposition

Authors

Gayle Ermer, Calvin College

Tagged Divisions

Liberal Education

AC 2008-2051: UNDERSTANDING TECHNOLOGICAL FAILURE: ETHICS, EVIL,AND FINITUDE IN ENGINEERING DISASTERSGayle Ermer, Calvin College Page 13.1312.1© American Society for Engineering Education, 2008 Understanding Technological Failure: Ethics, Evil, and Finitude in Engineering DisastersAbstractIt is important to know why technological systems sometimes fail catastrophically. Notonly does culpability need to be established justly after a disaster, but the success of newtechnology depends on accurately predicting how technology and the individuals andsocieties with which it interacts will behave. It is nearly always the case that disastersoccur due to

Conference Session

Beyond Individual Ethics: Engineering in Context

Collection

2008 Annual Conference & Exposition

Authors

Kristyn Masters, University of Wisconsin - Madison; Sarah Pfatteicher, University of Wisconsin - Madison

Tagged Divisions

Liberal Education

AC 2008-2240: LOWERING THE BARRIERS TO ACHIEVE ETHICS ACROSSTHE ENGINEERING CURRICULUMKristyn Masters, University of Wisconsin - MadisonSarah Pfatteicher, University of Wisconsin - Madison Page 13.858.1© American Society for Engineering Education, 2008 Lowering the Barriers to Achieve Ethics across the Engineering CurriculumAbstractDespite the importance of ethics training to accreditation agencies, future employers, instructors,and students themselves, many students graduate from engineering with only a cursoryunderstanding of ethical issues and little experience in making ethical decisions related to theirdiscipline/profession

Conference Session

Engineering Ethics: An Interdisciplinary Endeavor

Collection

2009 Annual Conference & Exposition

Authors

John Brocato, Mississippi State University

Tagged Divisions

Liberal Education

. Page 14.1288.1© American Society for Engineering Education, 2009 Two Ways of Using Case Studies to Teach EthicsIntroductionProfessional ethics, like many other areas of academic study, is best taught through synthesis andapplication. Exposing students to the importance of ethics via, for example, a lecture on theNSPE Code of Ethics or a reading assignment on plagiarism may accomplish something on itsown, but such relatively low-stakes activities do little to put students in the position ofcontemplating and then making ethics-related decisions – they do little, in other words, to bringthe subject to life for students.One simple way to engage students more fully in the experience of professional ethics is the useof case studies

Conference Session

Engineering Ethics and Contemporary Issues

Collection

2006 Annual Conference & Exposition

Authors

Michael Davis, Illinois Institute of Technology; Heinz Luegenbiehl, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education

2006-538: ENGINEERING ETHICS AND CONTEMPORARY ISSUES: KATRINAIN THE CLASSROOM AND BEYONDMichael Davis, Illinois Institute of TechnologyHeinz Luegenbiehl, Rose-Hulman Institute of Technology Page 11.561.1© American Society for Engineering Education, 2006Michael Davis February 24, 2006Getting an Ethics Charge out of Current Events:Some Doubts about Katrina1 On August 29, 2005, “Katrina” was still only the name of an unusually largecyclonic storm (a “category-4 hurricane”). A few days later, it had become shorthand fora complex economic, political, and social disaster. A long stretch of the Gulf coast hadbecome more

Conference Session

Innovative Courses/Pedagogies in Liberal Education I

Collection

2010 Annual Conference & Exposition

Authors

David Layton, DeVry University

Tagged Divisions

Liberal Education

AC 2010-1737: USING THE COLLEGE SCIENCE FICTION CLASS TO TEACHTECHNOLOGY AND ETHICS: THEMES AND METHODSDavid Layton, DeVry University Page 15.1341.1© American Society for Engineering Education, 2010Using the College Science Fiction Class to Teach Technology and Ethics: Themes and MethodsAbstractThis paper proposes that one educational opportunity to enhance understanding of technologycomes from the liberal arts. This opportunity is the teaching of ethics related to technology,science, and technological change, using science fiction for these themes. The course is proposedas part of a general education program in colleges and universities, given

Conference Session

Engineering Ethics: An Interdisciplinary Endeavor

Collection

2009 Annual Conference & Exposition

Authors

Joseph Herkert, Arizona State University Polytechnic; Jameson Wetmore, Arizona State University; Heather Canary, Arizona State University Polytechnic; Karin Ellison, Arizona State University

Tagged Divisions

Liberal Education

AC 2009-1131: INTEGRATING MICROETHICS AND MACROETHICS INGRADUATE SCIENCE AND ENGINEERING EDUCATION: DEVELOPINGINSTRUCTIONAL MODELSJoseph Herkert, Arizona State University Polytechnic Joseph Herkert, D. Sc., P.E., is Lincoln Associate Professor of Ethics and Technology at Arizona State University. He has taught engineering ethics and related courses for more than twenty years. His work on engineering ethics has appeared in engineering, law, social science, and applied ethics journals. Dr. Herkert is the past Editor of IEEE Technology & Society and a founding Associate Editor of Engineering Studies. He received his BSEE from Southern Methodist University and his doctorate in Engineering and

Conference Session

Engineering Ethics: An Interdisciplinary Endeavor

Collection

2009 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

Liberal Education

University in 1979. Page 14.954.1© American Society for Engineering Education, 2009 Personal vs. Professional E-mail: the Palin Case Edward F. Gehringer North Carolina State University efg@ncsu.eduAbstractLast fall’s break-in of Vice-Presidential candidate Sarah Palin's private e-mail account can serveas a fascinating case study in an Ethics in Computing class. The break-in is a clear violation offederal law, and the ethics of that should not be in serious doubt. But what about posting thecontents of her private e

Conference Session

Beyond Individual Ethics: Engineering in Context

Collection

2008 Annual Conference & Exposition

Authors

Byron Newberry, Baylor University; William Lawson, Texas Tech University; Kathy Austin, Texas Tech University; Greta Gorsuch, Texas Tech University; Thomas Darwin, University of Texas at Austin

Tagged Divisions

Liberal Education

AC 2008-2589: DESIGN OF WEB-BASED PROFESSIONAL ETHICS MODULESTO ALLEVIATE ACCULTURATION BARRIERS FOR INTERNATIONALGRADUATE STUDENTS IN ENGINEERINGByron Newberry, Baylor University Byron Newberry, P.E., Ph.D. Associate Professor of Mechanical Engineering Baylor UniversityWilliam Lawson, Texas Tech University William D. Lawson, P.E., Ph.D. Senior Research Associate, National Institute for Engineering Ethics & Assistant Professor Department of Civil & Environmental Engineering Texas Tech UniversityKathy Austin, Texas Tech University Katherine A. Austin, Ph.D. Assistant Vice President, Information Technology Division, Texas Tech UniversityGreta Gorsuch, Texas Tech University Greta J

Conference Session

Approaches to Learning Outcomes Assessment in Liberal Education

Collection

2007 Annual Conference & Exposition

Authors

Kyle Oliver, University of Wisconsin-Madison; Traci Nathans-Kelly; Sandra Courter, University of Wisconsin-Madison; Laura Grossenbacher, University of Wisconsin-Madison

Tagged Divisions

Liberal Education

AC 2007-866: FINDING A "PLACE" FOR READING AND DISCUSSIONCOURSES: DESIGN AND ASSESSMENT OF "SOCIAL AND ETHICAL IMPACTSOF TECHNOLOGY"Kyle Oliver, University of Wisconsin-Madison Kyle Oliver is a graduate student in the Department of Engineering Physics at the University of Wisconsin-Madison.Traci Kelly, University of Wisconsin-Madison Dr. Traci Kelly is an Assistant Faculty Associate in the Department of Engineering Professional Development at the University of Wisconsin-Madison.Sandra Courter, University of Wisconsin-Madison Dr. Sandra Courter is the Director of the Engineering Learning Center at the University of Wisconsin-Madison.Laura Grossenbacher, University of Wisconsin-Madison Dr

Conference Session

Beyond Individual Ethics: Engineering in Context

Collection

2008 Annual Conference & Exposition

Authors

Arthur Sacks, Colorado School of Mines

Tagged Divisions

Liberal Education

morals and ethics ofothers (Noah Cross), and the damage done to people and place when greed and corruption winout.On a deeper level, the film is a tale about human frailty, the weakness that pervades all the film’scharacters, their innate inability to foresee the future confounded by their inability to see withclarity the world of the present, its truths and complexities as they are. This is especially true ofprivate eye, Jake Gittes, whose blindness ironically prevents him from seeing the world beforehim, though it is his job to see the truth of things, sort them out and solve/resolve complexhuman conflicts and problems. His eye is too private, not open to what his work andresponsibilities require him to see. This failure of sight is true, as

Conference Session

Philosophy of Engineering Education: Epistemology and Ethics

Collection

2008 Annual Conference & Exposition

Authors

John Heywood, Trinity College-Dublin

Tagged Divisions

Liberal Education

engineering on the basis of the direct use of activities that correspond to the fiveclassical branches of philosophy – aesthetics, epistemology, ethics, logic and metaphysics. Hedemonstrates the relevance of philosophies such as empiricism, idealism, existentialism,logical positivism, and rationalism. It is unfortunate that he omitted realism from his list sincethe contrasting positions of constructivism and realism have been the subject of a major debatein education especially in the sciences and school education21 and more generally in respect ofethics.22Education and philosophyMany schools of teacher education require their students to take a course in philosophy as itmay be applied to education. There are different ways of approaching such

Conference Session

Philosophy of Engineering Education: Epistemology and Ethics

Collection

2008 Annual Conference & Exposition

Authors

Mark Valenzuela, University of Evansville; James Allen, University of Evansville; Brian Swenty, University of Evansville

Tagged Divisions

Liberal Education

education program consists of about 35credit hours, or 29% of a 120-hour curriculum. This percentage is significantly different fromthe figures cited by Stouffer and Russell.From the Ratcliff survey, 61.3% of the schools report content requirements in literature, 60.7%in History, 60.6% in Philosophy and Ethics, 46.9% in Foreign Languages. Further, in keepingwith the understanding that cognitive areas (and related outcomes) are as important as contentareas, Ratcliff’s survey reveals that 91% of the schools report goals in the area of critical readingand writing, 72% in critical thinking, 63% in speaking and listening, 67% in cultural diversityand 55% in global studies. While the Ratcliff study provides a picture of goals in generaleducation, it is

Conference Session

Beyond Individual Ethics: Engineering in Context

Collection

2008 Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education

.” Journal of Engineering Education. Vol. 94, No. 1, Pp. 103-120.4 Van der Poel, Ibo and Peter-Paul Verbeek, Guest Editors. 2006. Special Issue of Science, Technology, and Human Values on “Ethics and Engineering Design.” Vol. 31, No. 3 (May).5 E.g., Grasso, Domenico, Kara M. Callahan, and Sandra Doucett. 2004. “Defining Engineering Thought.” International Journal of Engineering Education. Vol. 20, No. 3, Pp. 412-415.6 Winner, Langdon. 1980. “Do Artefacts Have Politics?” Daedalus. Vol. 109, Pp. 121-36.7 Winner, Langdon. 1995. “Political Ergonomics.” In Richard Buchanan and Victor Margolin, Editors. Discovering Design. Chicago: University of Chicago Press. Pp. 146-70.8 Ibid, p. 151.9 Ibid, p. 165.10 Ibid, p

Conference Session

Ethical Responsibilities of Engineers in the World of Corporate Business

Collection

2007 Annual Conference & Exposition

Authors

Donna Riley, Smith College

Tagged Divisions

Liberal Education

studies, Spanish, and other disciplines. We seek to demonstrate anew paradigm for development work that is rooted in education rather than in specific projects,which we tend to have low probabilities of success. By focusing on education, we can instillcapacities to generate and assess multiple projects, increasing the chances of success andeconomic empowerment in the long run.6. Enhance engineering ethics. Barakat and Carroll38 explore the issue of internationalengineering ethics education and point out some areas that lack emphasis in U.S. engineeringcodes but are important internationally: respect for human rights, intellectual property issues, andnatural resources, as well as anticipation of the social, cultural, political, and economic

Conference Session

Normative Commitments and Public Engagement in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Erin Cech, University of California, San Diego

Tagged Divisions

Liberal Education

for Engineering Education, 2010 Trained to Disengage? A Longitudinal Study of Social Consciousness and Public Engagement among Engineering StudentsAbstractMuch has been made of the importance of training ethical, socially conscious engineers, but isengineering education actually succeeding in this task? Does the professional socialization ofengineering students train them to take seriously their professional responsibility to publicwelfare? This paper examines this vital question by systematically testing whether programssuccessfully emphasize ethical, engaged engineering practice to their students, and whether suchprogrammatic emphasis actually cultivates in students a sense of social consciousness and abelief in the

Conference Session

Tree-huggers, Diggers, and Queers--Oh my!

Collection

2009 Annual Conference & Exposition

Authors

George Catalano, State University of New York, Binghamton; Caroline Baillie, Queens University, Kingston

Tagged Divisions

Liberal Education

modern era as well as new ideas which have justrecently been applied to the professions. In the spirit of the Diggers from the 1960’s, thepresent work offers new ‘frames of reference’ from which you can consider your decisions.The Diggers focused on promoting a new vision of society free from many of the trappingsof private property, materialism and consumerism. Our hope is to offer a new vision ofengineering which takes into account many of the elements of our society and our planetwhich have been historically ignored.As described by NSPE, “engineering ethics is (1) the study of moral issues and decisionsconfronting individuals and organizations involved in engineering and (2) the study ofrelated questions about moral conduct, character, ideals

Conference Session

Learning to Communicate with Engineers and Non-Engineers

Collection

2008 Annual Conference & Exposition

Authors

Paul Ross, University of Wisconsin - Madison

Tagged Divisions

Liberal Education

guidelines for student portfolios have evolved over the last decade as moreprofessional attention has been given to the nature and purpose of a portfolio as part of studentwork in engineering. Key motivators that have improved professionalism in portfolios includeincreased attention to issues of accreditation and ethics and to the requirement of life-longlearning as a professional obligation. These elements of “portfolio thinking” usually reside wellwithin the bounds of engineering education. 1, 10, 12However, as the world becomes more complicated, knowledge and experience beyond thetechnical must be exhibited by an engineering professional. Increased awareness of theimportance of fields outside engineering – those academic subjects usually grouped

Conference Session

Liberal Education Division Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Robert Meyer, Clarkson University; Dick Pratt, Clarkson University

Tagged Divisions

Liberal Education

personal, societal, andprofessional ethics, and (d) understanding how technology can be used to serve mankind. Eachof these components is introduced early in the curriculum, reinforced in subsequent courses, andemphasized in upper division courses. This curriculum also emphasizes professionaldevelopment through outcomes in professional responsibility and ethics, and by engaging thestudent in a professional experience such as co-op, internship, directed research or otherexperiential learning activity related to the student's professional goals.This paper presents a brief summary of the development process that led to the ClarksonCommon Experience Curriculum. We discuss the relationship of this process to other curriculardevelopments in higher

Conference Session

Engineering for Social Justice

Collection

2006 Annual Conference & Exposition

Authors

George Catalano, State University of New York-Binghamton; Caroline Baillie, Queens University-Kingston

Tagged Divisions

Liberal Education

of Education for Peace, Democracy and SustainableDevelopment and suggests modifications to the ABET criteria; proposes an engineeringcode of ethics based upon the notion of community in a morally deep world; anddescribes an engineering design algorithm consistent with the new code.Key words: Integral model, morally deep world, ethics, designIntroductionThe phrase, “a revolution of the heart,” is taken from the Catholic Workers movement,founded in the 1933 by Dorothy Day and Peter Maurin, a movement grounded in therecognition of the dignity of every human being and dedicated to promoting social justiceand peace.1 The present work seeks to bring the concepts of social justice and peace intoreform discussions ongoing in both engineering and

Conference Session

Redefining the Boundaries of Engineering and Liberal Education: Contributions to the Year of Dialogue

Collection

2007 Annual Conference & Exposition

Authors

William Grimson, Dublin Institute of Technology

Tagged Divisions

Liberal Education

of the inherentlyphilosophical character of engineering, philosophy may actually function as a means to greaterengineering self-understanding. This paper argues that academic programmes could usefullyinclude a module on ‘Philosophy in Engineering’ in the undergraduate engineering curriculum toprovide that enhanced self-understanding, and in turn to relate that understanding to the greatercommunity and contribute therefore to engineers being more accountable to society. The methodused in this paper to characterize engineering is based on the direct use of the activities thatcorrespond to the five classical branches of Philosophy – namely Epistemology, Metaphysics,Ethics, Logic, and Aesthetics. The paper also briefly considers Post-modernism

Conference Session

Liberal Education Division Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Gregory Tonkay, Lehigh University; E. Zimmers, Lehigh University

Tagged Divisions

Liberal Education

12programs. Leadership in Organizations/ Applications of Leadership was listed in 9 programs.Development of Leadership Skills and Observation/Participation in a Leadership Settingwere listed in 9 programs. An ethics course was required by 7 programs. A Leadership Project,Personal Leadership/Goal Setting, and Communications in Leadership were listed in 4programs. The remaining themes were listed in 3 or less programsDevelopment of the Engineering Leadership MinorFor all of the previously stated reasons, ISELP was evaluated to improve its deficiencies. Inputwas solicited from alumni in leadership positions in local and international companies,employers of students, the department advisory board and other university staff and programs.For example

Conference Session

Critical Thinking and Creative Arts

Collection

2009 Annual Conference & Exposition

Authors

Beth Todd, University of Alabama; Garry Warren, University of Alabama; Susan Burkett, University of Alabama; David Cordes, University of Alabama; Marcus Brown, University of Alabama

Tagged Divisions

Liberal Education

useful methods forteaching ethics, societal impact, and contemporary issues throughout the curriculum 8. A reviewdescribing creative methods for teaching and learning these skills are given by Shuman et al 9.Student focused e-learning courses 10 as well as ePortfolio approaches 11 have been useful forplacing responsibility of the student on communicating knowledge of the ABET outcomes thatare difficult to assess.Still others have attempted to address contemporary issues and other ABET outcomes bycreating soft skill modules that can be included in any course.12,13 When lumped with ethical andsocietal impact modules, assessment of the contemporary issue module showed that studentconfidence when dealing with these topics went from an average pre

Conference Session

Communication - Needs and Methods

Collection

2010 Annual Conference & Exposition

Authors

Warren Waggenspack, Louisiana State University, Baton Rouge; Sarah Liggett, Louisiana State University, Baton Rouge; Warren Hull, Louisiana State University, Baton Rouge; David Bowles, Louisiana State University, Baton Rouge; Stephen Sears, Louisiana State University, Baton Rouge; Daniel Thomas, Louisiana State University, Baton Rouge; Paige Davis, Louisiana State University, Baton Rouge

Tagged Divisions

Liberal Education

instruction in visual communicationthrough three projects: senior design posters, engineering ethics videos, and CAD modeling and3-D prototyping. These assignments are intended to teach students ways to visuallycommunicate their innovative solutions to engineering problems.Building on the ProcessThrough self-assessment of the program, we realized that much of our past work centered oncommunication in written and oral modes, whereas graphical depiction of data is a means ofvisual communication that is ubiquitous throughout engineering. Likewise, the development ofmodels and drawings using computer-aided design software is considered to be a mainstay ofvisual communication in engineering curricula. Just how and why visual communication shouldbe taught

Conference Session

Normative Commitments and Public Engagement in Engineering

Collection

2010 Annual Conference & Exposition

Authors

George Catalano, State University of New York, Binghamton; Caroline Baillie, Western Australia; Donna Riley, Smith College; Dean Nieusma, Rensselaer Polytechnic Institute; Chris Byrne, Cascadia Community College; Margaret Bailey, Rochester Institute of Technology; Katy Haralampides, University of New Brunswick

Tagged Divisions

Liberal Education

anyethical responsibilities do they have both for citizens of the United States as well as other peoplethroughout the world. ≠ Course Module 2: Developing a Social Justice Index (SJI)Consider the issue of poverty in the world today. What are our responsibilities -if any towards -the underdeveloped world and/or those impoverished? If engineering has only lately addressedresponsibilities that we have as a profession towards the health of the Earth, even less attentionhas been paid to the question of our professional responsibilities towards the poor. Somehowuntil very recently that notion has been seen to be outside our ethical responsibilities. Todayhowever there is a growing belief that engineering does have such a responsibility. The

Conference Session

Critical Thinking and Creative Arts

Collection

2009 Annual Conference & Exposition

Authors

Christy Moore, University of Texas, Austin; D'Arcy Randall, University of Texas, Austin; Hillary Hart, University of Texas, Austin

Tagged Divisions

Liberal Education

AC 2009-1879: THE BIG PICTURE: USING THE UNFORESEEN TO TEACHCRITICAL THINKINGChristy Moore, University of Texas, Austin CHRISTY MOORE is a Senior Lecturer in the Department of Mechanical Engineering at the University of Texas at Austin where she teaches engineering communication courses and a signature course on “Society, Technology, and the Environment.” Her pedagological and research interests include service-learning projects, engineering ethics and professional responsibility, research ethics, and strategies for advancing students' analytical and rhetorical skills. She is co-PI on an NSF project, The Foundations of Research Ethics for Engineers (FREE) and collaborated on the

Conference Session

Engineering for Social Justice

Collection

2006 Annual Conference & Exposition

Authors

Steven VanderLeest, Calvin College

Tagged Divisions

Liberal Education

takingresponsibility for a mistake requires internal fortitude – it takes guts! Robert Furey sees humilityand pride not as much as opposites, but as necessary complements to each other: “Humility andpride compose a dialectic; each concept gives the other meaning. Without humility, pridebecomes arrogance and conceit. Without pride, humility becomes passivity and complacency.”21Personal humility is important for an engineering professional. We can find expectations forpersonal behavior related to humility in many engineering codes of ethics. For example, mostengineering codes of ethics indicate that engineers must act within their area of competence andhonestly indicate any limitations in their expertise. The Institute of Electrical and ElectronicsEngineers

Conference Session

Writing and Communication I: Innovative Models for Curriculum and Assessment

Collection

2007 Annual Conference & Exposition

Authors

Marie Paretti, Virginia Tech; Lisa McNair, Virginia Tech; Diana George, Virginia Tech; kelly belanger, Virginia Tech; Lisa Norris, Virginia Tech

Tagged Divisions

Liberal Education

skills.Moreover, preliminary analysis of student responses (described below) suggest that students Page 12.1135.6themselves view their composition classes as key sites for learning teamwork, ethics, andanalytical and critical thinking. Consequently, we believe that an effective partnership betweenfirst-year composition and engineering has the potential to provide students with a strong basisfor the broad education stressed not only by ABET but by the National Academy ofEngineering,63 and employers.64, 65 We argue that this partnership, framed by the WPA outcomes,has the potential to address a full range of professional practices in