. • Interdisciplinary research: liberal arts education, such as music and design, and engineering education, such• Other activities: as engineering design, programming, and electrical • A TED-like talk presented by faculty members, engineering. • Workshop on applying for graduate studies, • Workshop on different fellowships, • The project result was presented at ASEE 2020 virtual • Workshop on research ethics, conference in the student paper section
the author developedand implemented a plan to improve the ME senior seminar based on the course evaluation results.About ME Senior SeminarThe ME senior seminar is a highly focused and topical course. Its purpose is to acquaint studentswith a sufficiently broad spectrum of policies, practices, procedures, and ethics in mechanicalengineering. It is a one credit course so a 50-min session per week is devoted to lectures, but twoto three hours of outside classwork per week are required. The author joined SDSU in July 2021and started to teach this class in the fall semester. It is worth mentioning that the author had nevertaught such a class before.Based on the ultimate goal of senior seminars and industry expectations for mechanicalengineering
Reference Handbook. The knowledge areas for the concepts in the Mechanical Engineering exam include Mathematics; Probability and Statistics; Computational Tools; Ethics and Professional Practice; Engineering Economics; Electricity and Magnetism; Statics; Dynamics, Kinematics and Vibrations; Mechanics of Materials; Material Properties and Processing; Fluid Mechanics; Thermodynamics; Heat Transfer; Measurements, Instrumentation and Controls; and Mechanical Design and Analysis. (2) Live/recorded review sessions with students' questions & answers (~70 minutes). The recorded sessions covered the most important concepts tested in the FE exam and were posted online for students. (3) FE-style
– Attitudes 4. 2025 ME PedagogyThese boards were focused on the graduate of 2029 as this would be the first class that would beeducated at our university completely in the semester system. Then, two of the working groupmembers used a qualitative content approach to code these responses [10], [11]. Table 1displays the categories that emerged.Table 1. Results of initial Jamboard ideas about curriculum Page Category Example comments ME Graduate of Ethics Environmental ethics, legal system as related to 2029 – engineering decisions, robotics ethics Knowledge Overarching ways of Sustainable development, sociotechnical thinking
clearlyapplicable to design project work. The Oral Communication rubric has items on having a“Central Message” and “Organization,” both of which are critical facets of technicalcommunication. For presentations only, we score the “Delivery” item drawn from the OralCommunication rubric. Presentations typically use slides with text; such writing, as well aswriting in reports, is reasonably scored with our “Style” dimension, the descriptors of which aretaken from the “Control of Syntax and Mechanics” Written Communication dimension.SO 4: Professional Decision-MakingABET Student Outcome 4: an ability to recognize ethical and professional responsibilities inengineering situations and make informed judgments, which must consider the impact ofengineering solutions
Lifelong Learning) ● Workplace Effectiveness (Teamwork; Client/Stakeholder Focus; Planning and Organizing; Creative Thinking; Problem Solving, Prevention and Decision Making; Seeking and Developing Opportunities; Working with Tools and Technology; Scheduling and Coordinating; Checking, Examining, and Recording; Business Fundamentals) ● Academic (Reading, Writing, Mathematics, Science and Technology, Communication, Critical and Analytical Thinking, Computer Skills) ● Industry-wide Technical (Foundations of Engineering; Design; Manufacturing and Construction; Operations and Maintenance; Professional Ethics; Business, Legal and Public Policy; Sustainability and Societal and Environmental Impact; Engineering
be firm, they need not be overly harsh, and offenders should be provided with multiple opportunities to rectify their actions. 2. Prospective students must complete an on-demand, self-paced course on policy regarding cheating, ethical behavior, and integrity in assessment, whether proctored or not, as a prerequisite for admission. 3. Orientation seminars should be organized for university, college, and department freshmen, with instructors emphasizing the repercussions of cheating on the first day of class. 4. Assessments with a high risk of cheating should be low stakes, but students must understand that cheating is not worth the effort, despite the low stakes. 5. Instead of individual instructors
public health, public good. safety, and welfare, as well as global, cultural, social, environmental, and economic factors. 3. an ability to communicate effectively PBL is easily assessed using presentations with a range of audiences. and papers rather than grading homework for the “right answer.” 4. an ability to recognize ethical and PBL is easily overlayed with professional professional responsibilities in society ethics statements and students’ engineering situations and make requirement to assess societal impact. informed judgments, which must consider the impact of engineering solutions in global, economic
should allfollow the relevant standards.Graduates from the US The interviewed participant worked first in a consulting company, then in a companythat designs residential and office buildings, convention centers, and commercial spaces in theDC area, and later in a data center. When asked about the knowledge of industrial standardsprior to graduation, he noted that the courses taken during their freshman to junior years suchas engineering ethics and energy efficiency electives provided knowledge about factors ofsafety, tolerances, and other standards expected with the design aspects of machine elements.In their senior year, the participant mentioned that their design project conducted with the Bajateam allowed him to design, analyze, and
experience? RQ3: According to students, what challenges did they face over the course of a year-long research experience?MethodsThis paper uses a combination of a priori and in vivo coding on qualitative, semi-structuredinterviews with 12 participants in a long-term undergraduate research program. Appropriateinstitutional ethics approval was obtained prior to data collection.Participants and SettingThe participants of this study are 12 undergraduate students in the department of Mechanical andMaterials Engineering at a land-grant, research-intensive university in the mid-west UnitedStates. The participants, comprising of eight males and four females, were in classes betweensophomore and senior year of their engineering major and were
recruit students from other majors(eg. Business and Public Policy), all students from the first three semesters came frommechanical engineering. The main barrier is that courseloads during the junior and senior yearsare often already filled with in-major requirements. EDR was always open to all majors but withits listing as an ME course, it provides little potential curricular credit for degrees in othermajors.For the fourth offering currently underway, a new course listing with a college-wide designationhelps broaden the appeal by making it easier for non-majors to take the course. The course wasalso added to a Science Technology Ethics and Policy minor, and a GenEd designation iscurrently being pursued. The cohort from the current semester now
identify commonalities in their constructions andinterpretations of their experiences.This paper draws from data collected for a larger, comparative case study [10]. Data werecollected from mechanical engineering students who were taking second- and third-year coursesduring March 2020. Participants were recruited from two large, public, comprehensiveuniversities and were interviewed about their experiences taking courses during the pandemic.This study was approved by the appropriate ethics review boards prior to data collection.Participants and SettingsParticipants were 11 mechanical engineering students who, at the time of the interview, weretaking 2nd or 3rd year mechanical engineering courses in March 2020 at one of two institutions: alarge
forhigh-quality education for sustainable development. This educational approach requires a multi-method approach, a combination of different pedagogical approaches that resonate with students[7]. 2 The surveys developed for this study used a synthesis of twelve sustainability competenciesavailable in the literature, namely: systems thinking, empathy & change of perspective, personalinvolvement, interdisciplinary work, anticipatory thinking, justice, responsibility & ethics,strategic action [8], critical thinking & analysis, communication & use of media, assessment &evaluation, tolerance for ambiguity & uncertainty [9]; and interpersonal relations & collaboration[10
rhetorical knowledge, critical thinking, and reading for first-year compositioncourses, composing, writing processes, and knowledge of conventions. The first-year 1composition curriculum emphasizes the rhetorical situation (writer, audience, purpose, andcontext), rhetorical appeals (logical, ethical, and emotional), and genre awareness in the writingprocess [1]. Most first-year composition courses are taught and/or administrated by English orCommunication departments.Although engineering undergraduates learn academic writing in first-year composition or othergeneral education writing courses, they often struggle to transfer the writing knowledge fromthose courses to engineering courses [2]. This is