Collection

1996 Annual Conference

Authors

Julie M. Stocker; Edmund P. Russell III

1 Session 1661 Hands-On Ethics: Experiences with Cases in the Classroom Edmund P. Russell III, Julie M. Stocker University of Virginia This paper describes classroom experiences using two ethics cases (A.C. Rich and DesignTex) developedby Michael German and his team.1 Edmund Russell describes why he uses case studies in general and how he hasused these two cases in particular.z Julie Stocker describes the

Collection

1996 Annual Conference

Authors

Ingrid H. Soudek

Session 1661 TEACHING ETHICS TO UNDERGRADUATE ENGINEERING STUDENTS: UNDERSTANDING PROFESSIONAL RESPONSIBILITY THROUGH EXAMPLES Ingrid H. Soudek University of VirginiaI . The context of engineering ethics in TCC 401-402II. Why use case studies? University of Virginia undergraduate engineering students study engineering ethics in their senior year aspart of a required year-long course in the Division of Technology, Culture, and Communication. This course,TCC 401-402, helps prepare students for leadership roles in our

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1996 Annual Conference

Authors

Michael E. German; Matthew M. Mehalik

Session 1661 Putting Environmental Ethics at the Center of Design: A Case-Study Approach Michael E. German, Matthew M. Mehalik University of Virginia The case-study approach is being used increasingly to teach engineering design. 1 ~ 2 and also engineering 4ethics.3 Experts use case-based reasoning in making decisions; therefore, it makes sense to teach students theway experts learn. Most of the cases that combine ethics and design are post-hoc analyses of failures like the

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1996 Annual Conference

Authors

Professor Michael J. Rabins; Jr., Professor C. Edwin Harris; Jeremy E. Hanzlik

Session 3332 An NSF/Bovay Endowment Supported Workshop to Develop Numerical Problems Associated with Ethics Cases for Use in Required Undergraduate Engineering Courses Professor Michael J. Rabins Director of the Ethics and Professionalism Program in the College of Engineering, Professor C. Edwin Harris, Jr. Associate Head of Department of Philosophy Jeremy E. Hanzlik Bovay Fellowship Student

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1996 Annual Conference

Authors

Walter C. Vodrazka

; Personnel Management; Team building; TQM; Value Engineering; Ethics in Engineering Practice Section V: Avoiding Losses - Retaining a Profit. communications; Project overruns; Contract Language; Insurance; Liability and loss prevention; Dispute ResolutionCOURSE MATERIALS In addition to the lecture notes mentioned above, a number of other materials are available throughthe Institute for Professional Practice. The so-called “course-in-a-box” is available at no cost to schoolswilling to implement all or portions of the course. Materials include copies of three texts, the lecture notes,several references, and a set of audio tapes. The lecture notes are being revised and should be ready by Fall

Collection

1996 Annual Conference

Authors

Dianne Atkinson

professional issues. A discussion of professional ethics is also part of the Seminar, usually developed with reference to bothcodes of ethics (American Society of Mechanical Engineers) and case studies of actual workplace events. Theinterview assignment is used as one assignment in the Sophomore Seminar. The premise of that interview assignment is that the student is king interviewed by a company where a“whistle blowing” employee has been fired. Students have the complex task of finding out whether the situationis as it seems and also conveying their own stance in a way that keeps the interaction open withoutcompromising their own integrity. The interview assignment requires a response to specific questions for anidentitled audience

Collection

1996 Annual Conference

Authors

Merl Baker

arguments support this option along with flexibility in the block ofcourses undertaken and adding work experiences outside of academe. Ethics and Public Policy Engineers and engineering managers have a strong sense of responsibility to develop products and make decisionsthat are highly beneficial to society [3],[4]. They also have an admirable propensity to adhere to prescribed ethical codes ofthe profession. However, the need for a higher level of societal concern and public responsibility is now emerging withincreasingly sophisticated high technology products and services. Special courses in graduate curricula are advocated as athird sub process substitution to help engineering managers

Collection

1996 Annual Conference

Authors

Bryan Pfaffenberger; Susan Carlson-Skalak; John P. O'Connell; Timothy P. Scott; Mark A. Shields

2653 Teaching Professional Development in the First-Year Writing Course Bryan Pfaffenberger, Susan Carlson, John P. O'Connell, Timothy P. Scott, Mark A. Shields School of Engineering and Applied Science, University of Virginia Abstract to ethical dilemmas are prized just as highly as problem-solving expertise. Engineering educatorsTwo of the significant thrusts of reform in the first- are calling for curriculum reforms that will bringyear engineering curriculum--creating enthusiasm

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1996 Annual Conference

Authors

Ph.D., P.E., Peter A. Keen

Session 2242 Undergraduate Engineering Skill Preparedness Peter A. Keen, Ph.D., P.E. ASEE/ Stevens Institute of Technology Abstract This paper presents the findings of a survey done at Stevens Institute of Technology where theexpectations of the employers were compared to the preparedness of its graduating engineeringundergraduate students. Deficiencies in ethics, listening, written and oral communications and responsibilityand management were found. Employers expectations in technical

Collection

1996 Annual Conference

Authors

Harry Knickle

that engineering students make during their studies. These communications include informal connections to the student chapters of the professional engineering societies, our COOP and internship programs, S WE, NSBE, ROTC and others. Another important informal contact is with upper level undergraduates and with graduate students who help mentor in the course. The academic goals of the course include introducing them to effective hands-on experiences with the computer, development of communication skills, how to think about engineering design, and the foundations of manufacturing. These foundations include teaming, communication, vocabulary, a concept of quality, economics, design, ethics, and the

Collection

1996 Annual Conference

Authors

Steven H. Chin; MaryJac Reed; Ardoth Hassler

). As part of this initiative, CUA iscurrently funded by the National Science Foundation on a 4 year project called "The Connections Program".Through this program, the affiliated high schools have access to the computing facilities of the University. Thisincludes Internet access, use of CUA's scientific applications (e.g., math and science related applications such asMatlab and Mathematica), and on-line library catalog access. A crucial part of the project is multi-tieredtraining. An ethics statement and fair usage policy has been drafted to ensure that the provided resources willbe used in the appropriate fashion.I. Introduction Connecting our schools, colleges, and companies to the Information Superhighway may be the singlemost

Collection

1996 Annual Conference

Authors

Merl Baker

in our national performance in the 95percent of wealth-creation that is not R &D. The substitution of an in-depth report of a high-level design or engineeringproject, or a carefully structured case study, for the basic research dissertation is not considered radical, but provides atangible process modification commensurate with the concepts of reengineering. Griffiths, Bloustein, and Armstrong’sarguments support this option along with flexibility in selecting the block of courses and adding work experiencesoutside of academe. Ethics and Public Policy Engineers and engineering managem have a strong sense of responsibility to develop products and makedecisions that are highly

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1996 Annual Conference

Authors

Norbert L. Ackermann; Anthony G. Collins

. TABULATION OF DEPARTMENT GOALS Issue addressed by Goal % of replies sharing this issue as a goal1. Undergraduate education 100% 1.1 Preparation for professional practice 63% 1.2 Development of social, ethical and professional values 61% “ 1.3 Preparation for graduate school (post Baccalaureate) 47% 1.4 Development of laboratory and teaching facilities 30% 1.5 Maintenance of ABET accreditation

Collection

1996 Annual Conference

Authors

Larry J. Shuman; Cynthia Atman; Harvey Wolfe

courses and how each has been converted to a primarily ac-tive learning format. These are “Modeling with Computer Applications” (first semester, sophomore); “Opera-tions Design, Planning and Work Measurement” (second semester, sophomore), “Human Factors Engineering”(first semester, junior), and “Total Quality Management” (junior/senior elective). We discuss how we introducestudents to different learning styles, teamwork, provide team training, address conflict resolution, utilize theworld wide web, address “real” problems, use the computer for problem solving, introduce ethics, and stresswritten and oral communications skills. We also discuss issues involved with grading team assignments, main-taining accountability, and student evaluation and

Collection

1996 Annual Conference

Authors

Craig Gunn

. Login procedures are learned, e-mail is practiced, and the world of face-to-computer- screen IS oper.ed. Some studer.ts come w.+h favorite word processors; others simply need to bepointed in the direction of something that will work well for them. Lastly, the internet opens a whole newavenue of exploration, but exploration that must be carefully used so as not to consume too much of thestudent’s time. Ethics is a subject that has become critical in an engineer’s life; therefore, this too isinvestigated by the students. Discussion will range from how do you handle illegal, but ethical activities toillegal and unethical activities onto legal but unethical activities. These can be exercised in groups or byindividual thinking. Communication

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1996 Annual Conference

Authors

Ajay Mahajan; David McDonald

remaining twelve modules were equally divided amongelectrical, mechanical, and automated manufacturing topics. The students assembled and tested electronicscircuits; designed, made, and tested a small mechanical part; and programmed robots and operated anautomated manufacturing system. The course was taught by six faculty and used six different laboratories. The course provided the students with an engineer’s view of engineering problem solving. Itincluded the engineering approach to the design of products and processes, engineering heuristics, anddiscussions of engineering ethics. The course included structured, engaging laboratory sessions, and thisexperiential learning aspect of the course was particularly well received by the students

Collection

1996 Annual Conference

Authors

Leah H. Jamieson; Henry G. Dietz; Edward J. Coyle

. Entrepreneurship12 John Pomery Prof., Management Ethics (Part I)13 Chuck Harrington Technician, ECE Machine Shop ECE Machine Shop14 John Pomery Prof., Management Ethics (Part II)15 Ralph Webb Prof., Communications Technical Presentations16 EPICS Teams Final Report PresentationsPhase 4 - System Design and Development: Starting from week five of the first semester of a project, theProject Team’s goal is to produce a prototype of the hardware/software systems discussed in the proposal.Interaction with the Project Partner continues in order to ensure that the

Collection

1996 Annual Conference

Authors

Larry C. Burton; Jeffrey G. Soper; Jack V. Matson

endowment by William and Wyllis Leonhard to catalyze changes in the engineeringcurriculum that reflect the educational needs of students who will practice engineering in the twenty-firstcentury. The Advisory Board is composed of twenty distinguished Penn State engineering alumni.The Advisory Board, in conjunction with College of Engineering faculty and administrators, developed theconcept of a “World Class Engineer” who has, in addition to solid grounding in technical and scientificprinciples, the following attributes: ● International outlook ● Highly ethical orientation ● Innovative leadership skills ● Business savvy

Collection

1996 Annual Conference

Authors

Lance Schachterle

{tigi~ 1996 ASEE Annual conference Proceedings ‘..+,yyy’: The new Criteria state that “engineering programs must demonstrate that their graduates have: (a) an ability 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; (d) an ability to function on multi-disciplinary teams; (e) an ability to identify, folmulate, 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

Collection

1996 Annual Conference

Authors

Kathryn A. Neeley

professional lives. Appreciating technical work as an expression of the individual who created it also encourages personalidentification with work. Martin and Schinzinger, authors of Ethics in Engineering, assert that there is a positivecorrelation between personal identification and pleasure derived from one’s work and the capacity to actethically (i.e., to be socially responsible in the performance of that work). 12 One aim of the study of “TheEngineer as Designer” is to help engineering students experience technical work in a way that connects thatwork both to their personal identity and to their social responsibilities. The premise is that people whounderstand the aesthetic and symbolic dimensions of their work are more likely to perceive

Collection

1996 Annual Conference

Authors

Ian A. Waitz; Edward C. Barrett

engineering practice.Such an experience can serve as a vehicle for unifying and applying knowledge gained from disciplinarycoursework. Further, much deeper understanding and appreciation of physical phenomena can be developedwhen ‘hands-on’ learning is combined in an integral manner with more traditional classroom instruction.Experimental projects also offer exposure to the ‘implicit curriculum’, that is, things students are expected tolearn which do not appear explicitly on any course syllabus (e.g. ethics, group dynamics, Murphy’s Law). Inaddition, a structured research experience can be an important opportunity for one-on-one student collaborationwith a faculty member over an extended period of time in which the faculty member can serve as a role

Collection

1996 Annual Conference

Authors

Jack Waintraub

and electronics technology, andcomputer hardware and software systems linked through telecommunications. Mecomtronicstechnicians are multifunctional technicians with the knowledge and skills to work in atechnologically diversified business environment, and who are able to participate on a team tospecify, trouble-shoot, develop, design, and prepare for production of cost-efficient, state-of-the-artproducts which can compete for value in a global economy. The multifunctional Mecomtronics technician will be educated to perform a variety oftechnical tasks as part of a team, in a multitude of industries, with a strong grounding inmathematics, the sciences, and communications, as well as an understanding of the economic,environmental, ethical

Collection

1996 Annual Conference

Authors

Arvind Ramanathan

, frequently as a core requirement. We expect to incorporate a laboratory component as well to future offerings of this course. Equipmentfor experiments in biomedical instrumentation and biomedical optics are in place. Another option beingexplored is to design a new BME experiment for use in an existing required engineering core course called“Experimental Engineering” which currently consists of 12 experiments in various traditional engineeringdisciplines. A suitable BME experiment could be a useful addition or perhaps a substitution for an alreadyexisting experiment with which it overlaps significantly. Besides the technical issues, today’s biomedicalengineers are faced with ethical considerations on an unprecedented scale. While discussing

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1996 Annual Conference

Authors

David F. Ollis; Ann Brown

Content Reading and Discussion Our fall ’95 readings surveyed the role of the engineer from the Classical Age to the Steam Age to the Modern Age of Total Quality Management. The engineer was studied as a hero, as a character in science fiction, and as a villain of the anti-technology movement. To complete the survey, the course included women in engineering and contemporary challenges in engineering ethics. Throughout the survey, two question provided continuity for discussion: How did each society regard the engineer? What forces produced this opinion ? Page 1.435.3 ?@xi

Collection

1996 Annual Conference

Authors

B. Grossman; William H. Mason

are currently being developed, primarily by Norm Eiss and Ron Landgraf.We expect to use team teaching to give these courses. The course contents are being developed to address thefollowing topics: ENGR Core 1: Modern Engineering Design Practice • The Product Realization Process • Design Theory and Methodology • Creative Problem Solving • The Role of Specifications/Standards • Life Cycle Cost • Concurrent Engineering and Collaborative Design • Survey of Design Tools/Techniques • Team Design Project ENGR Core 2: Professional Issues in Engineering • Professionalism/Ethics • Global Engineering

Collection

1996 Annual Conference

Authors

Jr., Paul J. Coyne; F. Xavier Spiegel

concentrate ineither materials science, digital science, or electrical science. Each student must complete a two-coursesequence, four credits each semester, during the fourth year of the program that exercises prior course work ina design project. The goals of this course sequence are: students will engage in a large scale capstone design project; students will exercise written communication skills; students will develop oral presentation skills; and students will engage in discussions on engineering professionalism emphasizing ethical, social, and environmental aspects of design. The course is run by a single faculty member who takes care of the administrative details, conducts in

Collection

1996 Annual Conference

Authors

Paul Kaczorowski; Fazil Najafi

with a foundation of knowledge in science,basic theory, and technical subjects as they prepare for their real-life counterparts. Practitioners believe that theworkplace requires graduating engineers to have many basic skills including the ability to work on a team and tocommunicate with one’s peers and supervisors. In addition, there is need for the capabilities of utilizing infor-mation technology, focusing on customer and societal needs, as well as ethical and environmental concerns, andunderstanding global needs and market forces. Therefore, the focus of engineering education should be on theimmediate applicability of the engineering knowledge to the end user. Due to system constraints, university faculty find it difllcult to remain

Collection

1996 Annual Conference

Authors

Ph.D., Paul E. Givens; H.A. Montefusco; Anita L. Callahan

intellectual property has come to the forefront of the ethical debate. Unlike the property we have been talking about you could somehow sense, intellectual property is really a product of the mind. It is knowledge. And students who plan on producing products of the mind need to be aware of the issues involved. Traditional Means of Protection Traditionally, intellectual property has been protected by one of four means: copyright, patent, trade secrets, and service marks. Although these are still the primary means of protection, protection in one country does not guarantee protection in all countries where one might do business. Each case must be analyzed separately. Copyright is designed to

Collection

1996 Annual Conference

Authors

Wayne E. Wells

studies also facilitate the introduction of the multiple and often conflicting objectives facedby engineers in practice. Real engineering problems solved in the context of their environmental, societal,economic and ethical constraints as well as their technical context, provide a much improved insight into thepractice of engineering. The guidelines for ABET accreditation consistently require this broadened approach toengineering education and the structure of this new resource will respond to the recommendations of the ASEEProject Boards recommendations under “Engineering Education for a Changing World’ in making engineeringeducation relevant, attractive and connected. (A SEE Prism, 1994

Collection

1996 Annual Conference

Authors

Russell J. Deaton; Michael J. Bartz

special topics classes, or by completing Honors contracts in regular sections. i. ELEC 4XXX: (Senior EE Elective from an approved list). Engineers apply scientific and mathematical knowledge to real world problems. Therefore, the honors program includes a course which treats an advanced engineering application in detail. While the emphasis is on technical material, group projects, oral and written reports on background work for the project, and a discussion of the ethical and social responsibilities of engineers should also be incorporated. Honors credit given for honors sections and honors contract work in regular sections