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1998 Annual Conference

Authors

Susan M. Blanchard; John D. Enderle

K. Merritt and S. Brown 17 Tissue Engineering B. Palsson 18 Biotechnology S. M. Blanchard and A.M. Stomp 19 Assistive Technology and Rehabilitation Engineering A. Y. J. Szeto 20 Clinical Engineering and Electrical Safety J. D. Bronzino 21 Moral and Ethical Issues Associated with Medical J. D. Bronzino Technology InnovationSUSAN M. BLANCHARDSusan M. Blanchard graduated from Oberlin College with a B.A. degree in Biology in 1968 and from DukeUniversity with the M.S. and Ph.D. degrees in Biomedical Engineering in 1980 and 1982, respectively. She workedfor

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1998 Annual Conference

Authors

Peter A. Koen

12. High professional and ethical standards.professional and ethical 13. Mature, responsible and open minded with a positive attitude towards life.responsibility.7. Ability to communicate 14. Effective listening skills.effectively 15. Effective oral communication. 16. Effective writing skills.8. Broad education necessary 17. Appreciation and understanding of history, world affairs and cultures.to understand the impact of 18. Able to function in a multicultural and diverse work environment.engineering solutions in a Breath of engineering sciences (repeat of item 3).global and societal context.9. Recognition of the need for 19. Motivation and

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1998 Annual Conference

Authors

Zbigniew Prusak

, establishing key words, etc. Problems numbered 10, 11, 12 and 13 have roots in the overall upbringing of young people,influence of peers and media, prevailing general culture and social values. Having little influenceover these issues, university education must take advantages brought by the other side of some ofthese problems. Lack of interest in group work and lack of respect for authority do have somepositive notion in them. They are typically associated with principles of western culture, such asindependence, individualism and self-reliance. The overlying challenge for engineering educators ishow to harness these positive personal characteristics into skills of team work, efficientcommunication and high work ethic which are among the skills

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1998 Annual Conference

Authors

Susan M. Bolton; Scott D. Bergen; James L. Fridley

and express information and ideas logically and convincingly. 3. Develop students' understanding of fundamental scientific principles, with a strong emphasis on ecological science, which serve as a sound basis for the synthesis of knowledge leading to rational solving of problems involving ecological systems. 4. Develop students' knowledge and ability to employ engineering methods including analysis, computation, modeling, experimental techniques, and design to solve engineering problems involving ecological systems. 5. Develop students' understanding of their legal, ethical and professional relationships with society to prepare them for the professional practice of ecological engineering.Figure 1

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1998 Annual Conference

Authors

John P. Leschke; Susan Carlson-Skalak

Design,” Earth Ethics: Evolving Values for an Earth Community, Vol. 7, No. 1, Fall 1995, pp. 11-12.[2] Technology Management and Policy web page, http://vlead.mech.virginia.edu/classes/tmp.html[3] Technology and Product Life Cycle course web page, http://vlead.mech.virginia.edu/classes/classes.html.[4] Graedel, T. E. and B. R. Allenby, Design for Environment, Prentice Hall, Upper Saddle River, New Jersey, 1996.[5] Rosen Motors web page, http://www.rosenmotors.com/[6] Carlson-Skalak, S., J. P. Leschke, M. Sondeen, and C. Lovecky, “Shape, Inc.’s Videocassette: A Nearly Sustainable Design,” submitted for publication in Interfaces, contact the authors for information.[7] Mehalik, M. and M. Gorman, “DesignTex Fabric Case Study,” Division of

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1998 Annual Conference

Authors

Stephen J. Ressler

in the ABET-accredited civil engineering program at the United States MilitaryAcademy, West Point. CE400A was developed three years ago, in response to the programdirector’s judgment that the civil engineering program lacked emphasis on professional practiceissues. The course objectives, formulated to address this deficiency, are as follows: • Explain the characteristics of a profession. • Explain the roles and responsibilities of the members of the CE project team—Owner, Design Professional, Constructor, and Project Manager. • Apply the ASCE Code of Ethics to the solution of an ethical problem in civil engineering. • Demonstrate an understanding of the multi-faceted challenges facing

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1998 Annual Conference

Authors

Terrence E. Dwan; E. Eugene Mitchell; George E. Piper; Carl E. Wick

of this paper. Thesecond course in the track may be either one of two courses taught by our Ocean EngineeringDepartment. These two courses are described below:EN411: Ocean Environmental Engineering I (2-2-3). Introduction to the basic principles andcurrent issues in environmental engineering as applied to the ocean environment. Principal focusis on Marine Pollution: Its Causes, Effects and Remediation. Topical coverage includeschemical and biological considerations in water quality; wastewater treatment and discharge;diffusion and dispersion in estuaries and oceanic environments; maintenance dredging andmaterial disposal; engineering methods used to analyze and mitigate the effects of marinepollution; and environmental ethics, economics and

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1998 Annual Conference

Authors

Ingrid H. Soudek

and on personal visits their appreciation of thevarious courses that deal with the interface between technology and society, and engineeringethics. Quite a few former students have reported back on the ethical dilemmas that they had toface on the job and their relief that they knew how to frame the problem and come to someultimately satisfactory solution.Another group which values the mission of the Division is the parents of our current andprospective students. When we have parent- student orientation and parents day at theUniversity, members of our Division are always present with brochures and a videotape, ready to Page 3.301.2

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1998 Annual Conference

Authors

Zbigniew Prusak

theacademic education process. They teach historic perspective for the topic, spark students’ interestabout the role of an engineer, professional ethics and expected practice standards [14]. From myexperience in implementation of such activities in mechanical and manufacturing field, students likethe idea of being discoverers and investigators, but must be rigorously guided during early exercises.Additional benefit of such studies is the interdisciplinary flavor of studying failures.2.3. Non-technical knowledge An engineering education is no longer a pathway to business leadership, as we see fewerengineers leading engineering enterprises, especially the large ones. According to data from theAmerican Association of Engineering Societies, the

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1998 Annual Conference

Authors

Michael Rudko

designed to encompass areas, and develop analytical and applied skills which can be expected to form the basis of electrical engineering in the future. (2) To give the students a more in-depth mastery of at least one area of electrical engineering. (3) To instill in the students the ability to apply this knowledge in the analysis, design and testing of engineering systems, processes and components. This includes the ability to use the computer and appropriate software tools, a facility with laboratory techniques, and with the analysis and interpretation of data. (4) To expose the students to engineering practice and to its ethical and societal aspects, and to make them proficient in

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1998 Annual Conference

Authors

Barbara Olds

and environmental systems. . . .Special attention is given toexploring the ethical responsibilities of engineers in meeting their chief duty—insuring publichealth, welfare, and safety.”As part of the pilot offering of Nature and Human Values, the Division of Liberal Arts andInternational Studies conducted a thorough assessment of the course. NHV was offered for thefirst time in the fall of 1997 to two-thirds of the incoming freshman class, approximately 350students. The class was offered using two models for comparison purposes. In the first model,two faculty members taught large lecture classes (on the order of 150 students) which met twice aweek and were linked with 2-hour writing-intensive recitation sections. The recitations had nomore

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1998 Annual Conference

Authors

James B. Stenger; Karen E. Schmahl

Page 3.409.3 TABLE 1 Typical Conference and Seminar Topics for the Alumni Teaching Scholars Program Role of Difference in Teaching and Learning: Awareness and Implementation Teaching with Case Studies Ethical Dilemmas in Teaching Faculty Stress Teaching and Learning Styles Cooperative Learning Our students’ Views of Teaching Obtaining Feedback from Students From Teaching to Learning Grading and Evaluating Students Constructing a Portfolio Classroom Assessment Techniquespresent to the class in Engineering. Topics that were new to some members werestandards in thedisciplines of others. For example, assessment, recently

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1998 Annual Conference

Authors

Anthony Brizendine

professional degree programs will become the norm in theimmediate future. On the other hand, most engineers will acknowledge that continuing educationis necessary to keep engineers current and provide adequate growth opportunities. What theymay not agree on is the notion that continuing education should be mandated. Hamptonidentified continuing education as one of three areas needing serious and immediate attention toachieve a total commitment to quality in the civil engineering profession; when he wrote thisarticle only three states had continuing education requirements.Let’s examine Fundamental Canon #7 from the Code of Ethics of Engineers. It states: 7. Engineers shall continue their professional development throughout their

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1998 Annual Conference

Authors

Jordan Cox; Alan Parkinson

as to analyze and interpret data; •an ability to design a system, component, or process to meet desired needs; •an ability to function on multidisciplinary teams; •an ability to identify, formulate, and solve engineering problems; •an understanding of professional and ethical responsibility; •an ability to communicate effectively •the broad education necessary to understand the impact of engineering solutions in a Page 3.397.1 global/societal context; •a recognition of the need for and an ability to engage in lifelong learning; •a knowledge of contemporary issues; and

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1998 Annual Conference

Authors

Jack Swearengen; Hakan Gürocak

problems • • • • f. professional & ethical responsibility • • Criteria g. effective communications • • • • h. broad education • i. life-long learning commitment j. contemporary issues • • • • • k. ability to use engineering tools • • • • • • •Figure 2. Allocation of Accreditation Criteria among Upper-Division Courses in the Major

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1998 Annual Conference

Authors

J.R. Phillips

interpret data; 3) An ability to design a system, component, or process to meet desire needs; 4) An ability to function on multi-disciplinary teams; 5) An ability to identify, formulate, and solve engineering problems; 6) An understanding of professional and ethical responsibility; 7) An ability to communicate effectively; 8) The broad education necessary to understand the impact of engineering solutions in a global and societal context; 9) A recognition of the need for, and an ability to engage in, lifelong learning; 10) A knowledge of contemporary issues; 11) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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1998 Annual Conference

Authors

Sherra E. Kerns; Robert T. Nash; David V. Kerns

experience needed byyoung engineers to cope with management responsibilities in technical enterprises.MT 230. Technology and Human Values. Provides the understanding necessary to engage indiscussions and participate in decisions about the uses of technology by society. To achieve thisrequires an examination of moral problems arising out of the impact of technology on man.Readings and class discussions of important works in ethics and political philosophy are undertakenalong with readings and case studies of the impact of technology on the individual and on society.Prerequisite: junior standing or above.MT 231. Principles and Management of Technological Innovation. Principles of technologicalinnovation presented and examined through case studies. The

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1998 Annual Conference

Authors

Richard Spillman

conversation courses are designed to introduce PLU freshman toimportant topics in a manner that stimulates their critical thinking abilities. Freshman studentsmay satisfy this requirement with courses such as: Issues in Human Reproductive Technology TV: Visions and Values Health Beliefs Along the Pacific Rim Ethics in Psychology Gangs and Public Policy Privacy and TechnologyEach semester, new classes are added to this list providing students with many different andinteresting choices. The subject of this paper is the use of cryptography in the Privacy andTechnology class.Course Content The goal of the Privacy and Technology course is to provide students with

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1998 Annual Conference

Authors

Thomas G. Stanford; Donald Keating

technical competency and an in-depthindustrial experience base in practice.The professional dimensions of the systematic engineering practice and professional leadershipof needs-driven innovation and technology development are now known. They include:• technical competence,• creative problem-solving, systems thinking, and innovation,• professional responsibility,• professional leadership of multidisciplinary groups for needs-driven collaborative creativity,• problem finding and visualization (needs-finding),• program making and strategic thinking,• policy making, value judgement, ethics in technology-social-safety-economic issues. 5. UNIVERSITY - INDUSTRY GRADUATE EDUCATION FOR INNOVATIONThere is now both the conceptual clarity

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1998 Annual Conference

Authors

William Whitaker

what will berequired of them once they enter the workforce. An on-campus seminar prior to the workassignment is one method of introducing students to important aspects and expectations about theco-op experience. Resume writing, interviewing skills and job requirements are a few of thetopics that may be discussed. This has been neglected in the work-integrated programs at MSU inthe past. These seminars can bridge the gap between the classroom and the workplace, while theco-op provides the opportunity to develop a “work ethic”.At the conclusion of the co-op, the employer routinely fills out a Student Evaluation Formcovering characteristics such as; work performance, employability, and personal qualities. TheMSU staff encourages the employer to

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1998 Annual Conference

Authors

Robert Heidersbach; David Gibbs; Daniel Walsh; Alan Demmons

possess 1) an ability to apply knowledge ofmathematics, science and engineering, 2) an ability to design and conduct experiments as well as to analyze andinterpret data, 3) an ability to design a system, component or process to meet desired needs, 4) an ability to functionin multidisciplinary teams, 5) an ability to identify, formulate and solve engineering problems, 6) an understanding ofprofessional and ethical responsibility, 7) an ability to communicate effectively, 8) the broad education necessary tounderstand the impact of engineering solutions in a global/societal context, 9) a recognition of the need for and anability to engage in life long learning, 10) a knowledge of contemporary issues, and 11) an ability to use thetechniques, skills

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1998 Annual Conference

Authors

J. A. Murden; K. P. Brannan

between faculty and students. Most of these are results that many claim can beachieved through effective cooperative or active learning techniques.One of the first active-learning “lectures” was on ethical and professional issues associated withcomputer utilization. Students were divided into groups and given an ethical situation involvingcomputer software to analyze. Following most of the elements that have been identified witheffective active-learning groups3, 4, 5, each member of the group was provided with a specific taskto promote positive interdependence and interaction among the members of the group. Individualaccountability was encouraged by randomly calling on any member of any group to explain thegroup’s solution. Some of the

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1998 Annual Conference

Authors

James H. Dooley; James L. Fridley

Ethical Aspects of Professional Practice 1-478 (John Wiley & Sons, Inc., New York, 1996).9. Carroll, A.B. Business & Society: Ethics and Stakeholder Management (South-Western Publishing, Cincinnati, 1993).10. Bucciarelli, L.L. Design Studies 9, 159-168 (1988).11. Bucciarelli, L.L. Designing Engineers (MIT Press, Cambridge, MA, 1994).12. Gartner, J. & Wagner, I. Human-Computer Interaction 11, 187-214 (1996).13. Knoke, D. Political Networks: The Structural Perspective (Cambridge University Press, Cambridge, UK, 1990).14. Marsden, P.V. & Lin, N. (Sage Publications, Beverly Hills, CA, 1982

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1998 Annual Conference

Authors

M. A. Mooney; K. K. Muraleetharan; H. Gruenwald; B. E. Vieux; Randall L. Kolar

design and reasons and know their synergy high technical literacy understand certainty and handle ambiguity a sense of social, ethical, political, and human responsibility a unifying and interdisciplinary view a culture for life-long learning a creative spirit, a capacity for critical judgement, and an enthusiasm for learning advanced knowledge of selected professional level technologies effective time management integrated team approach to product/technology development ability to critique one s self, whether in work or life a thorough understanding of current tools a sense of the total industry perspective ability to adapt to changing emphasis in ones

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1998 Annual Conference

Authors

Michael J. Pavelich; Barbara Olds; Ronald Miller

most recognized and valid method to quantify maturation of college students’intellectual abilities relies on developmental process models such as Perry’s model of intellectualand ethical development [4] and King and Kitchener’s Reflective Judgment model [5]. Thesemodels measure students’ positions along a hierarchical construct of stages representingincreasingly more sophisticated ways of understanding and solving complex problems. Astudent’s position on the Perry or Reflective Judgment model scales is measured using one ofthree techniques: 1) a videotaped or audiotaped interactive interview conducted by a trainedexpert, and evaluated by a second trained expert, 2) a written essay exam scored by a trainedexpert, or 3) a multiple choice

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1998 Annual Conference

Authors

J. A. Isaacs

Methodologies Discussion of Attributes and Limitations 8 Ethics and the Environment Video followed by Group Working Session 9 Recycling: Resource Conservation or Waste Reduction? Discussion of Global Policies and Legislation 10 Group Project Presentations Course Wrap-upTechniques associated with LCA are detailed for its three phases: inventory analysis, impactanalysis and valuation of results. Students encounter the complications associated with life cycleinventory (LCI) analyses in LCA, as well as difficulties associated with impact analysis. Thevaluation phase of the LCA provides a means for interpreting the results of life cycle inventorieson

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1998 Annual Conference

Authors

Sanjiv Sarin

analyze and interpret data, (c) an ability to design a system, componentor process to meet desired needs, (d) an ability to function on multi-disciplinary teams, (e) anability to identify, formulate, and solve engineering problems, (f) an understanding ofprofessional and ethical responsibility, (g) an ability to communicate effectively, (h) the broadeducation necessary to understand the impact of engineering solutions in a global/societalcontext, (i) a recognition of the need for and an ability to engage in life-long learning, (j) aknowledge of contemporary issues, (k) an ability to use the techniques, skills and modernengineering tools necessary for engineering practice

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1998 Annual Conference

Authors

Nancy L. Denton; Christine L. Corum

. • Covey, S. R., The Seven Habits of Highly Effective People: Restoring the Character Ethic, New York, NY, Simon and Schuster, 1989 • Douglass, D. N., Choice and Compromise: a woman’s guide to balancing family and career, New York, NY, AMACOM, 1983. • Levinson, H., Career Mastery: keys to taking charge of your career throughout your worklife, San Francisco, CA, Berrett-Hoehler Publ., 1992. • Mackenzie, A., The Time Trap, New York, NY, AMACOM, 1990. Page 3.445.5 1996 ASEE Annual Conference Proceedings • Messenger, J., Personal Excellence: a system for making

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1998 Annual Conference

Authors

Stefani A. Bjorklund; Patrick T. Terenzini; John M. Parente; Alberto F. Cabrera

industry or 2.91 2.62 +12 as faculty. Understanding of engineering as a field that often 2.58 1.88 +27 involves non-technical considerations (e.g., economic, political, ethical, and/or social issues). Knowledge and understanding of the language of 2.81 2.66 design in engineering. Knowledge and understanding of the process of 3.04 2.55 +19 design in engineering. Your ability to “do” design. 2.85 2.23 +23 Problem Solving Skills (Alpha=.86) 2.89 2.83 Your ability to identify what information is needed 3.05

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1998 Annual Conference

Authors

Robert E. Zulinski; Jon A. Soper; Dennis O. Wiitanen; David Stone; Allan R. Hambley; Martha E. Sloan; Noel Schulz

, communication skills,leadership, a systems perspective, undergraduate research, engineering work experience, andethics, among other items. In response, curricular reforms are underway at many institutions,including Michigan Technological University (MTU). 3-11To address some of these deficiencies, we are implementing a revised BSEE program at MTU.We require our students to take a course in creative problem solving during their first year. Inthis course, we set the stage for open-ended problem solving, high standards of professionalbehavior, and teamwork. Also, design, ethical concerns, and practice with communication skillshave been integrated into core courses required of all undergraduate EE majors. Finally, wehave set aside approximately 50% of the