Conference Session

Strengthening Liberal Education in Engineering

Collection

2002 Annual Conference

Authors

Nicholas Steneck; Barbara Olds; Kathryn Neeley

identify, formulate, and solve engineering problems1 (f) an understanding of professional and ethical responsibility1 With regard to outcome (e), LE is particularly useful for developing the ability to reflect on andthink critically about the process of problem definition. Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright  2002, American Society for Engineering Education Page 7.971.1 (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global and

Conference Session

Interdisciplinary Engineering Education

Collection

2002 Annual Conference

Authors

Jeff Turk; David Gattie

the ability to generate sets of working drawingsthrough an intense final group project. For the past three years, the approach to this final projecthas been for the instructor to give a fairly well defined description of a problem and leave thedevelopment of an early-stage solution to the creativity of the students. This approach hasyielded positive results with respect to preparing them for their sophomore and senior levelengineering design courses. However, in order to incorporate the ethical and societalresponsibility of the engineering profession, while maintaining the traditional emphasisnecessary in graphics science, a service-learning element has been included in the final projectbeginning Fall 2001 wherein the students define their

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Benjamin L. Sill; Elizabeth R. Crockett; Matthew Ohland

. International Experiences 10 Tours Begin 10a. Library Skills 10b. Student Panel 11a. Ethics 11b. Registration Review (Registration begins this week) 12 Fall Break – students work on projects, classes do not meet 13a. Units and Dimensions 13b. Estimation of Answers 14 Thanksgiving—students work on projects, classes do not meet 15a. Minidesign #3 Demonstration in Class 15b. Course Evaluation 16 Grade review, meetings with instructor Page

Conference Session

Assessment and Its Implications in IE

Collection

2002 Annual Conference

Authors

Richard Storch; Catherine Scott; Cynthia Atman

students.)The following performance outcomes were selected for discussion: c. An ability to design a system, component, or process to meet desired needs. f. An understanding of professional and ethical responsibility. Page 7.1254.4 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education h. The broad education necessary to understand the impact of engineering solutions in a global and societal context. g. An ability to communicate effectively. l. An understanding of the integrated, broad nature of the

Conference Session

Special Topics

Collection

2002 Annual Conference

Authors

Kimberly Barron; Anita Todd; Robert Pangborn

, Page 7.287.3with the highest rankings given to their foundation preparation for applying mathematics and Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright© 2002, American Society for Engineering Educationscience and their ability to conduct and analyze experiments, work in teams and solve problems.The contribution of the cooperative education experience to their overall educational experienceis uniformly high, with the most significant contributions, relative to their academic studies,coming in the areas of understanding professional and ethical responsibilities, engaging ineffective interpersonal communication and their knowledge of contemporary issues

Conference Session

Integrating Engineering and the Liberal Arts

Collection

2002 Annual Conference

Authors

Kenneth Van Treuren

competencies.This collection could include elements of oral and written expression, analytical and criticalthinking, familiarity with great literary works, an understanding of ethical and moral imperatives,a grasp of cultural history, just to name the more obvious. Clearly the process of adding to thebasket is subjective.Others would use an “a priori” approach with focus on self-evident themes and principlesfollowing classical education designs championed by icons such as Cicero (education of thecitizen) and Plato (learning for learning’s sake). For the most part, this approach focuses on thecultural past in an attempt to understand and interpret the present. By implication, the most

Conference Session

Focus on Undergraduate Impact

Collection

2002 Annual Conference

Authors

Prathivadi Ravikumar

from classic engineering education toengineering practice in the real world. To meet this objective, both design and related contentessential to the practice of engineering need to be strategically implemented in the course.Related content includes several engineering management topics such as Leadership, ProjectManagement, Time Management, Effective Communication, Human Resources / Relations, andEngineering Ethics. It is a challenge to accommodate such topics due to time constraints or dueto the conventional practice of not covering them to a certain degree of rigor. This paperprovides a brief overview of the objectives of the Senior Design Project course. The need torelate engineering design and management in such a course is then addressed

Conference Session

Course Assessment in ET

Collection

2002 Annual Conference

Authors

Oliver Hensley; Marjorie Donovan; Christopher Ibeh; James Otter

to apply knowledge and student creative thinking from the different delivery systems , 2. CUES EKE Protocol for rating of activities, 3. CUES EKE for rating of course/instructional delivery, 4. models, matrices and subject/course-specific structures of knowledge for a discipline, 5. universal register of essential knowledge, and 6. ethics and life long learning.Goals and ObjectivesThe objectives of this paper are to: 1. demonstrate the viability of CUES Assessment Model (CUES-AM) as amedium for enhanced student learning, continuous improvement and assessment ofstudents achievement, 2. disseminate the

Conference Session

Design, Assessment, and Curriculum

Collection

2002 Annual Conference

Authors

Jon Dixon

and its potential contributions to design excellence areexamined. The concepts of “favorite”, “best in class”, “quintessential” and “designexcellence” are compared and defined. Questions about whether we live in a “claptrap”world are considered.Topics such as “S-Curve” analysis, closed versus open systems and technology pushversus market pull are blended with critiques of DFM/A and QFD to attempt methods ofunderstanding product development methodologies. Ethics in design forms an essentialfinal point of discussion.This paper outlines the course and illustrates its unique nature. Proceedings of the 2002 American Society for Engineering Education Annual

Conference Session

Curriculum Development in Manufacturing ET

Collection

2002 Annual Conference

Authors

Jihad Albayyari; Bob Lahidji

recommended 4. (Accreditation Board for Engineeringand Technology, 2001).In 2001 accreditation criteria under the criterion “outcome and assessment”, stated thatengineering-related programs must demonstrate that graduates have 5:“1. an ability to apply knowledge of mathematics, science, and engineering-relatedapplied sciences,2. an ability to design and conduct experiments, as well as to analyze and interpret data,3. an ability to formulate or design a system, process or program to meet desired needs;4. an ability to function on multi-disciplinary teams,5. an ability to identify and solve engineering- related problems,6. an understanding of professional and ethical responsibility,7. an ability to communicate effectively,8. the broad education

Conference Session

Assessment in EM Education

Collection

2002 Annual Conference

Authors

Bonnie McCormick; Jessica Matson; David Elizandro

, the School’s Mission is to:Ø Ensure that the education process is directed toward the development of the whole person.Ø Help create economic and industrial growth for the good of the individual and society.Ø Conduct scholarly activity with a concern for the ethical and moral implications. Page 7.135.2 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering EducationThe Vision for the School is to be a Christian leader in mathematics, science, and engineeringeducation in South Texas and other areas deemed appropriate by

Conference Session

Outreach: Future Women in Engineering

Collection

2002 Annual Conference

Authors

Silvana Tarazaga; Dalmaris Gonzalez

and parents received awelcome and an overview of the camp and the university campus. During the week, the studentsparticipated in workshops applying scientific and engineering concepts and practices inlaboratory environments. The workshops were designed to expose participants to engineeringand computer sciences, and to provide participants better understanding about the concepts ofworking in teams, making hard engineering decisions, ethical behavior, and problem solving.During these workshops activities, the students had the opportunity to share experiences withdifferent professors, laboratory technicians, young professional engineers and scientists, andundergraduate and graduate students.Another interesting activity was a creativity and

Conference Session

New Ideas

Collection

2002 Annual Conference

Authors

Mark Schumack

these classes for about 10 years now and felt the theme incorporation would be agood way to renew my own enthusiasm for the material.Young and Stuart 1 discuss how teaching with a unifying theme (in their case, a plant trip) canimprove student learning. They demonstrated how a theme can facilitate connections betweentopics, increase appreciation for the practical applications of concepts, and enhance retrieval ofinformation in later courses. In addition, they discuss how a “theme course” can generateenthusiasm for engineering and provide a vehicle for consideration of environmental, economic,and ethical issues. If a student is motivated to learn, and remains motivated, the chances forsignificant learning are increased. Manteufel2 observes that

Conference Session

Accreditation and Related Issues in ECE

Collection

2002 Annual Conference

Authors

Harold Stern; Robert Leland; Russ Pimmel

the statementsabout the learning objectives, justification, teaming activities, and homework were 4.1, 4.2, 3.9,and 3.9, respectively. The two modules with the highest overall average scores dealt with ethics(4.4) and oral communications (4.4); the two with the lowest overall average scores dealt withlifelong learning (3.6) and contemporary issues (3.7).IntroductionThe EC2000 guidelines require that engineering programs to demonstrate that their graduateshave acquired a set of specified skills, including design, experimental, problem solving, teaming,communication, lifelong learning, ethical interpretation, and global and societal impact skills 1.To date most of the creative work has focused on the assessment aspects -- establishing goals

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Shelia Barnett

Participation The School of Engineering introduces students to the world of engineering through thecompletion of the freshman year course of study. The students are exposed to a freshmanengineering design course, problem solving course, and a course in ethics, in addition to thetraditional courses of calculus, physics, and chemistry. Students who wished to participate in theIFE were exposed to the world of professional career development by participating in resumeand communication workshops provided by Career Services. All entering freshman engineering students are eligible to participate in the IFE uponcompletion of their first year in the School of Engineering with at least a 2.0 GPA. Theycompleted two workshops provided by Career

Conference Session

Cross-Section of Construction Education

Collection

2002 Annual Conference

Authors

Osama Abudayyeh

opportunity to work on construction research projects, 2. emphasize the importance of graduate education and research, 3. expose participants to the challenges facing the construction industry, and 4. provide participants with training in ethics in the construction industry. Page 7.1223.2 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education3.0 Program DesignThe REU summer program is designed to span a ten-week period. The program is comprised oftwo main components: Research and Professional Development. The

Conference Session

What's in Store for the ChE Curriculum?

Collection

2002 Annual Conference

Authors

Louis Theodore; Joseph Reynolds; Ann Marie Flynn

become adying breed. And so, the clever engineer seeking an advanced degree looks elsewhere…usuallyin the direction of an institution offering an MBA. The degree is no longer unique to businessmajors; it is readily available to engineering majors. But, what is so special about the MBAmystique that it now belongs solely in the domain of the business schools? Surely, we engineersin education could do at least as good a job as our business educator counterparts…or perhapseven better. After all, ABET requires that engineering programs include some of the materialoffered in a typical MBA program, e.g., statistics, ethics, etc. This leads to the main thesis of thepaper: engineering educators can provide programs and could very well better prepare

Conference Session

International Graduate Students

Collection

2002 Annual Conference

Authors

Julie Jessop

.- Writing mechanics: We discuss the elements of a proposal, writing styles, developing and testing a hypothesis, determining the audience and review criteria for the work, etc.- Research ethics: We discuss integrity in scientific research and writing. The case studies found in On Being a Scientist 1 provide discussion material to help the students apply the Page 7.608.3 ethical standards of our professional organizations to realistic situations. Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering EducationThe

Conference Session

Developing ABET Outcomes F--J

Collection

2002 Annual Conference

Authors

Karim Nasr; Raymond Berg

achievement are not only a part of theimprovement process, but also expected of any program desiring accreditation.Without a doubt, a course housing the major design experience carries a greater responsibility inensuring that students achieve specified program educational outcomes. According to EC2000’s[3] Criterion 4, Professional Component, “the curriculum must prepare students forengineering practice culminating in a major design experience based on the knowledge and skillsacquired in earlier coursework, and incorporating engineering standards and realistic constraintsthat include most of the following considerations: economic, environmental, sustainability,manufacturability, ethical, health and safety, social, and political.” The literature [4-8

Conference Session

Issues in Physics and Engineering

Collection

2002 Annual Conference

Authors

Harold Evensen

. Therefore,the upper-level physics curriculum was modified and course content was altered in order to addand codify the needed engineering content. This was developed collaboratively by all three EPfaculty, and includes: developing an “Engineering Physics Lab” to introduce concepts inexperimentation, modeling, design and communication; and incorporating engineering intocourses on classical mechanics, optics, and quantum mechanics. Additionally, a course onsensors has been created; engineering ethics appears throughout the curriculum; and the ModernPhysics laboratory has been altered to serve as a better “bridge” to the Engineering Physicsportion of the curriculum. This continuing development has been aided by feedback from ourstudents, graduates and

Conference Session

Outcome Assessment, Quality, and Accreditation

Collection

2002 Annual Conference

Authors

Omid Ansary; Walter Buchanan; Alireza Rahrooh

(c) an ability to design a system, component or process to meet desired needs (d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, 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 impact of engineering solutions in a global and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. (l)Each program

Conference Session

Teaching Green Engineering

Collection

2002 Annual Conference

Authors

Tamara Knott; Jean Kampe

, Page 7.552.1 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Educationrather than as separate concerns reserved for environmental engineers. This approach issupported by the study of engineering ethics in EF1015, wherein interpretation of thefundamental cannon to protect the safety, health, and welfare of the public 1 implicitly requiresprotection of the environment. The balance of this communication begins with a briefdescription of the Division of Engineering Fundamentals, the Division's function within VirginiaTech’s College of Engineering, and EF1015. This is followed by an overview of the plan toimplement

Conference Session

Pre-College and ECE Education

Collection

2002 Annual Conference

Authors

Susan Meyers; Donald Kirk

technology) expected at each stage in the student’s K-6experience (ITEA, 2000, p.9). If teachers are to help students meet thesebenchmarks, they must have a comprehensive understanding of the broadspectrum of technology from how things work and why to the socio-economic,environmental implications and ethical questions related to the use of technology.In most universities in the United States the preparation of teachers is perceivedas the domain of colleges of education. However, the expertise in “technologicalliteracy” is multi disciplinary thereby offering opportunities for collaboration withpotential for enriching undergraduate and professional preparation of futureteachers. A recognition of the critical role of teachers and the cross

Conference Session

Electrical and Computer Engineering Poster

Collection

2002 Annual Conference

Authors

Deepti Suri

broad acceptance of RE in the software industry today isthe widespread belief that major effort in software development lies in programming and testing.Our students have similar perceptions and beliefs and like some seasoned practitioners, aremore interested in “how” to solve problems instead of discovering “what” to solve, i.e.gathering the requirements. This paper details how working on “real” industrial projects withexternal clients for the first time in unfamiliar domains, spending an entire term writingdocuments (instead of programming), being cognizant of ethical issues, and having to deal withambiguous and conflicting customer requirements made this course very different andchallenging for students. The challenges faced by the instructor

Conference Session

TYCD 2002 Lower Division Initiatives

Collection

2002 Annual Conference

Authors

Joseph Cecere

) Design Principles and Practice, and 4) Business Management.The General Education category consists of the socio-humanistic and communicationssubjects. For example, subjects such as English composition, speech, technical writing,history, geography, psychology, and ethics were common among the criteria. TheMathematics and Science category consisted of common subject areas as algebra,trigonometry, analytic geometry, pre-calculus and calculus. The Design Principles andPractice category subjects were very wide spread with common design and technical courses.These courses included construction design principles, construction practices, strength ofmaterials, statics, hydraulics, drafting and plan reading, specifications, estimating, scheduling,bidding

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Moiez Tapia

discipline. Two tests currentlyused for engineering graduates are the EIT (Engineer in Training) and the PE (ProfessionalEngineer) examinations, administered by NCEES at Clemson University. The degreeless personsshould be required to pass these tests. Accredited programs require 18 credits of humanities and social sciences for a bachelor’sdegree in engineering. As shown in Appendix III, the Code of Ethics adopted by NSPE 2 requiresa pledge from an engineer ‘to dedicate my professional knowledge and skill to the advancementand betterment of human welfare.’ ABET, ASEE and NSPE should decide whether the maturityin ethical, professional and other human aspects in the personality of a degreeless should also beconsidered while granting him/her the

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Albert Segall

mind, a new class has been developed that usesscience as conveyed in science fiction films and literature to illustrate and teach basicengineering concepts. Central to the course delivery is “poking fun” at the disobedience of thelaws of physics and engineering in “sci fi” and teaching the correct behaviors. In this fashion,students can develop lasting mental pictures of the way things function and the complexities ofdesign. This course also discusses the interactions and implications of technology and society, aswell as the ethical considerations of engineering given human nature and the limited naturalresources of the earth.I. IntroductionThe application of science fiction in education is not a new concept. In fact, science and

Conference Session

Issues in Computer Education

Collection

2002 Annual Conference

Authors

Jeff Nadel; Daniel Walsh

onethat can delay graduation of our students. Often this delay is associated more with writing thedocument that performing the work associated with the project. This laboratory provides asasynchronous interactive writing center. It gives students help with senior project and thesiscomposition. It also makes use of interactive materials for the development of technical writingskills.Engineering Ethics Center. Engineering ethics is a critical component of the background of allengineering professionals. This is now formally recognized by academic accrediting agencies, ithas been well known by corporations. Ethics is a field similar to engineering, where there areoften few clear correct or incorrect answers. Decision-making is an optimization process

Conference Session

Program Assessment in ET

Collection

2002 Annual Conference

Authors

Kenneth Rennels

civility in a complex social world. 6. Values and Ethics: The ability of students to make judgments with respect to individual conduct, citizenship and aesthetics. a. Make informed and principled choices regarding conflicting situations in their personal and public lives and to foresee the consequences of these choices. b. Recognize the importance of aesthetics in their personal lives and to society.Outcomes Assessment and METThe initial step in developing a new continuous improvement plan for the MET degree programwas to develop a student learning outcomes assessment plan based on the IUPUI Principles ofUndergraduate Learning. This development of the student learning outcomes assessment planfollowed a

Conference Session

Closing Manufacturing Competency Gaps I

Collection

2002 Annual Conference

Authors

Mohamed Zarrugh

ofEngineering and Technology (ABET) reflect the need for reform and call for total overhaul oftraditional engineering curricula. 7 ABET's Criterion 3, Program Outcomes and Assessment,describes eleven specific outcomes in the skills of graduates of accredited engineering programs.In addition to traditional "hard" skills involving mathematics, science and technology, the criteriarequire the "softer" abilities of functioning in multidisciplinary teams, understanding ethical andprofessional responsibility, communicating effectively, understanding the impact of technologyon society, life-long learning, and knowing contemporary issues.A survey conducted in 1996 has quantified the attitudes of practicing engineers to ABET’sCriterion 3 requirements. 3