Conference Session

Cultivating Professional Responsibility

Collection

2002 Annual Conference

Authors

Betsy Dulin

engineering programs mustgo beyond the traditional technical curriculum and required minimum hours of liberal artscourses to impart to their graduates “the broad education necessary to understand the impact ofengineering solutions in a global and societal context” and an awareness of the “economic,environmental, sustainability, manufacturability, ethical, health and safety, social, and politicalaspects” of engineering practice. 1Policy as Part of an Engineering CurriculumMany seem to agree that engineers can be vital components in the public policy process, nomatter what form the policy development process may take. Engineers have a unique and verypractical perspective on the world, and their analytical and problem-solving skills can be usednot only

Conference Session

Biomedical Engr. Design and Laboratories

Collection

2002 Annual Conference

Authors

Ann Saterbak

X X5. Ability to design a system or component by synthesizing knowledge X6. Ability to solve advanced bioengineering problems in one emphasis area X7. Ability to communicate to technical and non-technical audiences X X8. Ability to work effectively in multi-disciplinary teams X X9. Understanding of the professional and ethical responsibilities10. Education that includes opportunities for “out-of-classroom” learning11. Education that prepares for post-graduate education and life-long learning XMany lower-level laboratory courses at Rice University and other

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

James Hedrick

listed below. How important do you think theyare to your college education? a) Spreadsheet, email, internet NA NA NA NA 64% 30% 5% 0% b) Professional ethics NA NA NA NA 44% 48% 7% 1% c) Teamwork skills NA NA NA NA 72% 26% 1% 1% Table 1. Summary of the 2000 and 2001 student surveys. Questions relating to the lecture portion of the course Page 7.1153.7 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition

Conference Session

Current Issues in Computing

Collection

2002 Annual Conference

Authors

E. Bernard White

3Elective 3SIXTH SEMESTERCS 305 Ethics and Law for Computing Professionals 3MSOM 303 Marketing in a Digital World 3IT Networking Core Course 3IT Concentration Related Requirement 3Elective 3SEVENTH SEMESTERIT 443 Resources Planning Requirement (New Course) 3IT 4 91 IT Seminar (New Course

Collection

2001 Annual Conference

Authors

Ronald E. Musiak; Richard A. Grabiec; Eric W. Haffner; Steve Schreiner; Alan K. Karplus; Mary Vollaro

selected by using the results of Belbin's personalitytype questionnaire (administered before classes started during summer registration andorientation) [4]. Each team had a balanced mix of personality types (idea sources, detailers,finishers, etc.).V. Course ContentThe following outlines the content of the various activity areas used in the course.1. Design Activity: 1.1. Summer orientation class in engineering responsibilities and ethics 1.2. Presentation of the engineering design method, tasking a project, design-team behaviors and responsibilities (including team contracts), engineering reports (oral and written) 1.3. Design competition problem 1 - Design a scale model of a material mover that can move the most

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Judy L. Cezeaux, Western New England College; Michael J. Rust, Western New England College; Robert Gettens, Western New England College; Richard D. Beach, Western New England College; Jason A Criscuolo, Western New England College

Tagged Divisions

Biomedical

field of biomedical engineering and typical career paths for BME students on Monday.Other lectures included training on laboratory safety related to biological, chemical, and physicalhazards as well as an introduction to the laboratory experiences. Finally, a local surgeon thatworks with the BME faculty on design of breast surgery devices gave a lecture on hisexperiences in the medical field. Evening activities included a scavenger hunt, design of balloonpowered vehicles, and the viewing of the movie “The Island” with a subsequent discussion ofmedical ethics and human cloning. The program culminated with an awards dinner and gamenight in the campus center. A brief schedule of the program is shown in Table 1.Laboratory experiencesThe overarching

Conference Session

Mechanical Engineering Laboratories II

Collection

2011 ASEE Annual Conference & Exposition

Authors

John M Mativo, University of Georgia; Natasha Smith, University of Southern Indiana

Tagged Divisions

Mechanical Engineering

solve the problem at hand?These questions have been raised by different generations. In his treatise on Ethics, Aristotleconcluded “activity in a certain thing gives a man that character … dispositions are attainedthrough actually doing things (250 BC)1.” In other words, students gain such skills through thepractice of doing things. The authors investigated how unstructured “open” exercises (a uniqueapproach to learning using unstructured, multidisciplinary assignments) helped students cementtheir knowledge of concepts in Thermodynamics, Fluid Mechanics, and Heat Transfer. AThermo-fluids laboratory course required for Senior and Junior Aerospace and MechanicalEngineering students was selected for this study. Students were asked to provide their

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carolyn A. Vallas, University of Virginia; Juliet J. Trail, University of Virginia, Center for Diversity in Engineering

Tagged Divisions

K-12 & Pre-College Engineering

-agedstudents, “Nanotechnology and Society,” building upon a course taken by the RET participantsduring their summer experience, The Ethical Dimensions of Nanotechnology.8 The Prezipresentation is available on-line for use by other elementary teachers.Exemplary 2010 RET Teaching Kits & Modules for Secondary InstructionIn this section we will highlight one example of an innovative teaching module for middle school Page 22.1251.5and one for high school. RET participant 9 (from Table 1) is a teacher of physical science foreighth grade, and worked in the UVA Center of Applied Biomechanics (CAB) of the Departmentof Mechanical and Aerospace

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary Besterfield-Sacre, University of Pittsburgh; Nur Ozge Ozaltin, University of Pittsburgh; Angela Shartrand, National Collegiate Inventors & Innovators Alliance (NCIIA); Larry J. Shuman, University of Pittsburgh; Phil Weilerstein, VentureWell

Tagged Topics

NSF Grantees

Associate Dean for Academics and Professor of Industrial Engineering at the University of Pittsburgh. His research focuses on improving the engineering educational experience with an emphasis on assessment of design and problem solving, and the study of the ethical behavior of engineers and engineering managers. A former senior editor of the Journal of Engineering Education, Dr. Shuman is the founding editor of Advances in Engineering Education. He has published widely in the engineering education literature, and is co-author of Engineering Ethics: Balancing Cost, Schedule and Risk - Lessons Learned from the Space Shuttle (Cambridge University Press). He received his Ph.D. from The Johns Hopkins University in Operations

Conference Session

New Concepts for Alternative and Renewable Energy Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig J. Hoff, Kettering University; Jennifer Aurandt, Kettering University; Matthew R. O'Toole, Kettering University; Gregory W. Davis, Kettering University; Steven Nartker, Kettering University

Tagged Divisions

Energy Conversion and Conservation

multidisciplinary manner) 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 within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability f. an understanding of professional and ethical responsibility h. the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context j. a knowledge of contemporary issuesThis paper has described a few of activities to develop student understanding of the opportunitiesand

Conference Session

Towards Global Competency for Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Vukica Jovanovic, Trine University; Thomas H. DeAgostino, Trine University; M. Brian Thomas P.E., Trine University; R. Thomas Trusty II, Trine University

Tagged Divisions

International

ImprovisationConflict management Courage Pattern recognitionNegotiation expertise Commitment Cognitive complexityEmpowering others Hardiness CosmopolitanismCross-cultural ethical issues Maturity Managing uncertaintySocial literacy Results-orientation Local vs. global paradoxes Personal literacyCultural literacy Tenacity Behavioral flexibility Emotional intelligenceIt is very challenging to create curriculum materials that implement

Conference Session

Student Learning and Teamwork

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Jyhwen Wang, Texas A&M University

Tagged Divisions

Engineering Technology

necessary input skills are shown with a “C”.Courses that are listed as an input skill requirement, but not a prerequisite according to thecatalogue are listed with an “F”.ResultsTable 1 shows the free responses from IAC members. All keywords that received two or morementions are shown. Four of the six professional skills cited by Shuman6 are well represented inthe results: teamwork, learning, ethics, and communication (engineering in a global context andknowledge of contempary issues were not in the results). Other skills identified by others with afocus on curriculum development are also represented. These include problem solving,teamwork and learning 3, 8, 9, 12.Table 2 shows the responses for skills that IAC members felt were critical. There was

Conference Session

Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ronald G. Kander, Philadelphia University

Tagged Divisions

Multidisciplinary Engineering

. An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability 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, economic, environmental, and societal context i. A recognition of the need for, and an ability to engage in life-long learning j. A knowledge of contemporary

Conference Session

Reflections on the “Raise the Bar” Initiative (Part II) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stuart G. Walesh P.E., S. G. Walesh Consulting

Tagged Divisions

Civil Engineering

B B B B E17. Public policy B B E18. Business and public administration B B E19. Globalization B B B E20. Leadership B B B E21. Teamwork B B B E22. Attitudes B B E23. Lifelong learning B B B E E24. Professional and ethical responsibility B B B B E E Key: B Portion of the BOK fulfilled

Conference Session

Robotics and Automation II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Guanghsu A. Chang, Western Carolina University

Tagged Divisions

Engineering Technology

Written Communication e,g 6 Project Management b,e 6,7 Visual Communication e,g 6 Math Skills b 3 Creative Problem Solving d 1,2 System Thinking d,e 4 Ethics and Professionalism a,i 8 Self-Learning h 5 Technology Skills a,f 1,2 Respect for diversity j 8

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael Robert Foster, George Fox University; Gary E. Spivey, George Fox University

Tagged Divisions

Community Engagement Division

(3.24) (2.57) (2.73) Maintain a strong work ethic throughout 6.95 4.74 4.83 P 6.11 0>1=2 an engineering design project (3.41) (2.41) (2.66) Understand the impact of your engineering 6.76 3.61 4.28 design/solution in a societal and global P 9.44 0>1=2 (3.68) (2.55) (3.08) context Identify potential ethical issues and 6.74 3.39 4.67

Conference Session

Linking Engineering and Liberal Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

J. Ledlie Klosky, U.S. Military Academy; Scott M. Katalenich, U.S. Military Academy; Steven D. Hart, U.S. Military Academy

Tagged Divisions

Liberal Education/Engineering & Society

GraduatesABSTRACTThere is something universal about obtaining a degree from an accredited university; it is alicense to call oneself educated. In recognizing this certification of erudition, society setsrelatively simple standards that can be difficult to achieve. The graduate must be able to addressdifficult problems coherently, bringing to bear a mixture of knowledge, empathy, skills, andmoral and ethical standards. Within this framework, society allows for specialization. Lawyersare not asked to design airplanes nor doctors to write complex opinions on the meaning of recentacts of Congress. There is, however, an underlying expectation of core knowledge which isinescapable. Any college graduate, for example, should be able to read or write a paper on acomplex

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

Annual Conference and Exposition; 26-29 June, 2011; Vancouver, BC. Page 25.1142.82. Vanasupa L, Slivovsky L, Chen KC. Global challenges as inspirtation: A classrom strategy to foster social responsibility. Science and Engineering Ethics. 2006;12:373-380.
 
 
3. Mihelcic JR, Fry LM, Myre EA, Phillips LD, Barkdoll BD. Field Guide to Environmental Engineering for Development Workers: Water, Sanitation, and Indoor Air. Reston, VA: American Society of Civil Engineers Press; 2009.4. Schneider J, Lucena J. Problem

Collection

2001 Annual Conference

Authors

FYI Team Members; Adrian Cloete

Analogy and Cross-FertilizationDeciding the Course of Action: The Kepner-Tregoe Analyses: Situation Analysis Problem Analysis Decision Analysis Potential Problem AnalysisImplementing the Solution: Seek approval Planning Carry Through Follow Up Experimental ProjectsEvaluation: Evaluation Checklist Ethics Checklist Page 6.884.7

Collection

2001 Annual Conference

Authors

Timothy J. Anderson; Sarah A. Rajala; Matthew Ohland

is based on the desired attrib-utes of graduates. These graduates should be technically competent, critical and creative think-ers, life-long learners, effective communicators, team players, and globally aware. They shouldunderstand process and systems design and integration, display high ethical standards, and ap-preciate the social context of engineering and industry business practices. The curriculum modelproposes to achieve these qualities in its graduates through specific changes in the curriculumcontent and structure and, importantly, the implementation of processes by which the curriculumis delivered and managed. The key change elements in the curriculum content and structure aresubject integration (knowledge structure and information

Collection

2001 Annual Conference

Authors

Jose Roesset; James Yao

curriculum that properly balances mathematics, natural sciencesand engineering with humanities and social and political sciences must be developed andimplemented. This new undergraduate curriculum should provide students with a basicknowledge of the following topics: (1) Mathematics, basic and engineering sciences; (2)Broad-based technical aspects of civil engineering; (3) Principles of uncertainty and riskanalysis; (4) Decision analysis and business principles; (4) Management principles; (5)Societal needs, ethics, public policy, and political science; and (6) Communication andleadership skills. These topics should be taught in an integrated manner, and reinforcedthroughout the curriculum repeating their applications in various classes. In addition

Collection

2001 Annual Conference

Authors

George DeLancey

Outcomes and Assessment 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, 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

Collection

2001 Annual Conference

Authors

Brian Huggins; Winfred K Anakwa; Gary Dempsey

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 andsocietal 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 engineeringpractice.The reader at this point should see that the mini-project covers items (a) through (k), although somestronger than others. The “strong” items (a), (c), (d), (e), and (g) are addressed in each of the sixlaboratory periods. Each mini-project requires interfacing with a transducer. Temperature, humidity

Collection

2001 Annual Conference

Authors

Rosalyn Hobson; Esther Hughes

project, atemperature control system, a PWM motor control system, and a DC motor control system. Thestudents were randomly assigned to teams for each laboratory assignment.Comparing the Fall 1999 and the Fall 2000 classes, there were more team conflicts when theteams were assigned. In some cases, when the teams were dysfunctional, the instructor allowedthe students to complete the assignments individually. Dysfunctional behavior included: teammembers not showing up for team meetings, two friends excluding the third team member fromproject assignments, one team member assuming the majority of the project load, and personalityand work ethic conflicts. When any of the dysfunctional behaviors were reported to the

Collection

2001 Annual Conference

Authors

Robert Anderson; Paul Duesing; Marty Zoerner; Kevin Schmaltz

teamwork, communication,project planning and management, creative problem solving, and ethics are given majoremphasis throughout the yearlong experience. Student teams are given instruction andcomplete exercises in all of these areas throughout the year. Faculty advisors coach andmentor their team’s soft skill development throughout the project.LSSU’s senior engineering design course sequence is organized as a two semester six-credit (three each semester) lecture/lab. Stated course outcomes are that students will: • be capable of giving an effective oral business presentation. • be capable of writing a clear, concise project proposal that flows from general to specific. • demonstrate effective writing of short business memos

Collection

2001 Annual Conference

Authors

Frederick Orthlieb

approaches to engineering education" are being well served by program assessment underEC2000. In particular, those faculty who strive to make engineering curricula more authentic by using open-endedproblems in classes and embedding inquiry-based learning in course labs and projects know that they are helpingstudents to develop knowledge and skills that variously include "(b) an ability to design and conduct experiments,as well as to analyze and interpret data; (d) an ability to function on multi-disciplinary teams; (f) anunderstanding of professional and ethical responsibility; (g) an ability to communicate effectively; (h) the broadeducation necessary to understand the impact of engineering solutions in a global/societal context; (i) arecognition

Collection

1998 Annual Conference

Authors

Stephen R. Fleeman

worker’s overall employability andsuccess. This area includes work ethics and behavior, interpersonal relationships, and teamwork - in short,the SCANS recommendations.The area of technical skills includes general skills, dc circuits, ac circuits, discrete solid-state circuits,analog circuits, digital circuits, microprocessors, and microcomputers. The area of test equipment andtools concentrates on the worker’s ability to know and understand how the test equipment or tool worksand when, where, and how to use it.Basic and practical skills concern technical literacy, communicating on the job, solving problems andcritical thinking, proficiency in mathematics, and proficiency in physics. Additional skills include(electronic) communications

Collection

1998 Annual Conference

Authors

P. Hirsch; J.E. Colgate; J. Anderson; G. Olson; D. Kelso; B. Shwom

begins with an intense one-week assignment based on the Apollo 13 LiOH canisterproblem, involving teamwork and procedure writing. For the remainder of the quarter studentteams work on a sustained design project. They attend a large lecture each week and two smallworkshop sections. They also write weekly on-line journal assignments, communicate with eachother and their instructors via FirstClass (an electronic conferencing program), and complete anindependent software lab. During the second quarter, students work on a new project for a clientin the university, the community, or local industry. Most of the teaching is done through groupconferences, and students attend lectures on topics such as teamwork and ethics. Both quartersculminate in a

Collection

1997 Annual Conference

Authors

Shane Henderson; Leslie A. Olsen; John Birge

subdisciplines such as engineering economics,operations research, inventory control, logistics, route planning, and location analysis. Instead ofsurveying a list of topics, the course provides some basic background on financial decisionmaking and then requires students to work in teams on public-policy oriented case studies. Thecase studies require students to apply technical tools in a "real-life" context, derived from actualconsulting experience; to deal with the ethical, social, political, and communication issuesinherent in real situations; and to communicate the results of their analyses to both managerialand technical audiences. The paper will describe the class, two cases, and the integration of thewriting component; provide a sample syllabus

Collection

1999 Annual Conference

Authors

Marilyn Dyrud

, Charles F. and Roger Ware. “Using Small Groups to Promote Active Learning and Student Satisfaction in a Required Engineering Ethics Course.” ASEE Annual Conference Proceedings (1998). Available: CD-ROM.57. Yost, Sandra A. “Reflections on Cooperative Learning: Look Before You Leap.” FIE Conference Proceedings, Vol. 3 (1997): 1491-5.58. Yost, Sandra A. and N. Mohankrishnan. “Adventures in Cooperative Learning: An Ongoing Experiment.” ASEE Annual Conference Proceedings (1998). Available: CD-ROM. Page 4.275.11MARILYN A. DYRUDMarilyn Dyrud is a full professor in the Communications Department at Oregon Institute of Technology