Conference Session

Course Development and Services

Collection

2004 Annual Conference

Authors

C. Richard Helps; Stephen Renshaw

, organizations and society, including ethical, legal and policy issues; (g) Demonstrate an understanding of best practices and standards and their application; (h) Demonstrate independent critical thinking and problem solving skills; (i) Collaborate in teams to accomplish a common goal by integrating personal initiative and group cooperation; (j) Communicate effectively and efficiently with clients, users and peers both verbally and in writing, using appropriate terminology; (k) Recognize the need for continued learning throughout their career. This Committee has also defined the main topic and sub topics of the core curriculum. The main topics are as follows: Security, Social & Professional Issues, Information

Conference Session

Motivating Students to Achieve

Collection

2004 Annual Conference

Authors

David Socha; Valentin Razmov

E 3 Retrospective end of course P 3 0-Feature Release / Thin Vertical Slice Jan 9 l 3 Value (Software Engineering) E 2 Mythical Man Month E 3 Requirements Gathering Session Jan 15 Team e 2 Appreciations L E 3 Speech Acts Session l E 3 Games And Roles L 1 Ethics

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

Donald Heer

problems, including the use of standard engineering format, estimation and dimensional analysis. 2. Identify and describe the major disciplines within engineering, and areas within mechanical engineering. 3. Identify and describe the operation of basic mechanical systems. 4. Describe basic group creativity and teamwork concepts, and successfully apply those concepts as a productive member of a team. 5. Communicate technical information through written, oral and graphical means. 6. Describe the basic concepts of professionalism and ethics. 7. Develop an understanding of engineering principles through the hands-on, real world design and troubleshooting of a mechanical system.The class consisted of lecture, lab, and

Conference Session

Program Delivery Methods & Technology

Collection

2004 Annual Conference

Authors

David Enke; Susan Murray

the advantages and flexibility of distance education. Some students feelinsulted by being asked to be proctored, since they are working professionals andconsider themselves to be ethical. Other approaches include open-book exams oreliminating exams from the grading structure. A less extreme approach to control thetime allowed for test taking is using fax machines or emails. From the time a studentreceives the exam, they have a certain amount of time to take the exam. The time stampon the fax or email message determines if the student has met the time requirement,although having numerous students all faxing their test back at the same time presentsadditional challenges. ConclusionThe paper presented a

Conference Session

Issues for ET Administrators

Collection

2004 Annual Conference

Authors

Jerry Samples

should faculty consult to satisfy ABET if itdoesn’t satisfy the professional development requirements for tenure and promotion?The answer to the first question of “Why consult at all?” can be easily answered in view of ourprofession: that of being an engineer. Since we are responsible for teaching the futuretechnologists and engineers, it is our duty to keep abreast of our disciplines and consultingallows us to do exactly that. Our ethic is to ensure the health and safety of the public, and thepublic rely on us to be technically competent at all times. Besides, many faculty consult to addto their income: so, the idea of keeping abreast of the discipline, and being paid to do so, isactually not a bad one.Professional DevelopmentThe second

Conference Session

EM Skills and Real-World Concepts, Pt. 2

Collection

2004 Annual Conference

Authors

Robert Mayer

. Brief descriptions of each follow.⋅ EN412, Ocean Resources Engineering: The principle focus of this course is the identification,recovery, and utilization – i.e., effective management – of ocean resources including alternateenergy sources; deep-ocean oil and gas recovery; desalinization; uses for dredge spoil; mineralexploitation; wetlands, reefs and other coastal developments; along with related discussions ofenvironmental economics, ethics, and regulatory statutes. Currently, this is the most popular ofengineering elective courses with a Spring Semester ’04 enrollment of 59 midshipmen.⋅ EN445, Marine Fabrication Methods: This course presents some of the basic techniques used

Conference Session

NSF Grantees Poster Session

Collection

2004 Annual Conference

Authors

Elizabeth A. Stephan; Amy G. Yuhasz; Matthew Ohland

believed that the sensors would, in at least some cases,provide educational benefit, it was not ethical to use a study design that systematically deprived agroup of students of this benefit—the Non-Sensor/Non-Sensor group would not be exposed tothe sensors in either of the labs). Further investigation indicated that a crossover design would bea possible solution to the problem. [3] This design allows all students the opportunity to use thesensors the laboratory.Crossover Design with BlockingCrossover designs allow each participant to be exposed to all “treatments” in our case thepresence or absence of the use of sensors as a data collection agent. There are two “phases” tothe experiment: Lab 1 Springs, and Lab 2 Temperature. A total of eight

Conference Session

Design in Freshman Year

Collection

2004 Annual Conference

Authors

H. Joel Lenoir

deal with collegelife, academic success, introductory professional skills, and ethics. However, this course adds aunique element in an attempt to counteract several evolving trends in the ME profession.As globalization moves through American industry, fewer companies have domesticmanufacturing facilities where young engineers are exposed to a range of traditional productionprocesses during a period of onsite practice. Too often, these young engineers will not havementoring from experienced engineers, designers, and machinists who possess vast knowledgeof these processes and their impact on design. In addition, the students who come to college tostudy engineering now typically possess few of the traditional fabrication skills learned in

Conference Session

International Case Studies, Interactive Learning, Student Design

Collection

2004 Annual Conference

Authors

Richard Vaz

formal designprocess involving analysis, simulation, synthesis, construction, testing, and demonstration of aworking prototype.The course itself helps guide the students through the design process. Students are not “taught”how to do their designs, but rather learn about the process of design and the many ancillaryissues to which designers must attend: economics, schedules, teamwork, brainstorming, ethics,aesthetics, and more. They develop a sense of how to make tradeoffs between cost, quality, andschedule, and the role of quality, reliability, and manufacturability in design. They becomefamiliar with issues related to intellectual property and patents, regulations and standards, andthe manner in which large and small engineering design

Conference Session

Student Learning and Research

Collection

2004 Annual Conference

Authors

Peter Baumann

format, dimensional unit conversions, statistics,mechanics, electrical theory, mass balance, and energy concepts. The resulting learningoutcomes or capabilities for students upon completion of this class are to: • Distinguish between engineering disciplines • Make judgments consistent with expected engineering professionalism and ethics • Use engineering method and format for problem solving and solution presentation • Collect and record data, represent data graphically, and analyze data statistically • Forecast elementary engineering related phenomena • Properly express dimensions in customary and international (SI) units of measure • Apply basic engineering concepts and formulae to machine and process design

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Aisha Lawrey

ourprograms.ConclusionEducators, parents, and students enthusiastically receive all the programs. It is difficult to pickout which one of the programs has been the most effective. In the opinion of the authors, it is thehands-on experiences. Providing hands-on experiences in the classroom and at home are veryimportant to students’ growth as they begin to think about their career options. Our advice toother universities and schools are to start some of these programs as early as elementary school.Since the creation of outreach within PrE-IOP at NJIT, there have been over fifty school visits.Every school visited has asked the outreach component back for repeat visits in future years.While there still exists an initial gender and ethic bias against pursing engineering as a

Conference Session

DEED Poster Session

Collection

2004 Annual Conference

Authors

Will Cluett; Peter Weiss; Kim Woodhouse; David Bagley; Susan McCahan

component.Including material on ethics and the social context of engineering in first year design courses hasbeen done before (see, for example, Dym2) but rarely are these issues presented as constraintsthat, when appropriately considered, will lead to better engineering design. Much engineeringdesign now, however, is subject to scrutiny by a wide variety of stakeholders, technical andotherwise. The lecture component of Part 2, then, was designed to specifically present materialon human factors, economics, preventative engineering, life cycle assessment, and industrialecology. The concepts developed by Vanderburg3 and used as the basis for his first year courseinformed a basic tenet of Part 2 – that identifying and addressing key social and environmental

Conference Session

Virtual Instrumentation

Collection

2003 Annual Conference

Authors

Michael Parten

. Function and communicate effectively within multidisciplinary teams. 6. Interact with other students, faculty and practicing professionals on professional and ethical responsibility issues. Page 8.1265.1 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright  2003, American Society for Engineering Education 7. Recognize the need for, and develop an ability to engage in, perpetual learning by working both individually and within multidisciplinary teams on projects for which they have no prior experience. 8. Use statistical techniques to

Conference Session

Related Engineering Programs

Collection

2003 Annual Conference

Authors

Rick Shoemaker

- ended design projects. 10. Additional in-depth knowledge in a technical area relevant to optical engineering, such as opto-mechanics, optical materials, opto-electronics, or some other specialized area of optics. 11. Appreciation of engineering as a profession, including the need for life-long learning and an appreciation of ethical, legal, societal, environmental, political, and economic issues.These objectives are fully consistent with the mission of the Land Grant University of Arizona,which reflects the need to educate students for an increasingly diverse and technological world.It also is in keeping with the dynamic growth of technologically-based industry in the

Conference Session

International Engineering Education II

Collection

2003 Annual Conference

Authors

Roger Hadgraft

function effectively as an individual and in multi-disciplinary and multi- cultural teams, with the capacity to be a leader or manager as well as an effective team member; • understanding of professional and ethical responsibilities and commitment to them; and • expectation of the need to undertake lifelong learning, and capacity to do so.The points have been reordered from their original form, although the wording remains thesame.These graduate capabilities are summarised (and expanded) in the mindmap 5,6 on the nextpage to present an overview of what it means to do engineering. Page 8.947.2Proceedings of the 2003 American Society

Conference Session

Potpourri Design

Collection

2003 Annual Conference

Authors

Patrick Walter

this sequence is tointegrate the design process into our curriculum with a strong emphasis on team development.The goals of the junior course, taken from my course syllabus, are:“… (1) to assure that participating students understand the many contributors to the engineeringdesign process, and (2) to enable the students to develop the requisite complementary skills totheir science- and technology-based studies to enable them to succeed in the workplace.”Not all of the following material can be comprehensively covered in this junior course.However, among materials that we address are: • Engineering economic analysis • Budgeting • Reliability assessment • Fault-tree analysis • Engineering ethics • Product

Conference Session

Raising the Bar and Body of Knowledge

Collection

2003 Annual Conference

Authors

Wilfrid Nixon; M. Asghar Bhatti

38. Have a basic knowledge of the design of foundationsRetaining 39. Have a basic knowledgewalls of the design of retaining wallsPile 40. Have a basic knowledgefoundations of the design of pile foundationsTime value 41. Have a basic knowledgeof money of the time value of moneyProject 42. Have an understandingmanagement of project managementMarketing 43. Know how to marketservices professional servicesBusiness 44. Know the fundamentalsdevelopment of business developmentEthics 45. Understand the role of ethics in structural design and in the construction processCommunicat 46. Be able to communicateions

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

William Lan; Karlene Hoo; Jason Williams; Harry Parker; Charles Smith; Theodore Wiesner

teams d 4.7 ±0.8 4.6 ±0.8Leadership abilities d 4.6 ±0.7 4.3 ±.06Ability to work independently e 3.3 ±1.0 3.7 ±1.1Self confidence e 4.0 ±0.9 4.1 ±0.7Problem-solving Skills e 4.5 ±1.0 4.7 ±0.6Creative Thinking e 4.1 ±1.1 4.6 ±0.7Critical Judgment e 4.3 ±0.8 4.6 ±0.7Appreciation of professional behavior f 4.5 ±0.9 3.4 ±0.7Appreciation of ethical behavior in engineering f 4.3 ±0.9 4.4

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Lucy King; Jacqueline El-Sayed

to address industry’s current needs, the administrators of Kettering University surveyedits Industrial Advisory Board to gain an understanding of the qualities necessary for successfulgraduating engineers. Graduating engineers not only need to understand technologydevelopments involving electrical, computer and mechanical systems, and appropriatemanufacturing processes, industries need ethical engineers who have working knowledge of multi-disciplinary topics and can communicate this knowledge effectively.With this in mind, Kettering University embarked on a curriculum reform journey. The GOAL isto reduce redundancy and provide an effective but LEAN education for the students. Theconcept of integration is first established. The curriculum

Conference Session

Intro to Engineering: Not Just 1st Year Engineers

Collection

2003 Annual Conference

Authors

Suzanne Keilson

design constraints-time, performance, cost) (2) How things work a. “Take it apart” lab (e.g. hair dryer, disposable camera) b. Poster presentation of how an everyday object works. (3) Historical background and frontiers of engineering: “the cutting edge” a. Engineering achievements (accelerated progress, importance of power/energy, movement from mechanical to electrical systems) b. Examples of “the cutting edge”; nanotechnology, biotechnology c. Industrial and Information revolution (overview?) i. Possible videos: (NOVA series, Building Big, etc) (4) Social implications, interactions, constraints on engineering a. Ethics, whistle

Conference Session

Trends in Mechanical Engineering

Collection

2002 Annual Conference

Authors

Subrata Roy; Karim Nasr; K. Joel Berry

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;(i) a recognition of the need for, and 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.Table 1

Conference Session

ET Interdisciplinary Education

Collection

2002 Annual Conference

Authors

Mark Clark; Donald McMurchie

offer similar courses in the future.I. IntroductionHumanities instruction for engineering technology students at the Oregon Institute of Technology(OIT) has in general been similar to that offered at most other engineering technology schools: aset of separate courses not integrated into the curriculum as a whole. While OIT, much like otherengineering technology schools, offers a number of courses in the history of technology, Science,Technology and Society (STS), and professional ethics, these are not part of the requiredcurriculum and are not linked with technical courses.For some time we have been dissatisfied with this state of affairs. Recently, we have been inspiredby the outcomes-based structure of the ABET 2000 accreditation criteria to

Conference Session

Global Engineering Education

Collection

2002 Annual Conference

Authors

William Paterson; Samantha De Bon; Jean-Yves Chagnon; Deborah Wolfe

American Society for Engineering Education Annual Conference & Exposition Copyright ©2002, American Society for Engineering Education”delivering national programs that ensure the highest standards of engineering education,professional qualifications and ethical conduct.In addition to being the voice of its constituent members in national and international affairs, theCCPE establishes national policies, positions and guidelines on behalf of the engineeringprofession. It also promotes greater understanding of the nature, role and contribution ofengineering to society, and undertakes federal government relations and national media relationson behalf of, and in consultation with, its constituent members.The CCPE’s policy-setting and

Conference Session

Design for Community

Collection

2002 Annual Conference

Authors

Brian Thompson; Craig Somerton

implementation.Identifying a Customer: Certainly identifying a youngster who would benefit from a customcycle is key to the success of these projects. Faculty contacts in the community can play a role inthis prospecting and identification process. Religious groups, sports clubs, and other affiliationsare all potential sources. Reaching out to local middle school or high school teachers,counselors, or principals can also lead to potential customers.Selecting a Student Team: The number one criterion in selection of students is their commitmentto the project and their work ethic. It is extremely useful for some of the team to have strongmachining skills. An experience in cycling has also proven to be useful. Finally, experience infinite element analysis will assist in

Conference Session

Multi-disciplinary Design

Collection

2002 Annual Conference

Authors

Kris Dick; Don Petkau; Danny Mann; Myron (Ron) Britton

pieceof safety shielding. Through laboratory assignments (i.e., collection and use of anthropometricdata), the students gain a practical understanding of human factors engineering.The fourth-year course emphasizes the financial side of engineering and engineering design.Lecture material covers information relating to owning and operating an engineering consultingcompany and estimating costs associated with design. The students are required to invoice theirtime spent on the design project. Other topics include quality control, the use of computersoftware for project management, and professional responsibilities related to design (i.e., ethics,liability). The importance of quality control and tolerances is demonstrated through a number of“hands-on

Conference Session

Tricks of the Trade Inside the Classroom

Collection

2002 Annual Conference

Authors

Paul Blowers

Syllabus", Coll. Teach., 42, 115-117 (1994).4. Eberly, M. B., S. E. Newton, and R. A. Wiggins, "The Syllabus as a Tool for Student-Centered Learning", J. Gen.Ed., 50, 56-74 (2001).5. Becker, A. H., and S. K. Calhoon, "What Introductory Psychology Students Attend to on a Course Syllabus",Teaching of Psychol., 26, 6-11 (1999).6. Wankat, P. C., and F. S. Oreovicz, "Chart your course", ASEE Prism, 8, 18 (1999).7. Behnke, R. R., and P. Miller, "Information in class syllabus may build student interest", Educator, 45-47 (1989).8. Smith, R. M., "Essential ethical considerations in education", Education, 117, 17-21 (1996).9. Hockensmith, S. F., "The Syllabus as a Teaching Tool", Educ. Forum, 52, 339-351 (1988).10. McIntosh, W. J., "The Expanded Syllabus as

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

David Livingston; James Squire

and digital circuits without significant attention to thetheoretical details that are presented in successive courses. Along the way, there is a briefintroduction to computer tools such as schematic capture and spreadsheets as well as discussionsof professional issues such as ethics and licensing.The primary vehicle for attaining the objectives of EE 101 is the mobile robot shown in Figure 1.Class lectures and subsequent lab exercises have been designed to introduce subsystems of therobot controller. Students learn about a subsystem in the lecture, perform a lab experiment on thesubsystem in the laboratory, and then later incorporate the subsystem into the robot controller.This procedure is based on the work by Carley and Khosla 6. Whereas

Conference Session

Assessment of Entrepreneurship Programs

Collection

2003 Annual Conference

Authors

Jack McGourty

discipline area, student attitudes, learning styles,ethic or gender factors, or completely random assignments.References1. Carver, C.S. and Scheier, M. F. Attention and Self-regulation: A Control Theory Approach to Human behavior. New York: Springer-Verlag, 1981.2. Locke, E.A. and Latham, G.P. A Theory of Goal Setting and Task Performance. Englewood Cliffs, NJ: Prentice Hall, 1990.3. Locke, E.A. and Latham, G.P. 1990. Ibid4. Kanfer R. Motivation theory and industrial and organizational psychology. In MD Dunnette and LM Hough (Eds.), Handbook of Industrial/Organizational Psychology,2nd Edition, 1990 pp.75-170, Palo Alto, CA: Consulting Psychologists Inc. Press.5. EEC-9872498, Engineering Education: Assessment Methodologies and Curricula

Conference Session

K-12 Outreach Initiatives

Collection

2003 Annual Conference

Authors

Robert Vieth; Kazem Kazerounian

participation in finalizing the modules: a. To solidify their understanding of the engineering and scientific principles involved, b. To introduce them to the hardware and experimental settings involved in each module, c. To get them engaged in actively shaping and customizing the modules for each school or classroom. 3. To train the Ambassadors on teaching methodologies and skills: a. To learn how to manage classrooms, b. To learn how to motivate students, c. To learn how to instill good work habits and engineering ethics in students, d. To learn the fundamentals of a constructivist approach to teaching

Conference Session

Building Cross-Disciplinary Partnerships

Collection

2003 Annual Conference

Authors

Mark Plichta; Mary Raber

1 (or CM4310) Chemical Process Safety/Environment 3 Remaining ENG3957 Product and Process Development I 1Credits needed to ENG3958 Engineering Ethics 1 fulfill minor CE3331 Professional Practice 2 from any of the ENG3965 Material Flow in an Industrial Society 1above or this list ENG3966 Design for Manufacturing 1 ENG3967 Product and Process Development II 1 ENG3968