research instrumentThis study aimed to gain insight into the factors influencing students' decisions to pursuegraduate studies in engineering. We conducted a survey in the Faculty of Engineering at aresearch-based university in Ontario, Canada. The survey sought correlations between students'intersectional identity factors and family background, their perceptions of the Faculty ofEngineering’s resources and support systems, their lived experiences of discrimination,inclusion, equity, and equality, and their decisions to (re)consider graduate degrees. The surveywas created and administered through REDCap, a secure online platform designed for creatingand managing databases and surveys on the web. Ethics approval had been sought from andgranted by
-approved pre- and post-surveys were used to assess the impact of the modules on students’ perceptionof knowledge related to sustainable manufacturing practices in engineering. Their overall improvement inEOP learning objectives was seen across the curriculum, each bar showing a percentage of increasedperception of knowledge in different topic areas (Fig.5). EOP topics such as design thinking related tominimizing environmental and social impact, recognizing local and indigenous practices and use of locallysourced materials was improved by 75% and 38% for first-years and sophomores, respectively. Likewise,recognizing the ethical implications and describing the negative and positive impact of design work onsociety, a skill in social responsibility
such tools to complete school assignments (creative writing,coding, etc.) [9][10] [11]; other studies surveyed the concerns regarding ethics, academicintegrity, equity of accessibility, new opportunities such tools present [12][13], as well aspolicies and guidelines provided by universities [14]. While the majority of research focus isgiven to students' use and how to address the associated risks and concerns, relatively less focusis shed on its use for instructional design purposes [15] [16]. The authors are curious about theother side of the story: Can it assist us educators as a “subject matter expert”, with its access toand “comprehension” of a vast library of knowledge? And how can we leverage its evolvingpower in curriculum and course
, Page 22.1015.9simultaneously, through matters of professional jurisdiction that goes back to the complexprofessional configuration of engineering. Whether in response to the ascent of the managerialprofession during the 1920s; or efforts, amidst postwar “physics envy,” to differentiateengineering from science by embracing a new ethic of professional responsibility (even asengineers turned, simultaneously, to science to compete more directly with physicists); or yetagain, during the late 60s and the 1970s, to lay claim to even broader claims of socialresponsibility through direct utilization of liberal knowledge, liberal education has served as apreferred means for the “reconversion strategies” of engineers, at least among those committedto the
engineering 1697education 679 students 651 students 685 students 958 education 796learning 644 education 351 design 634 education 690 students 566students 529 learning 337 education 497 research 635 research 435research 296 research 332 research 384 design 510 learning 366student 269 project 315 university 321 learning 311 ethics 320programs 265 knowledge 272 student 305 journal 307 science 309study 243 teaching 233 information 233 student 293 journal 308journal
Creativity Demonstrate creativity and capability in problem solving.8 Psychomotor Select, modify, operate equipment.9 Safety Recognize and deal with safety and environmental issues.10 Communication Communicate effectively about laboratory work.11 Teamwork Work effectively in teams.12 Ethics in Lab Behave with highest ethical standards.13 Sensory Awareness Formulate conclusions from information gathered through human interaction.As can be seen from Table 1 above, a virtual lab in which students never touch a breadboard,resistor, or battery is not realistic. A virtual laboratory environment could not be considered asuitable replacement since it
, records, transfers, and manages the information and its sources. Outcomes include that the student: (d) Records pertinent information for future reference by downloading, printing, emailing, or manual notation• Standard Four: The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose. ! Performance Indicator 3: The information literate student: Acknowledges the use of information sources in communicating the product or performance. Outcomes include that
Page 22.272.2fit within societal, ethical, and cultural contexts. Interestingly, analogous discussions are takingplace in humanities disciplines, such as philosophy, where applied philosophy is in some circlesconsidered essential for making the discipline more relevant. Historically, arguments aboutenvironmental ethics within philosophy have narrowly focused on how best to think about“nature” in order to protect it: should it be viewed as a set of resources to be utilized for human-centered ends or does nature have some “intrinsic value” apart from how it can be utilized byhumans. But the increasingly shrill, narrow and pedantic tone of these arguments has only servedto alienate philosophers from those actually working in the field
and/or questions solves the problem 2. Pose hypothesis 2. Communicate with “customer” 3. Explain, compare, and present findings 3. Explain, compare, and present findings 4. Consider ethical and broader impacts 4. Consider ethical and broader impactsTeacher Implementation of Innovation There are multiple potential influences on teachers’ effective implementation of theinnovative practices associated with teaching scientific inquiry and engineering design. Becausemost K-5 teachers have received minimal education and preparation in STEM16 there is reason toanticipate they need significant assistance to orient their instructional
shared asset not as we predicted through the contiguousresearch, but in another way that is invaluable to establishing and nurturing the internationalresearch collaboration that we seek. We now see that the 2010 CURE cohort served as teachersor trainers for the PKU PIs and mentors. We believe that the first CURE cohort laid thefoundation for those to follow by demonstrating how undergraduates can be integrated into thework and work space, what undergraduates are capable of doing, how much experience andknowledge they bring to the work. One student described how her work ethic andaccomplishment influenced her PI and members of her lab: I had so much confidence during my presentation, I was proud of all my work I accomplished and the
direction; professionalism/ work ethic; and ethics.Objective 2. HSE participants are strongly motivated to pursue STEM careers, are more likely to enroll in and complete STEM and IT post-secondary education and training, and enter the STEM workforce in greater numbers than do non-HSE participants.Objective 3. High school teachers are educated and equipped with the skills and resources to develop, implement, coach, and sustain HSE teams.Objective 4. HSE teams are sustained through robust and committed partnerships with industry, universities and colleges, foundations, informal science education organizations, community-based organizations, and other units as appropriate to the particular HSE implementation.Objective 5. HSE is a tested
AC 2010-878: SPECIAL SESSION: ASSESSING MORALITY, IDENTITY, ANDMOTIVATION IN A FIRST-YEAR MATERIALS ENGINEERING SERVICELEARNING COURSETrevor Harding, California Polytechnic State University Trevor Harding, Ph.D., is Professor and Chair of Materials Engineering at California Polytechnic State University, where he teaches courses in engineering design from a materials perspective. His research is focused on the educational outcomes associated with service learning and project-based learning with a particular focus on ethics education. He is also PI on several projects investigating the degradation of biomedical materials in physiological environments. Dr. Harding serves as Associate Editor of the
: • showing how an engineer can effect positive change for thousands, even millions, by designing for those who are impoverished; • presenting real world examples of the realistic constraints (economic, environmental, social, political, ethical, health & safety, manufacturability, and sustainability) listed in ABET EAC Criterion 3c; and • developing an appreciation of the need for the “broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context,” as called for in ABET EAC Criterion 3h.Accordingly, a requirement was made for projects in the First-Year Engineering Capstone courseto focus on the design of a poverty alleviation device. The
musical instrument design focus is the popular debateabout the “secrets” of Stradivarius violins, although the answer to that debate is much less clearfrom a materials science point of view. Another significant difference between the two focusareas is that ethics and recalls are easily connected to biomedical devices in accessible andpersonally meaningful ways. When the musical instrument approach was used, other unrelatedcase studies, such as the loss of Alaska Air Flight 261 (a deeply meaningful one in our region),were used, for these course dimensions. So, no comparisons are possible in the ethics SLOs.Figure 9 compares student outcomes in several conceptual areas before and after the use ofbiomedical devices were used as a foundation for
well as retention and diversity concerns within engineering education and engineering as a profession.Brock E. Barry, U.S. Military Academy Dr. Barry is an assistant professor and course director in the Department of Civil & Mechanical Engi- neering at the U.S. Military Academy at West Point. He predominately teaches in the area of engineer- ing mechanics. His current areas of research include professional ethics, economic factors influencing engineering education, identity development, and non-verbal communication. Dr. Barry is a licensed professional engineer with multiple years of consulting experience.Kerry Meyers, University of Notre Dame Kerry L. Meyers is an Associate Professional Faculty member in the
to group participants[29].Co-op work term reports from IEEQ participants fulfill a written requirement of the IEEQprogram and are submitted to the program director upon completion of the work term. Theydescribe the nature of the work carried out and are also a reflective account from the student’sperspective of how the term fulfilled their professional and personal goals. Four of the sixparticipants submitted co-op reports for our analysis. This study complied with the university’sethics review process ensuring respondents’ anonymity, confidentiality and opportunity towithdraw without penalty, and was approved by the university’s human ethics committee. Eachparticipant in the research group has been assigned a pseudonym. For the purposes of
expectations, capacitybuilding, sustainable development, policy work [46], increasing ethical concerns, quality focusand cultural literacy, require greater participation of the engineering profession. To compete onthe global stage, attract investment, establish first-rate centers of research, and fully developproduction facilities in many countries of the hemisphere requires collaboration of manystakeholders. In short, we must recognize that a knowledge society rests on a foundation ofeducational and research excellence [56].Quality Assurance/Accreditation: The Platform for MobilityImplementation of free trade agreements demands mutual recognition of educationalqualifications of many professional groups, including engineering. It becomes axiomatic
report on the findings from the study using narrative vignettes.Introduction According to ABET’s EC 2000 accreditation guidelines set in 2000 1, 2 students must notonly meet with competence the basic “traditional” engineering knowledge of mathematics,science, and engineering and experience in engineering problem solving and system design, butnow are also mandated to be able to function on multidisciplinary teams, to communicateeffectively, and to understand a wide range of issues in engineering. These issues include:professional and ethical responsibility, the impact of engineering solutions in a global andsocietal context, and knowledge of contemporary issues. Service-learning has the potential tomeet these objectives and have been shown
should be used by all engineers in their daily work. Using these methods will lead to a sustainable future for all. The need to introduce green engineering concepts to undergraduate students has become recognized to be increasingly important.1 This need is being driven in part through the US Engineering Accreditation Commission Accreditation Board for Engineering and Technology (ABET) criteria 2000. Based on this criteria chemical engineering departments must incorporate “ethics, safety and the environment” into the curricula. An additional criterion that must be satisfied is to prepare students with a broad education to understand the impact of engineering solutions in a global context. In addition, there has been a large amount of
will be effective problem solvers, capable of applying logical, critical, and creative thinking to a range of problems. 4. Graduates will be able to work both autonomously and collaboratively as professionals. 5. Graduates will be committed to ethical action and social responsibility as professionals and citizens. 6. Graduates will be able to communicate effectively in professional practice and as members of the community. 7. Graduates will demonstrate an international perspective as professionals and citizens. Page 7.177.9 Proceedings of the 2002 American Society for Engineering Education Annual Conference &
andTechnology (ABET) requires institutions to develop assessment processes which candemonstrate “that the outcomes important to the mission of the institution and the objectives ofthe program are being measured”. 1 Page 7.1007.1 Perhaps the most recognized and valid method to quantify maturation of college students’intellectual abilities relies on developmental process models such as Perry’s Model of Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering EducationIntellectual and Ethical Development 2 and King and
: "An understanding of professional and ethical responsibility"Program Outcome #7 : "An ability to communicate effectively"Program Outcome #8 : "The broad education necessary to understand the impact of engineering solutions in a global and societal context"Program Outcome #9 : "A recognition of the need for, and ability to engage in life-long learning"Program Outcome #10 : "A knowledge of contemporary issues"Program Outcome #11 : "An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice"Program Outcome #12 : "A knowledge of
ensuring data privacy and personal data by almost all online service, with the same usedthe user’s privacy is important but rarely considered. to train models that support machine learning algorithms. TheMachine learning elicits ethical issues due to its ability to data upload aims at pattern extraction and developing models.learn patters that could allow the sharing of user information The privacy problem stems from threats of possessingto third party agencies. massive private data exposed to insider or outsider threats in Numerous concerns have been raised concerning the possibility of hacks targeting these organizations.machine learning, and data privacy
“ Interaction during exam oral increased my motivation to learn”. 6. Oral exam administrator competency in both behavioral (tone, helpfulness, etc.) and technical aspects (questioning, accuracy of feedback, content knowledge, etc.).The surveys aimed to elicit students’ insight about the impact of oral exams on their learningexperience, how they prepared for the oral exams, and what they felt were the main benefits anddrawbacks of oral exams.To study the impact on academic performance within the class, a fewclasses conducted semi-experiments. There is no rigorous control group. The semi-experimentconducted is elaborated on in a later section. Ethical Approval:Ethical Approval was granted for the study by UC San Diego’s Institutional Review
attributes that graduates must develop during theirtraining in conjunction to the continuous improvement of programs. The attributes addresstechnical skills as well as social, ethical, and organizational skills within engineering practice torespond to the globalized and diversified environments that engineers will need to evolve in [5].Diversity is omnipresent in engineering regarding the sectors where engineers can work, theproblems they can solve, the multiple solutions they can propose, and the variety of peopleinvolved. As demonstrated in many papers [6], diversity in engineering is of great importance tocreate different approaches to problem-solving and better service for everyone.The provincial Quebec’s professional order of engineers defines
. (2015). Establishing an Explanatory Model for Mathematics Identity. Child Development, 86(4), 1048–1062. https://doi.org/10.1111/cdev.12363Fraser, N. (2001). Recognition without Ethics? Theory, Culture & Society, 18(2–3), 21–42. https://doi.org/10.1177/02632760122051760Fraser, N. (2006). Reframing justice in a globalizing world. In T. Lovell (Ed.), (Mis)recognition, social inequality and social justice: Nancy Fraser and Pierre Bourdieu (pp. 17–35). Routledge.Fraser, N. (2008). Scales of Justice: Reimagining Political Space in a Globalizing World. Polity Press. http://ebookcentral.proquest.com/lib/vt/detail.action?docID=1584038Gilgun, J. F. (2019). Deductive Qualitative Analysis and Grounded Theory