Conference Session

Advances in Civil Engineering Education

Collection

2004 Annual Conference

Authors

Neil S. Grigg; Darrell G. Fontane; Marvin Criswell; Thomas Siller

” specifies a number of outcomes thatengineering undergraduate are to develop and demonstrate by the time of graduation. Severalamong this list of 11 outcomes (perhaps best know as outcomes “a through k”) address topics notentirely technical, including (d) an ability to function on multi-disciplinary teams, (f) anunderstanding of professional and ethical responsibility, (g) an ability to communicateeffectively, (h) the broad education necessary to understand the impact of engineering solutionsin a global and societal context, (i) a recognition of the need for, and an ability to engage in, life-long learning, and (j) a knowledge of contemporary issues.The actions of ASCE (American Society of Civil Engineers) regarding civil engineeringeducation are

Conference Session

Web-Based Instruction

Collection

2004 Annual Conference

Authors

JoDell Steuver

academic dishonesty. This fear is confirmed tosome extent by studies that reveal students’ admissions that cheating is common.1 Research in both the UnitedStates and Great Britain confirms that about fifty percent of college students admit to cheating.2Online learning forces instructors to deal with new practical issues. Web-based courses take teaching to new levelsas the profession wrestles with authentication of students’ work, proxy students, instant messaging during exams,computer security, electronic forgery and other novelties. It is not obvious that technology to stop cheating willkeep pace with technology to cheat, and the legal and ethical constraint on using it obviously will not deter cheaters.Sophocles said, “No treaty is ever an

Conference Session

Entrepreneurial/Innovative Communication

Collection

2004 Annual Conference

Authors

Barbara Masi

appreciation forinterpersonal and presentation skills, leadership, professional ethics, organizationaldynamics, product development, and statistical quality control; 2) Knowledge 2- InSpring, students attend alumni-led workshops on career development; 3) Experience- InSummer, students complete 12 weeks of employment where they will be able to realizeUPOP’s educational objectives; 4) Reflection 1- During the summer, students complete astructured journal that permits exploration of engineering teamwork, communication, andorganization; 5) Reflection 2- In Fall, students meet to discuss their experiences withother students and faculty. Assessment and evaluation of the new program includedactivity feedback surveys completed by students, ability self

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

Ramana Pidaparti; Hasan Akay

following the graduation – will: 1. Demonstrate excellent technical capabilities in mechanical engineering and related fields 2. Be responsible citizens 3. Continue their professional advancement through life-long learning 4. Apply sound design methodology in multidisciplinary fields of mechanical engineering 5. Competently use mathematical methods, engineering analysis and computations, and measurement and instrumentation techniques 6. Practice effective oral and written communication skills 7. Understand the environmental, ethical, diversity, cultural, and contemporary aspects of their work 8. Work collaboratively and effectively in engineering or manufacturing industries

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

J. Keith Clutter; Alberto Arroyo; Amir Karimi

needed to besuccessful engineers.Outcomes for Objective D: Students will be introduced to the following issues through theirundergraduate education in this department and will gain:D-1 an ability to work in teams to solve multi-faceted problemsD-2 an ability to understand and contribute to the challenges of a rapidly changing societyD-3 an understanding of ethical and societal responsibilities of professional engineersD-4 an understanding of the need for lifelong learning and continuing professional educationThe department educational objectives also relates to ABET's Criterion 3 a-k “Program Outcomeand Assessment"1. The relationships are summarized in Table 1.Outcomes Assessment ProcessThe program outcomes are mainly achieved through the

Conference Session

Assessing Teaching & Learning

Collection

2004 Annual Conference

Authors

Larry Stetler; Stuart Kellogg

solving • engineering data analysis • engineering ethics • preparing and writing technical reportsThus, the course contains no discipline-specific content. Rather, faculty from all 10 engineeringprograms on campus have taken part in the course instruction. Curricular materials have beenprepared by several of the participating faculty and have been organized into chapters that makeup a Student Manual that is available to the students on a CD ROM. Page 9.996.1 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright  2004, American Society for Engineering

Conference Session

Multidisciplinary Courses and Issues

Collection

2004 Annual Conference

Authors

Dominic Halsmer

, component, or process to meet desired needs.4. Graduates are able to function on multi-disciplinary teams.5. Graduates are able to identify, formulate, and solve engineering problems.6. Graduates understand professional and ethical responsibility.7. Graduates are able to communicate effectively.8. Graduates have a broad education necessary to understand the impact of engineering solutions in a global and societal context.9. Graduates recognize the need for, and are able to engage in life-long learning.10. Graduates have knowledge of contemporary issues.11. Graduates are able to use the techniques, skills, and modern tools necessary for engineering practice.12. Graduates are able to apply Christian principles of stewardship.Students

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Tim Healy

, Association for Supervision and Curriculum Development, Alexandria, VA, 2000 4. T. Healy, Curiosity in the Education of the Engineer, submitted to the 2004 Frontiers in Education Conference, Oct. 20-23, 2004BiographyTIM HEALY received his BSEE from Seattle University in 1958, MSEE from Stanford University in 1959,and PhDEE from the university of Colorado at Boulder in 1966. He has taught electrical engineering atSanta Clara University since 1966, primarily in communications, and electromagnetics. He has also taughtengineering ethics and has written a number of papers on ethics and other social issues. Proceedings of the 2004 American Society for Engineering Education Annual

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Doug Schmucker, Trine University

curriculum and authentic design constraints. • Roles and responsibilities of participants in the typical engineering project. • Design-build versus design-bid-build project delivery systems. • Ethics and professional responsibilities.Ethics and professional responsibilities was directly included in the project as student teams hadto share their data with each other. On more than one occasion, teams had to decide whether toown up to mistakes in their data that they had provided to the entire class, particularly as otherteams began to analyze and question the data. The project was also complemented with selectedreadings from Rising Tide: The Great Mississippi Flood of 1927 and How it Changed America4.This historical narrative by John Barry

Conference Session

Innovative Curriculum in ET

Collection

2004 Annual Conference

Authors

David Murphy

care, transport,rehabilitation, and other direct costs. The bottom of the iceberg (the largest and not visible part)portrays lost production, worker replacement, and morale problems, to name a few. Enlightened educators understand that employers demand educated students with specificskills that will translate into company profits. Profitability concerns aside, we must furtheracknowledge that it is not ethical to injure or kill our fellow man. Educators have a moralresponsibility to include the basic fundamentals of safety in their class design and delivery. There is a serious need of safety integrated instruction at the university level. A recent reportsponsored by the National Institute of Safety and Health (NIOSH) reports that only

Collection

2004 ASEE North Midwest Section Conference

Authors

John Mirth

Teamworking 28 (7.4%) 34 (6.7%) 23 (4.7%) 9 (3.7%) 94 5.8 “Soft” Skills Project planning and design 44% 62 (16%) 58 (11%) 30 (6.1%) 19 (7.8%) 169 10 process Societal issues 72 (19%) 26 (5.1%) 30 (6.1%) 34 (14%) 162 10 Ethics, Safety, and 1 (0.3%) 22 (4.3%) 23 (4.7%) 6 (2.5%) 52 3.2 Professional practice

Conference Session

Capstone Design II

Collection

2004 Annual Conference

Authors

Ajay Agrawal; Zahed Siddique

project. The student team learns and produces the desired endproduct. The School of Aerospace and Mechanical Engineering (AME) at the University of Oklahomais incorporating real-world experience into its curriculum through the Senior Design PracticumProgram. In addition to providing a valuable product to the sponsors, the program has thefollowing educational goals:• Develop ability to apply the acquired knowledge to solve engineering problems, and to design realistic systems, components, and/or processes• Develop ability to function in a team environment to gain organizational and communication skills, to understand professional and ethical responsibilities, to promote initiative, innovation, and excellence, and to

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Douglas Coffin; Catherine Almquist; Amit Shukla; Michael Bailey-Van Kuren; James Kiper; Christine Noble

, for the synergism among scholarship, teaching, and service, and for goodcitizenship within the university and society. SEAS works continually to assess and improveteaching, learning, and critical thinking; to encourage scholarship and creativity; to contribute tothe accumulated knowledge of the centuries; and to promote the continuing intellectual growthof our community. With the growth in SEAS, a common first-year year is being planned to maximizestudent exposure to a wide breadth of engineering fields; to provide students with the flexibilityto choose the engineering discipline that peaks their interests and to prepare a foundation for thethreads of skills (such as ethics, problem solving, communication) in the four-year curricula [2

Conference Session

BME Assessment

Collection

2004 Annual Conference

Authors

Lesley Hubbard; Peter Mente; Susan Blanchard

and engineering professionals. (3g) b. Prepare effective written materials. (3g) d. Work effectively in multidisciplinary teams to complete projects. (3d)3. To develop in students professional, ethical, and societal responsibility in Biomedical Engineering practices. After completing the B. S. in Biomedical Engineering, graduates will be able to: c. Demonstrate professional behavior. (3f) Page 9.1130.1 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering

Conference Session

Maintaining the Engineering Workforce

Collection

2004 Annual Conference

Authors

Douglas Jacobson

information infrastructure security • Expand and develop engineering abilities • Instill and nurture a sense of ethics • Develop an understanding of strategic and policy issues.Individual course objectives are provided as part of the course descriptions included at the end ofthis paper. It should also be noted that these courses meet the government Federal NSTISSI5training standards.Graduate certificate requirementsOur target audience is students who have a BS in Computer Science, Computer Engineering orclosely related field. Students can receive the courses locally and via ISU’s EDE program. Thedelivery consists of either video taped lectures, streaming media (available in real-time), or CD-rom. They also receive on-line support through an

Conference Session

Multidisciplinary Engineering Programs

Collection

2004 Annual Conference

Authors

W. Wentzheimer; Jennifer VanAntwerp; Gayle Ermer; Steven VanderLeest

, good design requires good communication,critical evaluation, creativity, and integrative multidisciplinary problem-solving approaches –skills that a liberal arts foundation provides. Integrative design implies normative design, i.e.,design with ethical and social considerations intrinsic to the entire process.The emphasis on broad fundamentals and normative design is not without challenges. Thisapproach tends to generate programs that require more courses, are less flexible, and are lessrecognized than more specialized programs. We conclude by addressing the challenges andopportunities faced by our program and similar programs.2 What is the Goal?What is the goal of an engineering education? If graduates are our product, what is

Conference Session

Promoting ET thru K-12 Projects

Collection

2004 Annual Conference

Authors

Thomas Johnson

have on society. In support of this goal, theuniversity faculty is needed to provide experience with hands-on learning, problem solving,critical thinking, ethics, curriculum design and use of modern technology tools within a broadspectrum of technology areas. This breadth will allow the graduates of this program to clearlyexplain to their future students the relationships among the many technology careers and therelated disciplines that have to be mastered. The Standards for Technological Literacy: Content for the Study of Technology(http://www.iteawww.org/TAA/PDF/Execsum.pdf ) developed through funding from both theNational Science Foundation under Grant No. ESI-9626809 and the National Aeronautics andSpace Administration under Grant No

Conference Session

Projects,Teams & Cooperative Learning

Collection

2004 Annual Conference

Authors

Kenneth Hunter

1210 is required for all engineering majors, design project topics must be carefullyselected so that the project scope is broad enough to include issues relevant to most of theengineering majors offered at Tennessee Tech, which are chemical, civil, computer, electrical,industrial, and mechanical engineering. This selection criterion provides a multidisciplinaryelement to the project, as well as ensuring that the topic will be of interest to most of thestudents. Topics with a realistic basis are also preferred as they provide opportunities to discussrelated global, societal, and ethical issues. Other important criteria for topic selection includeease of implementation for the instructor, cost of implementation, cost to students, and

Conference Session

Web Education I: Delivery and Evaluation

Collection

2004 Annual Conference

Authors

Sally Waldron; Rose Robinson; Michael Gregg; Jenny Lo

students, to facilitate common on-line quizzes, and toeliminate duplicate efforts by faculty who previously managed individual sites.The authors additionally address their experiences with common time and common location testing ofthese 12 sections of class. Test administration issues, honor code violations, and results are discussed.Engineering Exploration (EF1015/EF2984) at Virginia TechEngineering freshmen at Virginia Tech typically take one introductory engineering course during their firstsemester; this course, Engineering Exploration I, covers data analysis, graphing, engineering ethics,problem solving, and programming. This course is a prerequisite for all higher-level engineering coursesand is offered every semester. Approximately 1200

Conference Session

Projects,Teams & Cooperative Learning

Collection

2004 Annual Conference

Authors

Elizabeth Eschenbach; Eileen Cashman

walls, and moveable furniture so students caneasily work in groups around computers or tables or listen to a traditional lecture. The classformat is split up into small lectures interspersed with related group activities to teach teamwork,ethics, project management, spreadsheets, Computer Aided Design (CAD) and the designprocess. The paper will present examples of how the Studio Teaching approach is used to teachsome of these topics with a focus on design and teamwork skills. Students work in teams on twoprojects, a 3-week Rube Goldberg device and a 10-week service-learning project for a local K-12th grade teacher. Students are assigned to teams and required to use the Blackboard groupdiscussion board area to submit weekly progress reports

Conference Session

Mobile Robotics in Education

Collection

2004 Annual Conference

Authors

William Dillard

. Project management – In the past, the laboratory instructor set the weekly schedule of tasks to be completed. This insulated students from a critical skill in project management - setting realistic milestones that lead to project completion on time. We wanted the students to set their own project schedules within reason. 5. Professionalism and ethics – Recently, the technical and business worlds have been ripe with unethical professional conduct. While the headlines focus on executive officers and pols, we preferred ethics for entry-level engineers. In addition to Lockheed Martin’s “Ethics Challenge” role-play system, we included classroom discussion of case studies taken from industry. 6. Independent

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Roger Hadgraft; Mike Xie

Development – Be conscious of their own values; Adhere to professional ethics; Plan their career; Reflect on experience; Improve their own future practice; Engage in Lifelong learningSustainabilityA key graduate capability that emerged was the need for an understanding of and operationalskills in the use of sustainability principles in each engineering discipline. This was stronglysupported by industry participants. It represents a significant departure from traditionalengineering programs that tend to focus on detailed knowledge of engineering scienceprinciples. Such a shift is supported by Johnston [9] and others.Nevertheless, sustainability has been a key issue within the School of Civil and ChemicalEngineering for some time. The

Conference Session

Innovative Classroom Techniques

Collection

2004 Annual Conference

Authors

Dana Knox

professoror their fellow students, making these alternative forms of course communication quite valuable.The e-mail was used quite a bit, however, the chat room feature was under-utilized despite theestablishment of on-line office hours. This may have been due to some of the issues mentionedearlier, such as language difficulties or disparities in schedules.An integral part of the course has always been a small “research” project. It normally involvesthe students doing a critical review and evaluation of a specialized subject related tothermodynamics. An unfortunate observation in the past has been that many of the graduatestudents tended to be either unaware or unconcerned about the ethics of plagiarism. They havenever before been expected to do a

Conference Session

The Nuts & Bolts of TC2K

Collection

2004 Annual Conference

Authors

David Roth

work experiences, they are used to help assess theprogram outcomes. Thus the sometimes-sparse input obtained by conventional contactwith an industrial advisory board or by employer surveys is expanded upon. Thisassessment of designated program outcomes by external constituents is particularlyvaluable for the hard to assess “professional skills” outcomes of h-k (ABET Criterion 2,Program Outcomes). These are as follows: h. a recognition of the need for, and an ability to engage in lifelong learning, i. an ability to understand professional, ethical and social responsibilities, j. a respect for diversity and a knowledge of contemporary professional, societal and global issues, and k. a commitment to quality

Conference Session

Global Issues in Engineering Education

Collection

2004 Annual Conference

Authors

Renato Carlson; Renato Pacheco; Lucia Helena Martins-Pacheco; Walter Antonio Bazzo

and bythe electronic and press media, particularly in Brazil. More specifically, such considerationscould enlarge students’ attitude towards this subject, providing them with a more criticalview on that. We believe that any new solution has to go through an initial brainstorming.Next, we present a conceptualization of consumerism and its consequences, Postman’s viewof Technopoly and ethical and humanistic values that could help to find solutions. In the end,we make some considerations summarizing the main points that were approached. Page 9.1085.1 Proceedings of the 2004 American Society for Engineering Education Annual Conference &

Conference Session

Advances in Civil Engineering Education

Collection

2004 Annual Conference

Authors

Matthew Dettman

resulted in the set of civilengineering programmatic objectives presented below.Objective 1 - Engineering Design - Graduates solve engineering problems and developexecutable designs. They combine their understanding of technical, ethical, economic, andenvironmental issues to efficiently solve engineering problems and develop designs that areexecutable and realistically constructible.Objective 2 - Project Management - Graduates include in their problem solving process theconsideration of business and management principles, primarily budget, schedule, and cost. Theywork effectively both as an individual and on teams.Objective 3 - Communications - Graduates have the ability to communicate, in a professionalmanner, their designs and processes to a

Conference Session

Electrical & Computer Engineering Poster Session

Collection

2004 Annual Conference

Authors

Mohammad Alam

List of Requirements______________________________________________________________________________ a) Ability to apply knowledge of mathematics, science and engineering b) Ability to design and conduct experiments, as well as to analyze and interpret data c) Ability to design a system, component or process to meet desired needs d) Ability to function on multi-disciplinary teams e) Ability to identify, formulate and solve engineering problems f) Understanding of professional and ethical responsibility g) Ability to communicate effectively h) Broad education to understand the impact of engineering solutions in a global and societal context i) Recognition of the need for, and an ability to engage in life-long learning j

Conference Session

Technological Literacy II

Collection

2004 Annual Conference

Authors

Steven VanderLeest

Conference & Exposition Copyright © 2004, American Society for Engineering Educationlogically, the designer has no ethical responsibility for how the product is used or abused. Underthis view, the engineers, manufacturers, and distributors need not worry about the social impactof their products. If the product is neutral, then no user can rightly complain about an unsafeproduct, and no seller would be liable for any damage or harm caused by use of their product.Thus it is essential that students understand the non-neutrality concept and its implications.Some preliminary work has identified pedagogical approaches to instilling better understandingof non-neutrality in the classroom10, including use of descriptive yet simpler

Conference Session

The Nuts & Bolts of TC2K

Collection

2004 Annual Conference

Authors

Paul Lin; Harold Broberg

recognition of the need for, and an ability to engage in lifelong learning, i. an ability to understand professional, ethical and social responsibilities, j. a respect for diversity and a knowledge of contemporary professional, societal and global issues, and k. a commitment to quality, timeliness, and continuous improvement.Our EET Program Outcomes are: 1) The students will posses the appropriate mastery of electronics and computer skills to function effectively in industry. 2) The students will have the knowledge and ability to adapt to emerging applications and processes in their field. 3) The students will demonstrate the ability and skills to understand and apply experimental results and solve technical

Conference Session

Life Sciences and ChE

Collection

2004 Annual Conference

Authors

Peter Reilly; Surya Mallapragada; Mary Huba; Jacqueline Shanks; Kevin Saunders; Charles Glatz; Balaji Narasimhan

laboratory classes included anorientation to research ethics, design of experiments, analysis of data, teamwork,communication, and self-assessment of learning. Novel problem-solving, teamwork, oral andwritten report rubrics were developed and used to assess and evaluate knowledge acquisition,problem-solving skill development, attitude toward lifelong learning, and improvements inmetacognition. These rubrics have broad impact and are also currently being implemented in thegraduate program to assess students’ research performance.IntroductionChemical engineers are being increasingly expected to use their process and design skills in themanufacture of bio-based industrial products. There is a strong need for new course materials