Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Doug Schmucker, Trine University

providing a “transition tocollege experience.” In addition to facilitating that experience, the projects must meet authenticengineering criteria. They do so in conjunction with realistic constraints that include societal,political, economic and ethical issues.BackgroundThe joint engineering programs at Western Kentucky University utilize project-oriented deliverymethods as a critical part of their distinctive character. Each of the three programs (civil,electrical, and mechanical engineering) offers a first-semester University Experience course (2-credit hours). In addition to providing transition experiences to the university academic world,the courses provide a home for students attempting to determine whether engineering should betheir academic

Conference Session

IE Enrollment/Curriculum Development

Collection

2005 Annual Conference

Authors

Jane Fraser

, technical writing, speech, accounting, or ethics.Three of the programs requiring a course in ethics are at church related schools. Table 9. Other required courses Number Percent of of Other courses programs programs General Education electives 90 98% English 79 86% Economics 38 41% Technical Writing

Conference Session

Increasing Enrollment in IE/IET Programs Poster Session

Collection

2005 Annual Conference

Authors

Jane Fraser

, technical writing, speech, accounting, or ethics.Three of the programs requiring a course in ethics are at church related schools. Table 9. Other required courses Number Percent of of Other courses programs programs General Education electives 90 98% English 79 86% Economics 38 41% Technical Writing

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Tom Bazzoli; Blair Rowley

ethics and five more college programs with the labs designedand taught by the departments. The teaming event involved the construction and flying of a radiocontrolled, electrically powered, slow flying airplane. In addition they were introduced to theengineering use of mathematics involving algebra, calculus, and differential equations.The biggest surprise came from the engineering mathematics effort the second quarter. Ourcollege mathematics committee had postulated that the students were capable of handling highermathematics earlier than programmed using the normal sequence taught by the mathematicsdepartment. They encouraged the freshman program to introduce over a four week periodenough mathematics to enable the students to work an

Conference Session

Experiences with Experiential Learning

Collection

2005 Annual Conference

Authors

Walter Bankes; Michael Eastman; Anthony Trippe; Jeffrey Lillie; George Zion

for travel expenses.It is also clearly explained that students are not to use any company-proprietary information intheir presentation or poster. The template students are provided with also encourages them tothink about topics such as diversity in the workplace, life long learning, ethical behavior andprofessional growth.Students are told the presentation should be professional in nature, and include technical,geographical, and interpersonal information about the co-op experience. The students theiraudience consists of faculty, peers, and students that have not yet been on a co-op assignment.The presentation should be approximately 8-10 minutes in duration. Not all students perform aformal presentation each quarter, but all students are

Conference Session

Workshop, Program, and Toolkit Results

Collection

2005 Annual Conference

Authors

David Devine

regards to the ethics of teaching, qualifications for teaching, and quality of teaching. The author does not have a Ph.D. as is common to many university instructors and teaches many classes in structural analysis while having degrees in civil engineering that have been concentrated in study of environmental engineering and water resources. Thus concern is raised by the author’s own ethics, qualifications, and quality of instruction. As student evaluations have improved this concern is subsiding. Reading comments by students in a statics class of how that instruction improved understanding of physics and suggesting teaching a physics class further diminishes this concern. Some student comments on evaluation forms for the first semester

Conference Session

Communication Skills in Aerospace Engineering

Collection

2005 Annual Conference

Authors

James Helbling; Patric McElwain; Angela Beck; Ron Madler; David Lanning

not satisfied with the HU/COM instruction they had received at ERAU. At this point, theAE faculty reached out to the HU/COM faculty. After a series of fruitful discussions andnegotiations, the faculty from both departments agreed that they would pursue an instructionalstrategy that was, at the time, quite new for ERAU: collaborative teaching.Collaborative teaching refers to both linked teaching and team-teaching 1. In linked teaching, aninstructor from a math, writing, ethics, or other general education discipline links the content oftheir course to that of another course so as to provide a synergistic outcome. Thus, a mathinstructor might link their course to a space physics course, introducing or reinforcing themathematical notions that are

Conference Session

Engaging Upper Level Classes

Collection

2005 Annual Conference

Authors

Keith Thompson; Matthew Roberts

includingtime and resource constraints, variations of the project to meet different instructional goals, as-sessment of student motivation for the project, and bibliographical information for the case stud-ies. The project and case studies engage students through creativity, competition, and real-worldapplication of engineering principles while meeting instructional goals such as increasing studentcommunication skills and awareness of current engineering issues, discussing engineering ethics,and accentuating the need for life-long learning.IntroductionThe properties of reinforced concrete can make the study of its behavior complex and over-whelming even for upper-level undergraduate students. Most of the emphasis in a first course ofreinforced concrete

Conference Session

IE/EM Skills in Real World Concepts

Collection

2005 Annual Conference

Authors

Lisa McNair; Garlie A. Forehand; Judith Norback

Professional Contexts, Skills, Ethics, and Technologies,Wadsworth/Thomson Learning, Belmont, CA 2002.4 Lucas, Stephen E., The Art of Public Speaking/sixth edition, McGraw-Hill, New York, NY 1998.5 Rigby, David W., Workplace Communications for Engineering Technicians and Technologists, Prentice Hall,Upper Saddle River, NJ 2001.6 Lannon, John.; Technical Communication ninth edition, Addison Wesley Longman, New York, NY 2003.7 Lehman,Carol; Dufrene, Debbie; Business Communication (Stamford, CT: Thomson Learning, 2005), 344.8 Maslow,Abraham, Motivation & Personality, Harper, New York, NY 1954.9 Goodall, Henry L.; Goodall, Susan; Communicating in Professional Contexts, Skills, Ethics, and Technologies,Wadsworth/Thomson Learning, Belmont, CA

Conference Session

IP, Incubation, and Business Plans

Collection

2005 Annual Conference

Authors

John Kaplan; Kathleen Kaplan

forEngineering and Technology) or any other accreditation board criteria. In fact, it reinforces thegoals of accreditation; of the eleven criteria required under ABET Criterion 3, stating therequirements for engineering graduates, IP knowledge would be included in seven, including “anability to design,” “a knowledge of contemporary issues,” and “an understanding of professionaland ethical responsibility.” IP encompasses design and identifies the latest contemporary issuesassociated with engineering. More importantly, it is an engineer’s professional and ethicalresponsibility to research claims prior to publication or use. Also, it the engineering educator’sresponsibility to teach future engineers how to protect his or her rights of creation. For example

Conference Session

Innovation in Curriculum Development

Collection

2005 Annual Conference

Authors

Bernard Amadei; R. Scott Summers; Angela Bielefeldt

2000) that embrace the ESE concept:(http://bechtel.colorado.edu/Abet/ce_objectives.html). For instance, BS graduates in the Civil Page 10.741.2Engineering Program will be able to: Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education 3. Understand how non-technical concerns such as cost, public safety and health influence Civil Engineering projects. 4. Uphold ethical relationships with both clients and the public at large. 5. Understand broad social and cultural issues so they can participate fully

Conference Session

TC2K Assessment: How to Really Do It

Collection

2005 Annual Conference

Authors

Ramesh Narang

, technical, analytical, and managerial skills necessary to develop, implement, and improve integrated systems in manufacturing and service industry that include people, materials, equipment, information, and energy. They will learn to employ their knowledge and skills responsibly toward the local and global community in concordance with professional and ethical standards. Graduates will be prepared for both immediate employment and continuation into the BS program.The program objectives are consistent with the mission of the university to offer high qualityundergraduate programs that meet regional needs and the department mission to offer qualitymechanical and industrial engineering technology programs that meet regional needs

Conference Session

A through K and Beyond

Collection

2005 Annual Conference

Authors

Matthew Dettman

Engineering students demonstrate development of habitsassociated with life long learning.Outcome 9 (Professionalism / Ethics) - Civil Engineering students show common characteristicsof professionalism and knowledge of ethical behavior.Outcome 10 (Engineering Tools) - Civil Engineering students can effectively use state of thepractice civil engineering technical tools.With the outcomes developed, the task of developing an assessment process began with theworkshops presented by Dr. Miller and Dr. Olds. During the workshops, they presented generalmethods for the collection and assessment of outcomes using both direct and indirect methods 1,2.In addition, the document developed by the Rose Hulman Institute of Technology was also usedduring the process3

Conference Session

Advancing Manufacturing Through Outreach

Collection

2005 Annual Conference

Authors

John King; Dae-Wook Kim; Tom Stoebe

MFG Resource management Communication Workplace Ethics Group dynamics Hydraulics Welding Co-op Class offered Class not offered*SBCTC: WA State Board for Community and Technical CollegesFigure 2. Training gaps in the manufacturing program (CIP 480501) in 2001-20023. Modularized Manufacturing Technology Curriculum DevelopmentIn order to establish a modularized manufacturing technology curriculum, there is a need Page 10.917.4to benchmark manufacturing technology curricula around US and clarify the trainingProceedings of the 2005 American

Conference Session

BME Technical Modules and Laboratories

Collection

2005 Annual Conference

Authors

William Waugaman; Brian Self

resolve ill-defined problems; ability to workeffectively with others; and being able to apply their knowledge and skills to the unique tasks ofthe military profession.Table 1 - ENGR 495 Course SyllabusIntroduction to Biomedical Engineering SPRING 2004Lesson Topic1 Intro 22 Ejection biomechanics2 Ethics, IRB issues 23 Ejection biomechanics3 Circulation/Tissue/Resp 24 Introduction to Controls4 Nervous system Membrane potentials 25 Controls Applications5 Musculoskeletal 26 Biocompatibility6 Action potentials

Conference Session

Social Responsibility & Professionalism

Collection

2005 Annual Conference

Authors

Mary Goodwin

objectives listed for the course on the syllabus were the following: • Understand the importance of self-knowledge. • Enhance developmental and interpersonal skills. • Explore various leadership frameworks. • Understand gender influences in society and on leadership. • Discover the multi-disciplinary nature of leadership studies. • Identify and discuss ethical dilemmas in leadership. • Develop a personal definition of what it means to lead and of the role of personal responsibility in leadership. • Begin building a leadership portfolio that demonstrates and integrates classroom learning, leadership experiences, and personal reflections

Conference Session

Capstone/Design Projects: Industrial ET

Collection

2005 Annual Conference

Authors

Dana Ingalsbe; Jess Godbey

necessary  Ethical decision making skillsThe most important skill identified by the supervisors both on the written survey andduring the roundtable discussions with these supervisors was “the ability to effectivelysolve problems”. Given that the base of manufacturers who hire graduates from theTechnology program tend to be small businesses (generally fewer than 500 employees) it Page 10.1035.4is understood that the graduate will be responsible for a variety of tasks that may extendProceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American

Conference Session

First-Year Design Experiences

Collection

2005 Annual Conference

Authors

Benjamin Kidd; P. Paxton Marshall

necessary forengineering practice.Engineering graduates must now also d) be able to function on multidisciplinary teams, f) understand "professional and ethical responsibility", g) "communicate effectively", i) "engage in life-long learning", j) have "a knowledge of contemporary issues", and h) have "the broad education necessary to understand the impact of engineeringsolutions in a global and societal context." The School of Engineering and Applied Science at the University of Virginiahas a long history of emphasis on these “contextual” outcomes as exemplified by ourDepartment of Science, Technology, and Society, and an undergraduate thesis required ofall students. The Engineering in Context

Conference Session

Integrating H&SS in Engineering I

Collection

2005 Annual Conference

Authors

Steven VanderLeest

Deconstructing Engineering Design Steven H. VanderLeest Department of Engineering, Calvin College, Grand Rapids, MI1 AbstractPostmodernism has swept through disciplines from literature to philosophy, from politics tosociology. But what does postmodernism have to do with engineering or more specifically,engineering education? Postmodernism may be the cure to several common ills, such asstudents becoming overly reliant on engineering models or computer simulations, lack ofdiversity (both in design teams and in the designs themselves), and lack of accountability due toa belief that technology is ethically neutral. However, postmodernism also presents some

Conference Session

Tricks of the Trade

Collection

2005 Annual Conference

Authors

Ramesh Chawla

3651 Use of News Stories as Case Studies for Teaching Engineering Analysis Ramesh C. Chawla Department of Chemical Engineering, Howard University, Washington, DC 20059 Chawla@scs.howard.eduAbstractFreshman engineering students take a two-course sequence of Introduction to Engineeringcourses in their first two semesters. The first course is a general course common to all disciplinesand the second course is discipline-specific.In the first course, the students are introduced to various topics including career options invarious engineering fields, communication skills, ethics, intellectual property

Conference Session

Curriculum Development in Computer ET

Collection

2005 Annual Conference

Authors

Jeffrey Lillie

survey of the typical college student showed that they love video images. It could be a videoclip captured with a digital camera, a digital video playing on their laptop, or digital images capturedwith their camera phone. This paper reviews and discusses how an FPGA platform was selected andintegrated with a QVGA(320x240) color display. It details how an eight lab sequence was developed toallow the students to accomplish a project goal of playing a video image sequence on the QVGAdisplay. This paper also illustrates how additional ABET outcomes such as applied technical problemsolving, technical writing, configuration management, team dynamics, communications, and ethics wereintegrated into the course content.IntroductionRochester Institute of

Collection

2005 ASEE Midwest Section Conference

Authors

Judith Collins; Alysia Starkey; Beverlee Kissick; Jung Oh

3most basic aspect of IL). The nearly even spread between computer literacy and criticalthinking is an expected result; however, library instruction, lifelong learning, andcommunication were close seconds relative to the far-distant ethics. The Association ofCollege and Research Libraries definition of IL, however, includes A through F. Ourinformal poll illustrates three challenges for faculty/librarian partnerships. (a) Librariansmust educate students and faculty about the full meaning of competent information-seeking. (b) The difference between a Google search result (where there are no controlson search returns) and a library subscription database result (where peer-reviewedjournals can be specified) must be explained, and (c) Plagiarism

Conference Session

Teaching Outside the Box in Civil Engineering

Collection

2005 Annual Conference

Authors

Zhiyong Zhao; Joe Hagerty; J. P. Mohsen

personnel.Instill an understanding of professional and ethical Case histories reveal ethical dilemmas in credible andresponsibilities, both in education and in practice dramatic detail, especially when the client wants to do something that is ill-advised, unsafe or against the public interest.Expose students to contemporary issues pertinent to the Cases included introduction of new national standardspractice of civil engineering for water treatment, the latest construction methods for soft-ground tunnels

Conference Session

Multidisciplinary Engineering Programs II

Collection

2005 Annual Conference

Authors

Scott Danielson; Robert Hinks; Mark Henderson; Chen-Yaun Kuo; Chell Roberts; Darryl Morrell; Robert Grondin

global society and culture.5. Graduates understand and can use the engineering method.6. Graduates have a strong foundation of engineering fundamentals and a strong technical competence in at least one focus area.7. Graduates understand and can apply ethical principles8. Graduates have the ability to create, manage, and work on successful interdisciplinary teams.9. Graduates have the ability to learn and use industry contemporary technical tools (e.g Labview, CAD).10. Graduates are proficient in the application of computers and other information technology as engineering tools (especially for design and simulation).11. Graduates are self directed learners.12. Graduates understand the entire life cycle of engineered artifacts.13. Graduates

Collection

2005 ASEE Midwest Section Conference

Authors

Larry N. Bland

constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability; • An ability to identify, formulate, and solve engineering problems; • An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.The current professional skills include: • An ability to function on multi-disciplinary teams; • An understanding of professional and ethical responsibility; • An ability to communicate effectively; • The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context; • A recognition of the need for, and an ability to engage in life

Conference Session

Improving Multidisciplinary Engineering Education

Collection

2005 Annual Conference

Authors

Teresa Mayes; John Bennett

questions to senior design projects), complemented by data gathered throughsenior surveys.Measurement of the softer criteria (team work, communications, life-long learning, ethics, etc.)has nearly everyone concerned, as these criteria do not as readily lend themselves tomeasurement and because they are subjects that are taught in multiple places in the curriculum,sometimes outside of the direct control of the college.Use of FE exam data is spotty, used primarily in civil and mechanical engineering programs.Portfolios are not widely used, deemed by most to be unmanageable due to the large volume ofdata that must be collected and the possible turnover of students. Those programs usingportfolios tend either to be small, or in fields where having

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Lawrence Feick; Larry Shuman; Katherine Thomes; Bopaya Bidanda

Spring 2002 voyage.Both recognized the potential as well as the need to offer a program for engineering students. (Athird author – Thomes – had served as the librarian on an earlier voyage.) Although twoengineering courses were offered on that Spring 2002 voyage (Professional Ethics andIntroduction to Environmental Engineering), there were only seven engineering students out of620 onboard. As a result, science and business majors made up the bulk of the students in bothcourses. Nevertheless, this provided an opportunity to create engineering oriented courses thatwould be “voyage relevant” and would integrate field experience with coursework. That voyagewhich began in Miami and ended in Seattle visited ten countries – Cuba, Brazil, South Africa

Conference Session

Undergraduate-Industry-Research Linkages

Collection

2005 Annual Conference

Authors

John McMasters

employerneeds, i.e. teaching these fundamentals should stand any student in good stead, no matter howthe world might change in the future. Boeing List of “Desired Attributes of an Engineer” • A good understanding of • Good communication skills engineering science – Written fundamentals – Oral – Mathematics (including statistics) – Graphic – Physical and life sciences – Listening – Information technology (far more than • High ethical standards “computer literacy

Conference Session

Exploring Trends in CPD

Collection

2005 Annual Conference

Authors

Llewellyn Mann; David Radcliffe

the job; they must undergo a structured professional development with clearobjectives to develop further professional knowledge, values and skills. This paper presents acourse developed for students undertaking a Master of Engineering or Master of ProjectManagement at the University of Queensland. This course was specifically designed to helpstudents plan their continuing professional development, while developing professional skillssuch as communication, ethical reasoning, critical judgement and the need for sustainabledevelopment. The course utilised a work integrated learning pedagogy applied within aformal learning environment, and followed the competency based chartered membershipprogram of Engineers Australia, the peak professional body

Conference Session

ERM Potpourri

Collection

2005 Annual Conference

Authors

Stefani A. Bjorklund; Norman Fortenberry

graduate also ought to demonstrate 1) ability to manage a project (including afamiliarity with business, market-related, and financial matters), 2) a multidisciplinary systemsperspective, 3) an understanding of and appreciation for the diversity of students, faculty, staff,colleagues, and customers, and 4) a strong work ethic. During Phase II of this project, weidentified several assessment instruments that might measure those outcomes and begansearching for instructional “best practices” thought to promote the 15 desired learningoutcomes. This paper, based on Phase III of the project, provides empirical evidence from andidentifies the gaps in higher education and engineering education journal articles that linkinstructional best practices with