Conference Session

Research in Engineering Education II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Nicola Wendy Sochacka, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Educational Research and Methods

AC 2012-4659: CHALLENGES TO ENSURING QUALITY IN QUALITA-TIVE RESEARCH: A PROCEDURAL VIEWDr. Joachim Walther, University of Georgia Joachim Walther is an Assistant Professor of engineering education research at the University of Geor- gia (UGA). He is Co-director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from en- gineering, art, educational psychology, and social work. His research interests span the formation of students’ professional identity, the role of reflection in engineering learning, and interpretive research methods in engineering education. He was the first international recipient of the ASEE

Conference Session

How Are We Preparing Our Students for the 21st Century Workforce?

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joseph Lee Gutenson, Western Kentucky University; Jana Fattic, Western Kentucky University; Andrew N.S. Ernest, Western Kentucky University

Tagged Divisions

Cooperative & Experiential Education

sufficient experiential training. By exposing students to the occupation anddemonstrating their effectiveness as employees in the field, the pathway to a sustainable Page 25.354.3educational program is laid.The Need for Experiential LearningKnowledge is attained in two general forms: either reflective, theoretical acquisition akin toclassroom learning or via practical, experiential routes, such as what an apprenticeship willprovide. The natures of both forms of knowledge acquisition simultaneously overlap and differin specific ways. It is true that classroom learning must be experienced to actually acquire suchknowledge and in order to determine

Conference Session

Global and Cultural Issues in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rebecca N. Macdonald, East Carolina University; David L. Batie, East Carolina University; Ryan T. Goodman, East Carolina University

Tagged Divisions

Construction

goal ofthe University Writing Program is to provide instruction in the kinds of writing students canexpect to do academically and professionally and to provide support for that instruction. Manyargue for “the efficacy of writing as a valuable learning tool in content area courses.”5 TheProgram requires completion of 12 hours in writing intensive courses with at least one upperdivision course in a student’s major. The Department of Construction Management assigned asenior level course, Managing Construction Quality, to fill this requirement according to WACModel 4: Emphasizing a Combination of Writing Approaches. This model allows the instructorto combine academic, professional, and reflective (i.e., writing to learn) writing activities in

Conference Session

Innovatiive Methods to Teach Engineering to URMs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jose F. Espiritu, University of Texas, El Paso; Heidi A. Taboada, University of Texas, El Paso; Connie Gomez, University of Texas, El Paso

Tagged Divisions

Minorities in Engineering

assumptions are notalways correct. This activity highlights the need to consider how an audience willinterpret their work given different levels of familiarity with the topic.In Minefield, students are placed in groups of two. One student is blindfolded, while theorder student is tasked with directing their partner through a minefield of objects. Theimmediate result from their interaction highlights how easily simple tasks can bemisinterpreted or not carried out correctly. It demonstrates that even simplecommunication can pose problems to a process.The students are further pushed to improve their communication skills via the use ofweekly reflections of the activities from the LREU group meeting times, various readingassignments, and self-reflection

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lorelle A. Meadows, University of Michigan; Robin Fowler, University of Michigan; Elizabeth S. Hildinger, University of Michigan

Tagged Divisions

First-Year Programs

measures of success for under-represented minority engineering students, including programs administered at the college levelthat include financial assistance, academic intervention, and graduate school preparation andadmission.These studies and resources all point to the need for a transition in engineering undergraduateeducation in the US from the traditional emphasis on the acquisition of technical knowledge tothe integration of innovative learning experiences that more accurately reflect current practiceand more effectively prepare students to meet these demands and to be successful practitioners1.Curricular settings that encourage cognitive and professional growth include hands-on learning,laboratory instruction, and authentic or relevant

Conference Session

From Entrepreneurship Education to Market

Collection

2012 ASEE Annual Conference & Exposition

Authors

James V. Green, University of Maryland, College Park

Tagged Divisions

Entrepreneurship & Engineering Innovation

and theapplication of thinking and reflection provide the necessary conditions for knowledge and skillsattainment (Gherardi, 1999; Brown and Duguid, 2001; Chiva & Alegre, 2005).Launched in 2009, the Entrepreneurial Consulting Practicum is a proven approach to providingundergraduate students the opportunity to engage in short-term consulting engagements with alarge corporate partner in the region to develop their management and entrepreneurial skills.Based on 16 projects completed to date, this practicum places entrepreneurial students with acorporate partner not traditionally defined as entrepreneurial. With five semesters of projectscompleted to date, student feedback is strong, with a number of students reapplying to joinsubsequent

Conference Session

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

researchresults suggest that the design process that students use might be indicative of the kinds ofdesign thinking that they use or do not use, such as reflective practice 11. Also, designlanguage shapes the knowledge that students have about design 17. We believed that designlanguage also reflects the knowledge that students have about design. Thus students with abetter understanding of the design process will give not only a more comprehensive view ofthe process but also exhibit deeper reasoning abilities. Observation refers to the task orsituation that will prompt students to demonstrate the knowledge or skills 14. We used adesign scenario to prompt students’ thinking and answering. Interpretation refers to a methodof interpreting the performance to

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carrie Robinson, Arizona State University; James Collofello, Arizona State University

Tagged Divisions

First-Year Programs

% Page 25.1455.4We have been particularly pleased with the number of female participants in the program, whichexceeds our overall female population of about 25%. Given the important peer-mentoring role,the Ira A. Fulton Schools of Engineering will place more emphasis on selecting a diverse UGTApool in the future. Though more ethnic diversity is needed, female students have been wellrepresented in the UGTA program, creating a stronger peer-modeling environment. One UGTAeven noted in her final reflection paper, “my favorite part of this experience was to be able toshow these freshmen that a girl can be just as successful as a guy in the computer engineeringfield.”UGTA training and preparationUnlike programs in many other places, our recognition of

Conference Session

Out-of-School and Informal Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brittany L. Luken, Georgia Institute of Technology; Susan L. Hotle, Georgia Institute of Technology; Laurie Anne Garrow, Georgia Institute of Technology; Christopher Cappelli, Georgia Institute of Technology; Lauren Alise Jones; Margaret-Avis Anyeley Akofio-Sowah, Georgia Institute of Technology; Stefanie Brodie, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

career in industrial engineeringNote: Student responses may not add up to 100 percent. Missing data is not included in this representation of studentresponses. Reported mean scores reflect the following values for each response category:1: Not at all 2: Slightly 3: Somewhat 4: Quite a Bit 5: Very Much* Mean change = Mean Post – Mean PreGoal 2: The impact of the program experience on student self-efficacyThe summer program was also very successful in increasing student confidence for the programobjectives listed in Table 2. The results showed that students were less confident in achievingeach program objective prior to the summer program (mean scores from 1.9 to 2.9) thanfollowing the summer program (mean scores 3.0 to 4.33). This yielded a

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer S. Atchison, Drexel University; Danielle Tadros, Drexel University; Yury Gogotsi, Drexel University; Paul Holt; William Andrew Stoy, North Carolina State University; Joy A. Kots, Father Judge High School; Caroline Louise Schauer, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

presence ofpolymer. Each foil collection plate was carefully placed into a plastic sandwich bag fortransport to a local University and inspected under Scanning Electron Microscope (SEM).A Ziess VP 5 Supra scanning electron microscope (SEM) was used to image the fibrousmats. The SEM samples were prepared by sputter coating, Denton Vacuum, with Pttarget at 40 milli amps for 35 s resulting in a 7-8 nm conductive film. The SEM was runat 3.5 KV at a 11mm working distance in high vacuum. Image results were sent via emailto students for fiber diameter analysis with Image J.Methods: The schools that participated in this project were from three different regionsin the Greater Philadelphia Region and reflect three different learning environments

Conference Session

Engineering Technology Curriculum Issues

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mark Henry Clark, Oregon Institute of Technology

Tagged Divisions

Engineering Technology

completed the year he retired in 1977.OIT’s subsequent history reflects the initial path Purvine established. It continued to focus onhands-on technical education, working closely with industry through regular meetings withadvisory councils. OIT hires primarily faculty with industry experience, and continues Purvine’stradition of stressing education in communications and other non-technical subjects. It alsomaintains close ties with the ASEE and ECPD. For example, faculty at OIT led the effort to editand publish the volume of ASEE Engineering Technology history in 1995. Today, the institutionis recognizably a manifestation of Purvine’s desire to provide for “The Forgotten Generation.”Due to his contributions, Purvine was recognized as one of the

Conference Session

The "Education" in Experiential Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nashwan Younis, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Cooperative & Experiential Education

. In addition, student‟s reflection in experientialeducation is recognized as a valuable tool in learning and development14. According to the studyby Griffin, Lorenz, and Mitchell15, reflection is the most important aspect of the InCoRe model.In this sense, reflection refers to the process of linking current experience with prior experiencein an attempt to increase the attainment of program outcomes within a given discipline and selfefficacy.When co-ops are asked what they learn, the majority reply that it is their ability to apply theoriesand concepts to everyday situations and make appropriate suggestions for the completion of theprojects. This educational outcome can be accomplished because co-op is a training program.Indeed, employers do

Conference Session

Identity and Culture

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tiago R. Forin, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette; Kristen Hatten, Purdue University

Tagged Divisions

Educational Research and Methods

theyhelped the participants weave a story linked to a physical experience rather than an abstractconcept. This allows the researchers to hear a story that is more in-depth, since pictures allow theparticipants to talk about important matters that may usually be tacit. While hearing the participants' stories, the researchers asked probing questions to drawout tacit elements of the participants' experiences. After being transcribed, the interviews wereanalyzed using an online software program, Dedoose, which allowed the researchers to highlightand codify elements of the interviews that reflected the lens of crystallized identity and aspectsof identity important in cross-disciplinary work. Each researcher reviewed the data multipletimes, using

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

supply costs by 50% and willallow you to have your data collected six months sooner than you had originally planned.You’re thrilled to hear this, and ask your supervisor for the reference article where you can findthe information on the method. “Oh,” she responds, “it’s not published yet. I just reviewed thepaper describing the method yesterday.”Question posed to students: What should you do? Why?After a brief pause to allow for student reflection, the instructor asked the students, “How manyof you know exactly what you would do?” As expected, no one replied in the affirmative,although these students were trained in classroom participation. This helped convey to studentsthat ethical problems do not always have a straightforward solution. The

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Keith A. Schimmel, North Carolina A&T State University; Muktha Jost, North Carolina A&T State University; Tyrette Sherlone Carter, North Carolina A&T State University; Shawn Raquel Watlington, North Carolina A&T State University; Terrie Ruth McManus, Ragsdale High School, Guilford County Schools; Solomon Bililign, North Carolina A&T State University; Terry White Worrell, Guilford County Schools; Yuh-Lang Lin, North Carolina A&T State University

Tagged Divisions

K-12 & Pre-College Engineering

participants had the opportunity to reflect on their work by attendingquarterly teaching and learning seminars.In Phase Three, Cohort B middle school teachers mirrored most of the activities of high schoolteachers in Cohort A. The only exception was that each Cohort B participant was paired with aCohort A teacher. This allowed middle and high school teachers to vertically integrate theirmodules so that they adequately prepare middle school students for high school math and sciencecontent.Summer Research InstituteThe three-week Summer Research Institute was designed to provide teachers with theexperiences outlined above. Lead teachers from the region who had participated in the firstSummer Research Institute were interviewed, and provided significant

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

Virginia Tech Engineering Communication Center. Her research includes interdisciplinary collaboration, commu- nication studies, identity theory, and reflective practice. Projects supported by the National Science Foun- dation include interdisciplinary pedagogy for pervasive computing design, writing across the curriculum in statics courses, and a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. Her teaching emphasizes the roles of engineers as communicators and educators, the foundations and evolution of the engineering education discipline, assessment methods, and evaluating communication in engineering.Dr. Marie C. Paretti, Virginia Tech Marie C. Paretti is

Collection

2012 EDI

Authors

Catherine Didion

grant ENG-1042875. Any opinions, findings, and conclusions expressed in this presentation are those of the authors and do not necessarily reflect the views of the National Science Foundation. NATIONAL ACADEMY OF ENGINEERING

Conference Session

ETD Design II

Collection

2012 ASEE Annual Conference & Exposition

Authors

John L. Irwin, Michigan Technological University; David Wanless, Michigan Technological University; Paul Sanders, Michigan Technological University; Scott W. Wagner, Michigan Technological University

Tagged Divisions

Engineering Technology

light what is oftenthe primary goal of any educational program, whereas the ultimate goal is to prepare students foremployment by providing problem solving experiences similar to what they will experience intheir careers. So, in many cases the most practical method of achieving this goal is to provide ashort term simulation of the industrial environment where the student can be observed and givenadvice how to proceed by an expert in the field when necessary.This method closely follows the circular experiential learning model first proposed by Lewinthen later refined by Kolb3,4. In this cycle, student learning is a dynamic that flows throughconcrete experience, reflective observation, abstract conceptualization and active experience. Inthis

Conference Session

Educating Students for Professional Success

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ana T. Torres-Ayala, University of South Florida

Tagged Divisions

Graduate Studies

broadening participation of underrepresented groups in engineering. Page 25.660.1 c American Society for Engineering Education, 2012 Future Engineering Professors’ Views of the Role of Motivation in Teaching and LearningAbstractAs part of a larger study, doctoral students were interviewed about their perspectives on teachingand learning engineering. Participants were enrolled in engineering schools across the U.S. andexpressed interest in becoming engineering professors. In their reflections, fifteen of theparticipants talked about the role of motivation in teaching and

Conference Session

High School Students Thinking and Performance

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, North Carolina State University; Theodore J. Branoff, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

, the reflective interview, and the studentgenerated physical traces, e.g. sketches and notes.High school student designers Both criterion and convenience sampling approaches were employed to recruit studentdesigners for this study. There were two criteria: high school students who had an interest inengineering and were upperclassmen. We assumed that student designers with awareness andinterest in engineering would be motivated to work through the engineering design challenge.We found this indeed to be the case with all of the student designers; they were completelyengaged in the design challenge from start to finish. Upperclassmen were chosen as we assumedthey would have more ability and development to help them perform engineering

Conference Session

Capstone and International Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael J. Rust, Western New England University; Steven G. Northrup, Western New England University

Tagged Divisions

Multidisciplinary Engineering

clinical care facilities. The results of the health assessment were then analyzed by thecourse instructors after returning from Guatemala. In order to assess the impact of themultidisciplinary experience on the students, a set of pre- and post-course surveys weredeveloped and administered. The results from the surveys showed increased student-reportedconfidence in their ability to develop solutions to global health issues after completing thecourse. Additionally, student comments reflected the personal and professional growth thatoccurred during the experience, including a desire to apply their respective professional skills tohelp others in need.IntroductionModern engineers must be adept at functioning in a variety of roles in the workplace

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Maryland, Baltimore County; Joshua A. Enszer, University of Maryland, Baltimore County; Julia M. Ross, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

experimentation;  Intensive and sustained support;  Engaging teachers in concrete teaching tasks that integrate teachers’ experiences;  Focusing on subject-matter knowledge and deepening teacher content knowledge;  Providing explicit connections between the Professional Development (PD) activities and the student outcome goals; and  Providing connections to larger issues of education/school reforms.The PD institute threads the use of the INSPIRES curriculum throughout all components –which include a content course, practice instruction, reflection, and post institute enactment.Engineering faculty model various pedagogical best practices and then teachers use these samestrategies and materials as they

Conference Session

New Ideas for the ChemE Core

Collection

2012 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University

Tagged Divisions

Chemical Engineering

 situation  that  provoked  their  prediction.    These  situations  are  designed  so  that  the  predictions  based  upon  the  most  common  misconceptions  fail  to  explain  what  is  observed.    Students  are  allowed  and  encouraged  to  “mess  with”  the  experiment  to  verify  that  the  surprising  result  isn’t  a  trick.    Finally  a  series  of  follow-­‐up  and  reflection  questions  encourages  students  to  incorporate  the  new  information  into  their  existing  understanding.    Each  activity  is  designed  to  take  about  15  minutes  and  use  materials  found  commonly  in  chemical  engineering  laboratories  or  available  at  Wal-­‐Mart.        These  activities  have  been  shown  to  improve  students’  concept

Conference Session

Technological Literacy and the Non-science College Student

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Mani Mina, Iowa State University; Robert J. Gustafson, Ohio State University; James F. Young P.E., Rice University; Scott VanderStoep, Hope College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

and use of technology and evaluate trade-offs including a balance of costs and benefits both economic and social.8 Identify technology that appropriately reflects the values and culture of society for which it is intended.9 Give examples of relationships among technologies and connections between technology and other fields of study.Responsibility10 Can identify and analyze professional, ethical, and social responsibilities as related to technology.11 Participates appropriately in decisions about the development and use of technology.12 Demonstrates an interest and ability in life-long learning and self-education about technological issues.Capabilities13 Formulate pertinent questions, of self and others

Conference Session

Developing Young Minds in Engineering: Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Katherine S. Zerda, University of Houston; Stuart A. Long, University of Houston; Fritz J. Claydon, University of Houston

Tagged Divisions

Minorities in Engineering

corporate partners throughout theyear to provide peer mentoring at the schools, on-campus college experiences, and fun scienceand math events to excite students about higher education and careers in science and engineeringfields.PROMES has only a small fulltime staff, so we have developed a unique framework to maximizeour financial and human resources. This framework reflects a partnership between our programoffice and five multidisciplinary student engineering societies who also have engineeringoutreach goals. Program staffers serve as university advisors for all five organizations whichinclude the Society of Women Engineers (SWE), Society of Hispanic Professional Engineers(SHPE), National Society of Black Engineers (NSBE), Society of Mexican

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2012 ASEE Annual Conference & Exposition

Authors

Martin Edin Grimheden, Royal Institute of Technology

Tagged Divisions

College Industry Partnerships

handle contact with, for example, the Product Owner. The Product Owneris a representative of the product to be developed, which can be an external customer orsomebody with an interest of the final product [1-4].The Scrum Team works in short development cycles, called sprints. Each sprint spans aperiod of typically a couple of weeks or a month. Each sprint starts with a preparatory task todefine the tasks to be undertaken in the sprint and ends with a delivery to the customer orproduct owner followed by a session called the Sprint Reflection to discuss and proposeimprovements for next sprint. The product is defined in a Product Backlog (which replacesthe traditional documents of requirement specification). The product backlog is agreed

Conference Session

Epistemic Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Golnaz Arastoopour, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison; Cynthia M. D'Angelo, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison; Jamon W. Opgenorth; Carrie Beth Reardan, Epistemic Games; Nathan Patrick Haggerty, University of Wisconsin, Madison; Clayton Guy Lepak

Tagged Divisions

Educational Research and Methods

participate inconversations to reflect on their work [14, 15]. Through these reflective discussions, mentorsmodel how to think and work like professionals in a domain.Shaffer [16] has characterized the learning that takes place in the practicum in terms of anepistemic frame. Epistemic frame theory suggests every profession has unique collections ofskills, knowledge, identities, values, and epistemology that construct an epistemic frame.Professionals in a field rely on domain-specific skills and knowledge to make and justifydecisions. They have characteristics that define their identity as members of the group, as well asa set of values they use to identify important issues and problems in the field. Developing anepistemic frame means making

Conference Session

Topics Related to Electrical Engineering Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joseph M. Tabas, Indiana University-Purdue University, Indianapolis; Cody Mathew LeMay, Indiana University-Purdue University, Indianapolis; Elizabeth Freije, Indiana University Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

challenges and opportunities … is to figure out and invent ways toinclude reflection and critical thinking in the learning (either built into the instruction or througha process of instructor-led debriefing) [9].”Knowing that reflection and critical thinking are essential for learning, online instruction mustinclude a means for teaching the students how to reflect on the educational process and learnfrom the experience. This concept is difficult in an online course, and online instructors mustincorporate opportunities for students to consider the ways they solved problems, not simplyfinding solutions, submitting the answers via an online format and moving on to the nextquestion or chapter.One challenge with online courses is the lack of interaction

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University; Ruth E. H. Wertz, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

encouraged students (Lawrenz et al., Information, scale 1 (not at all) to to seek and value alternative 2001) Classroom 5 (to a great extent) modes of investigation or of Demographics, + observation table problem solving.” Classroom and 1 open ended “Students were reflective about Context question their learning” RTOP Lesson design and 25 (5-point scale) “The instructional strategies and (Sawanda, implementation, activities respected students’ prior Piburn, Judson, Content

Conference Session

Approaches to Teaching Ethics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yilmaz Hatipkarasulu, University of Texas, San Antonio; Suat Gunhan, University of Texas, San Antonio

Tagged Divisions

Engineering Ethics

discussionstructure.Ethics, Applied Ethics and Educational ApproachEthics can be defined as a science of morals, moral principles or code. Applied ethics is aperson’s systematic approach to determine and select values for individual conduct andapplication of these values in human interrelationships. These basic principles and selection ofvalues are at the center of our personal lives and their reflections drive the relationships betweenparties in professional and business context.In 2006, Hatipkarasulu and Gill proposed a systems approach for teaching ethics in the builtenvironment disciplines. The approach includes four major points to provide the necessary bodyof knowledge and a system-wide perspective including 11: 1. System Structure and Flow for the