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2001 Annual Conference

Authors

David W. Elizandro; Jessica Matson

Copyright  2001, American Society for Engineering EducationIn addition, the program must have processes and measurement criteria to ensure that graduateshave a(n): ½ ½ Ability to apply knowledge of math, engineering, and science. ½ Ability to design and conduct experiments as well as to analyze and interpret data. ½ Ability to design system, component, or process to meet needs. ½ Ability to function on multi-disciplinary teams. ½ Ability to identify, formulate, and solve engineering problems. ½ Understanding of professional and ethical responsibility. ½ Ability to communicate effectively. Broad education necessary to understand the impact of engineering solutions in a global

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2001 Annual Conference

Authors

Mohamed. E. Brihoum; Ahmad Ibrahim

now referredto as; communication skills, team work, critical thinking, ethics, applied research, and provenskills. Such attributes are still considered important as demonstrated by more recent studies [3]and are taken into account in assessing quality of education [4]. These attributes are fundamentalto the “new” rules of the accreditation board for engineering and technology [5].The extent of these attributes is usually assessed through a successful completion of a technicalproject before graduation. The way is paved for the technical aspects of such project by the workdone in numerous laboratory courses where students perform experiments with progressivelevels of sophistication in both design and analysis. Instructors can form cross

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2001 Annual Conference

Authors

Kauser Jahan; Shreekanth Mandayam; Douglas Cleary

through use or development of appropriate computer hardware, software, and/or instrumentation. Demonstrate understanding of business and entrepreneurial skills by developing a business plan, market plan, venture plan, or other approved instrument. Demonstrate effective use of project and personnel management techniques. Be better able to meet customer needs. Integrate engineering professionalism and ethics in their work and as it relates to the context of engineering in society. Demonstrate improved communication skills including written, oral, and multimedia. Utilize information obtained from sources that cross geopolitical and language barriers.Project GoalsResearch funding for

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2001 Annual Conference

Authors

Richard Jendrucko; Jack Wasserman

Technical Elective 3EE 301 Circuits 3 BME 346 Design of Experiments 3ES 341 Fluid Mechanics 3 BME 310 Biomechanics 3BME 300 Eng. Physiology 3 ME 331 Thermodynamics 3MSE 474 Biomaterials 3 BME 301 Jr. Seminar 1Economics 201 3 Philosophy 345 (Medical Ethics) 3 18 16Senior:BME 455 BME Design 2 BME 469 BME Design II 4BME 430 BME

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2001 Annual Conference

Authors

Steven McCabe; Francis Thomas

series. As inthe first year of the series, there was a wide range of attendance depending on the lecture topic.The high attendance was 169 for the lecture on “Fastening to Concrete” and the low attendancewas 39 on the lecture on “Taste and Odor Control in Public Water Supplies”.IX. Spring 2001 Professional Development lectures.A new set of lectures has been planned for the spring of 2001. In order to appeal to a largergroup of engineers, the scope of the topics has been broadened to include lectures beyondtraditional civil engineering topics. Lectures on engineering ethics, global positioning, webmanagement, and construction management will be presented.The lectures planned for the spring 2001 series are listed below.January 22, 2001

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2001 Annual Conference

Authors

Graham Walker; Henry Chaya

directly in the capstone design courses.The ECE faculty are all experienced teachers who are very knowledgeable about technicalsubjects. However, they have limited recent experience working in industry, and we recognizedthere have been significant changes in the way engineering design is practiced. For example,today an engineer usually works as part on an interdisciplinary team rather than alone, and he orshe must be more aware of the economic, social and ethical realities that constrain anengineering solution. Consequently, we decided that the consultors could assist the faculty byplaying the role of clients for a design project, thereby providing a practical flavor to the course.As clients the consultors would ask students to prepare proposals

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2001 Annual Conference

Authors

Craig Gunn

ethics. It is an important time in which to make clear the necessities ofstudying, time management, networking, and coping with the normally difficult engineeringfreshman's course load.It is also a critical time to introduce students, sometimes in a very rudimentary way, to importantaspects of engineering. One of these aspects is the hands-on nature of engineering and theimportance of experiencing not only the vitally important computer world but also the world ofphysical contact. With that in mind the ROSES students investigate design and hands-onactivities in and out of the classroom. Page 6.11.1 Proceedings of the 2001 American Society

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2001 Annual Conference

Authors

Shirley Fleischmann

, ethics, andsocial impact.” In retrospect it was easy to see that the Wooden Shoe Regatta project –including the speed and style competitions – met this definition of design quite well. Itmet those requirements in a junior level class normally taken before the senior design Page 6.332.2project, and the project took (and still takes) at least 5 weeks to complete. Was there a Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationway to meet the ABET design criteria within a much smaller project and was there asimpler way to

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2001 Annual Conference

Authors

Michael Carter; Sarah Rajala

ethical obligations ofthe engineer—and then defined by stating more specifically what the general term means. Theobjectives are measurable, in that most of them are directly related to outcomes from othercriteria. Finally, they are flexible, detailed but still broad enough to see the program throughmost shifts in the needs of constituencies and the mission of the institution.Determining and Assessing the Program Educational ObjectivesThe ABET materials we looked at make it clear that each program should have well defined andeffectively implemented procedures in place for generating and assessing PEO, although they Page 6.400.3don't specify

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2001 Annual Conference

Authors

Ronald E. Musiak; Richard A. Grabiec; Eric W. Haffner; Steve Schreiner; Alan K. Karplus; Mary Vollaro

selected by using the results of Belbin's personalitytype questionnaire (administered before classes started during summer registration andorientation) [4]. Each team had a balanced mix of personality types (idea sources, detailers,finishers, etc.).V. Course ContentThe following outlines the content of the various activity areas used in the course.1. Design Activity: 1.1. Summer orientation class in engineering responsibilities and ethics 1.2. Presentation of the engineering design method, tasking a project, design-team behaviors and responsibilities (including team contracts), engineering reports (oral and written) 1.3. Design competition problem 1 - Design a scale model of a material mover that can move the most

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2001 Annual Conference

Authors

FYI Team Members; Adrian Cloete

Analogy and Cross-FertilizationDeciding the Course of Action: The Kepner-Tregoe Analyses: Situation Analysis Problem Analysis Decision Analysis Potential Problem AnalysisImplementing the Solution: Seek approval Planning Carry Through Follow Up Experimental ProjectsEvaluation: Evaluation Checklist Ethics Checklist Page 6.884.7

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2001 Annual Conference

Authors

Timothy J. Anderson; Sarah A. Rajala; Matthew Ohland

is based on the desired attrib-utes of graduates. These graduates should be technically competent, critical and creative think-ers, life-long learners, effective communicators, team players, and globally aware. They shouldunderstand process and systems design and integration, display high ethical standards, and ap-preciate the social context of engineering and industry business practices. The curriculum modelproposes to achieve these qualities in its graduates through specific changes in the curriculumcontent and structure and, importantly, the implementation of processes by which the curriculumis delivered and managed. The key change elements in the curriculum content and structure aresubject integration (knowledge structure and information

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2001 Annual Conference

Authors

Jose Roesset; James Yao

curriculum that properly balances mathematics, natural sciencesand engineering with humanities and social and political sciences must be developed andimplemented. This new undergraduate curriculum should provide students with a basicknowledge of the following topics: (1) Mathematics, basic and engineering sciences; (2)Broad-based technical aspects of civil engineering; (3) Principles of uncertainty and riskanalysis; (4) Decision analysis and business principles; (4) Management principles; (5)Societal needs, ethics, public policy, and political science; and (6) Communication andleadership skills. These topics should be taught in an integrated manner, and reinforcedthroughout the curriculum repeating their applications in various classes. In addition

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2001 Annual Conference

Authors

George DeLancey

Outcomes and Assessment Engineering programs must demonstrate that their graduates have (a) an ability to apply knowledge of mathematics, science and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate,, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context

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2001 Annual Conference

Authors

Brian Huggins; Winfred K Anakwa; Gary Dempsey

problems(f) an understanding of professional and ethical responsibility(g) an ability to communicate effectively(h) the broad education necessary to understand the impact of engineering solutions in a global andsocietal context(i) a recognition of the need for, and an ability to engage in life-long learning(j) a knowledge of contemporary issues(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineeringpractice.The reader at this point should see that the mini-project covers items (a) through (k), although somestronger than others. The “strong” items (a), (c), (d), (e), and (g) are addressed in each of the sixlaboratory periods. Each mini-project requires interfacing with a transducer. Temperature, humidity

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2001 Annual Conference

Authors

Rosalyn Hobson; Esther Hughes

project, atemperature control system, a PWM motor control system, and a DC motor control system. Thestudents were randomly assigned to teams for each laboratory assignment.Comparing the Fall 1999 and the Fall 2000 classes, there were more team conflicts when theteams were assigned. In some cases, when the teams were dysfunctional, the instructor allowedthe students to complete the assignments individually. Dysfunctional behavior included: teammembers not showing up for team meetings, two friends excluding the third team member fromproject assignments, one team member assuming the majority of the project load, and personalityand work ethic conflicts. When any of the dysfunctional behaviors were reported to the

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2001 Annual Conference

Authors

Robert Anderson; Paul Duesing; Marty Zoerner; Kevin Schmaltz

teamwork, communication,project planning and management, creative problem solving, and ethics are given majoremphasis throughout the yearlong experience. Student teams are given instruction andcomplete exercises in all of these areas throughout the year. Faculty advisors coach andmentor their team’s soft skill development throughout the project.LSSU’s senior engineering design course sequence is organized as a two semester six-credit (three each semester) lecture/lab. Stated course outcomes are that students will: • be capable of giving an effective oral business presentation. • be capable of writing a clear, concise project proposal that flows from general to specific. • demonstrate effective writing of short business memos

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2001 Annual Conference

Authors

Frederick Orthlieb

approaches to engineering education" are being well served by program assessment underEC2000. In particular, those faculty who strive to make engineering curricula more authentic by using open-endedproblems in classes and embedding inquiry-based learning in course labs and projects know that they are helpingstudents to develop knowledge and skills that variously include "(b) an ability to design and conduct experiments,as well as to analyze and interpret data; (d) an ability to function on multi-disciplinary teams; (f) anunderstanding of professional and ethical responsibility; (g) an ability to communicate effectively; (h) the broadeducation necessary to understand the impact of engineering solutions in a global/societal context; (i) arecognition

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2001 Annual Conference

Authors

Lyle McCurdy; William Drake; Douglas Walcerz

mastery of the knowledge, techniques, skills, and modern tools of their disciplines; b. apply current knowledge and adapt to emerging applications of mathematics, science, engineering, and technology; c. conduct, analyze, and interpret experiments and apply experimental results to improve processes; d. apply creativity in the design of systems, components, or processes appropriate to program objectives; e. function effectively on teams; f. identify, analyze, and solve technical problems; g. communicate effectively; h. recognize the need for and possess the ability to pursue lifelong learning; i. Understand professional, ethical, and social responsibilities; j. recognize contemporary professional, societal, and global issues

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2001 Annual Conference

Authors

Berrisford Boothe; Todd Watkins; John Ochs

for Engineering Education Figure 6. Design evaluation of a Philips product via international video conferencing3. Integrated Design ArtsThe Integrated Design Arts Program is an offshoot of the iP3 Program and a natural evolution ofthe Department of Art and Architecture to become the campus center for design arts education.In spring 2000 the department received faculty approval for an ID minor consisting of thefollowing courses: sketching and rendering, color theory, 2D & 3D visualization techniques,ergonomics, design aesthetics and ethics, 29th Century ID and the capstone e-team projectscourse. Figure 7 shows an example of a series of studies that lead the student to understand thepsychology of color used in advertising, marketing

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2001 Annual Conference

Authors

Zhong Gu; Sheela Ramanna; James Peters; Hal Berghel; Daniel Berleant; Steve Russell

engineering itself. The result of this novel approach to integrating softwareengineering concepts into a curriculum is the infusion of new approaches to realizingeducational goals in both software engineering and non-software engineering areas throughoutthe curriculum.State of the fieldThe “across the curriculum” paradigm is well recognized. One of the best-known examples isthat of writing across the curriculum, which has been influential in higher education for anumber of years. A number of efforts have specifically addressed computing curricula. Arnowet al.1 describe teaching distributed computing across the computing curriculum. An NSF-funded effort toward development of teaching social impact and ethics across the computingcurriculum spans a

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2001 Annual Conference

Authors

Jon Dixon

. Academia must ask questions everywhere,of everyone who has perspective on the institutions into which their students will findjobs. Only then can academia hope to understand what needs to be taught in order toeffect real and substantive change. In this way academic institutions can refrain fromusurping the primary customer’s functional needs.I propose continuation of “the basics” of engineering education. To be an industry leaderin the engineering world requires the fundamental understanding of engineeringprinciples. I do suggest, however, that the remaining coursework be less tailored torandom electives and more towards coursework on leadership, ethics, philosophy,technology forecasting and history of American industry

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2001 Annual Conference

Authors

Rick Duley; S P Maj; D Veal

à à Ã3. Survey Limitations SD Process Modeling b à à à Security and Encryption bà bà à à ÃTerminological differences Social, Ethical and Professional Issues b

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2001 Annual Conference

Authors

Andrew Rose

improves their career opportunities andemployability.4In addition to maintaining technical competencies, consulting experiences provide other benefitsrelative to teaching. Consulting and industrial experience provide a greater awareness of industry’sneed for new engineering graduates. These needs include communication and teaming skillsneeded for success,5 as well as exposure to the ethical and professional issues facing practicingengineers.6 Including these in the curriculum is required by ABET1 and improves the educationalexperience of ET students.In certain academic areas, such as civil engineering technology, local consulting experiences areespecially useful. Familiarity with local geology, building codes, and environmental regulations isa

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2001 Annual Conference

Authors

Frank Oreovicz; Phillip Wankat

Piaget/Perry21 28 M Perry/Belenky et al.22 March 1 W Learning Styles – Kolb23 3 F Learning Styles. Student-written exams due. Share copies.24 6 M Professional Concerns & Ethics.25 8 W TEST26 10 F Discuss test. Lecture on Co-op Groups Spring Break27 20 M Guided Design Lecture & Start Guided Design Project28 22 W Guided Design Project29 24 F Finish Guided Design Project. Oral reports. PBL & Super PBL.30 27 M Group Meetings with instructors

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2001 Annual Conference

Authors

Robin Burt; Krishna Athreya; K-Y. Daisy Fan

, political, communication, ethical and economicconstraints that have an impact on whether a particular technical solution is implemented. Theauthors advocate introducing students early in their academic careers to the broad relevance andsocial impact of engineering. We suggest that such an opportunity would make for higherretention of women and minorities and would attract more non-traditional students to the field.References1. Women, Minorities, and Persons With Disabilities in Science and Engineering: 2000, National ScienceFoundation, September 2000.2. Land of Plenty, Diversity as America’s Competitive Edge in Science, Engineering and Technology, Report of theCongressional Commission on the Advancement of Women and Minorities in Science

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2001 Annual Conference

Authors

John Klegka; Robert Rabb

, andengineering fundamentals is applied to the synthesis, analysis, and evaluation of mechanicalcomponents, such as fasteners, springs, and gears. Special emphasis is placed on designing forfatigue. Case studies provide insight into the ethical responsibilities of engineers. Projectsprovide opportunities to experience design and to consider reliability, economics, and judicioususe of resources. A semester long design and build project reinforces the design processinstruction and culminates in a student competition.e. ME402, Mechanical Design, is a three credit hour course. Introduction to Design is the onlyprerequisite. Mechanical Design is a continuation of ME401 focusing on simulation-baseddesign and special focus on application of design methodologies

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2001 Annual Conference

Authors

Tycho Fredericks; Jorge Rodriguez

0.31 S11 – Transportation Safety0.00 E13 - Reduce/Eliminate Stressors 0.18 S3 – Ethics and Safety 0.06 S12 – ViolenceThe courses that will be either developed or modified are: • Work Design [4 credits, revised – currently IME205], is the first course that must be taken in the ergonomics and safety minor. Page 6.376.4 Proceedings of the 2001 American Society for Engineering Education Annual Conference &Exposition Copyright © 2001, American Society for Engineering Education • Statistics and Probability for Engineers [3

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2001 Annual Conference

Authors

Elisabeth Sanchez; Alejandro Lozano; Victor Mucino

, understanding of globalizationand its implications, and adequate ethics training [1]. These issues, among others, arealso addressed in the ABET-2000 Engineering Criteria [2]. It is obvious that academia and industry share the responsibility, the challengeand the opportunity of producing top quality graduates in order to become and staycompetitive. And that is the key issue, competitiveness. The challenge comes at a time in which globalization trends demand innovativeapproaches to new and traditional technological needs as discussed by Jones [3]. Onesuch challenge is producing graduates that can perform effectively and comfortably ininternational engineering scenarios; being able to communicate, to understand, and mostimportant, to

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2001 Annual Conference

Authors

K. Arthur Overholser

freshmanseminars in conjunction with the colleges of arts and science, education, music, and business.I. Introduction: Challenges of the Freshman YearThe self-examination urged on us by the expectations of Engineering Criteria 2000 made it clearthat the Vanderbilt University School of Engineering, like many of our counterparts elsewhere,faces challenges in the engineering freshman year. Our objectives for the freshman year -- (1) toillustrate the practice of engineering as an iterative process of synthesis and analysis, (2) to helpthe student make career choices, (3) to provide tools prerequisite to further study, (4) to developlearning skills, (5) to illustrate the role of ethics in the professional practice of engineering, (6) todevelop teamwork skills