Conference Session

Assessing Design Coursework

Collection

2008 Annual Conference & Exposition

Authors

Richard Bannerot, University of Houston

Tagged Divisions

Design in Engineering Education

Property, Technical Communications, WritingSpecifications, Engineering Ethics, Engineering Economics, Codes and Standards, theDesign Process, and Sustainability) which results in nine individual homeworkassignments (about one sixth of the grade) and two exams (about one third of the grade).Detailed descriptions of the projects and assignments for the sophomore design courseand their assessment in Fall 2007 will now be presented along with results from studentsurveys in the course.Assignments for the Sophomore Design CourseIn the fall 2007, 70 students enrolled in the sophomore design course, MECE 2361. Bythe time teams were self-selected for the team project during the fourth week, twostudents had dropped. The remaining 68 students completed the

Conference Session

Multidisciplinary Design in the Classroom

Collection

2008 Annual Conference & Exposition

Authors

David Pines, University of Hartford; Hisham Alnajjar, University of Hartford

Tagged Divisions

Design in Engineering Education

is integrated with a course on Ethics in theProfession; (iii) Creation of a new junior year design course integrated with courses inbiomedical, civil, computer, electrical, and mechanical engineering; and (iv) Partnership withindustry in the creation of real-life engineering projects for senior capstone design course.This paper presents how the sophomore design course has evolved and the changes that werebrought about based on faculty and informal student feedback.Design Throughout the Engineering CurriculumConsistent with most engineering programs, the curriculum at the University of Hartfordincludes a freshman engineering and senior capstone design course. Because of the relativelysmall size of the engineering program with about 100

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering; Malcolm Drewery, National Academy of Engineering; Stefani A. Bjorklund, Rankin & Associates Consulting

Tagged Divisions

Educational Research and Methods

Do their fair share of the work when working on multidisciplinary teams .712* Student Outcomes 5 – An Identify problems for which there are engineering solutions .568* ability to identify, formulate, Formulate a range of solutions to an engineering problem .770* and solve engineering Test potential solutions to an engineering problem .814* problems Use feedback from an experiment to improve solutions to an engineering .801*Page 14.1344.7 problem Identify potential ethical dilemmas

Conference Session

Assessment of Information Literacy Programs for Engineers

Collection

2006 Annual Conference & Exposition

Authors

Alysia Starkey, Kansas State University-Salina; Jung Oh, Kansas State University-Salina; Judith Collins, Kansas State University-Salina; Beverlee Kissick, Kansas State University-Salina

Tagged Divisions

Engineering Libraries

starting the process by orienting the first planning meeting to relevantdepartment, college, university, and accrediting agency outcomes: Department: Engineering Technology Outcomes: The department of Engineering Technology has written its student learning outcomes in five categories, A-E. The faculty/librarian team selected four outcomes that the instructor’s assignment could encompass: Ability to be life-long learners Ability to write clear and effective technical reports, proposals, and business correspondence Awareness and understanding of the impact of technology on society Ability to practice professional ethics and social responsibilityFaculty

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karolina Doulougeri, Eindhoven University of Technology; Gunter Bombaerts, Eindhoven University of Technology

Tagged Divisions

Educational Research and Methods

employees’ well- being, professional development and performance. Her work has been published in peer reviewed journals and presented in several international conferences.Dr. Gunter Bombaerts, Eindhoven University of Technology Gunter Bombaerts is Assistant Professor for Philosophy and Ethics of Technology at Eindhoven Univer- sity of Technology, the Netherlands. His research fields include ethics in engineering education (moti- vation, deep learning, competence measurement), comparative ethics and questions concerning applied ethics in the field of energy ethics, in particular on participation and innovation. He is coordinating the TU/e USE program and is teacher of USE courses (amongst which the USE basic course on History

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University - Engineering Education; Karen Hazel Washburn Washburn, Utah State University; Indhira María Hasbún, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

argue that culturalresponsiveness, as well as a commitment to research that actively benefits marginalizedcommunities, are two core components of quality in qualitative research that were not originallyidentified by Walther et al.In the remainder of this paper, we use their six validation types—theoretical validation,procedural validation, communicative validation, pragmatic validation, ethical validation, andprocess reliability—as an organizational framework. Under each validation type, we describehow researchers can maintain cultural responsiveness during three phases: the conceptualizationphase, the data generation phase, and the data handling phase. To identify additional validationstrategies beyond Walther et al.’s framework, we conducted

Conference Session

Course Transformation in ECE

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie A. Claussen, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines

Tagged Divisions

Electrical and Computer

energy industries, with a focus on cor- porate social responsibility, social justice, labor, and gender and 2) engineering education, with a focus on socioeconomic class and social responsibility. She is currently completing a book manuscript on the intersection of engineering and corporate social responsibility. She is the author of Mining Coal and Un- dermining Gender: Rhythms of Work and Family in the American West (Rutgers University Press, 2014), which was funded by the National Science Foundation and National Endowment for the Humanities. In 2016 the National Academy of Engineering recognized her Corporate Social Responsibility course as a national exemplar in teaching engineering ethics. Professor Smith holds a

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

by applying (b) an ability to design and conduct principles of engineering, science, and experiments, as well as to analyze and mathematics. interpret data (2) An ability to apply both analysis and (c) an ability to design a system, component, synthesis in the engineering design process, or process to meet desired needs within resulting in designs that meet desired needs. realistic constraints such as economic, (3) An ability to develop and conduct environmental, social, political, ethical, health appropriate experimentation, analyze and and safety, manufacturability, and interpret data, and use engineering judgment sustainability

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech; Jonathan Grunert, Virginia Tech; Yousef Jalali, Virginia Tech; Stephanie G. Adams, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

such as ethics, and smoothing outlogistical challenges with the course should result in improved student learning.IntroductionA new engineering course at a large land-grant university seeks to introduce non-engineers to theprofession via a combination of artistic endeavors, social science analyses, engineering designthinking, and community practice. The course introduces a new concept, “citizen engineering,”borrowed from a tradition of citizen science in which community members (“non-experts”)identify scientific questions and proceed through formal processes, such as participatory actionresearch, to systematically seek answers to their questions by defining and driving their ownprocesses of inquiry and analysis, sometimes but not always with

Conference Session

Civil Engineering Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey C. Evans P.E., Bucknell University; Michelle Oswald Beiler P.E., Bucknell University

Tagged Divisions

Civil Engineering

, religious, history, literature, fine arts, sociology, psychology, politicalscience, anthropology, economics, and foreign languages other than English or a student’snative language. Nontraditional subjects are exemplified by courses such as technology andhuman affairs, history of technology, and professional ethics and social responsibility. Coursesthat instill cultural values are acceptable, while routine exercises of personal craft are not.Consequently, courses that involve performance must be accompanied by theory or history of thesubject.I.C.3.d (2) (c) Subjects such as accounting, industrial management, finance, personneladministration, engineering economy and military training may be appropriately included eitheras required or elective courses

Conference Session

Division Experimentation & Lab-Oriented Studies: Pedagogy of Lab-Oriented Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natacha Depaola, Illinois Institute of Technology; Roberto Cammino, Illinois Institute of Technology; Bonnie Haferkamp, Illinois Institute of Technology; Paul R. Anderson, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology; Jamshid Mohammadi, Illinois Institute of Technology; Fouad Teymour, Illinois Institute of Technology

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

engineering departments to ensure that the course broadly meets the needs andexpectations across engineering disciplines. An ABET-style syllabus was also developed toidentify the student outcomes for the course and to help each engineering department understandhow they could use the course to support student outcomes a-k (Appendix). This course provided Page 26.651.4broad coverage of many ABET student outcomes since we included topics such as engineeringand research ethics and communicating research findings, in addition to the research processitself. The course is open to all engineering students and does not have prerequisites; however, itis a 400

Conference Session

Concurrent Paper Tracks Session II Outreach

Collection

2016 ASEE International Forum

Authors

Paul John Ackerman Jr P.E., Virginia Military Institute; Tim Moore P.E., Virginia Military Institute; Tyler Adam Brickles

Tagged Topics

International Forum

. structures to achieve a civic aim. civic aim.There are actually several rubrics that could be added to assess an ISLPs in addition to civicengagement. AACU encourages users to also consult three other rubrics: Global Learning;Intercultural Knowledge and Competence; and Ethical Reasoning. These rubrics are provided inthe appendix12.Due to the months of planning to address all the constraints of an ISLP and the student outcomesof developing student leadership and collaborating with other project stakeholders a rubricassessing the rigor of teamwork would also be very desirable. With four rubrics to draw fromthe AACU assessment rubrics appear to be very useful. However, for the sanity of the facultyadvisors who develop these programs and

Conference Session

Transdisciplinary Perspectives on Engineering Engagement with Community

Collection

2018 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University, San Luis Obispo; Carol J. Thurman, Georgia Institute of Technology

Tagged Divisions

Community Engagement Division

advocating ashift from a sole focus on student outcomes, we call attention to outcomes 4 and 5, which reflectsystem-level abilities, “An ability to recognize ethical and professional responsibilities inengineering situations and make informed judgments, which must consider the impact ofengineering solutions in global, economic, environmental, and societal contexts; An ability tofunction effectively on a team whose members together provide leadership, create a collaborativeand inclusive environment, establish goals, plan tasks, and meet objectives.” Transdisciplinarylearning mirrors an authentic setting of “real world” engineering practice.Table 1. New Accreditation Board on Engineering and Technology (ABET) student outcomes. An ability

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Margaret Huyck, Illinois Institute of Technology; Daniel Ferguson, Illinois Institute of Technology; Rachel Wasserman, Illinois Institute of Technology IPRO Program

Tagged Divisions

Educational Research and Methods

teamworkskills, improving communication and project management skills, and practicing ethical behavior.All undergraduate students must participate in at least two semester-long three credit hourprojects. Projects vary widely in focus, including Service Learning, Entrepreneurial, ProductDevelopment and others; some projects have participating external sponsors. We are collectingdata on ca. 36 - 40 teams each semester, enrolling approximately 400 students.We have developed several strategies for assessing teamwork effectiveness: (1) a self-assessmentof the extent to which each student feels that they have developed teamwork competencies, (2) aKnowledge Test of teamwork concepts drawn from the vast literature on teamwork, (3) a TeamExcellence and Trust

Conference Session

Using Teams, Seminars & Research Opportunities for Retention

Collection

2006 Annual Conference & Exposition

Authors

Carolyn Vallas, University of Virginia; Anaïs Miodek, University of Virginia; Larry Richards, University of Virginia

Tagged Divisions

Women in Engineering

regular meetings to discuss the progress in theirexperiments, being included in the day-to-day workings of the laboratory and are notencountering personal conflicts. These meetings are scheduled by the CDE on an individual andgroup basis.Four-Part StructureThe program was restructured to include an ethics course in 2001 when NSF fundingsupplemented the contributions from industry. The four main components of the REU are allcritical to providing participants with a balanced experience. The four components are:independent laboratory research; an ethics course; a Weekly Meeting Series; and a WeekendExcursion Series. The benefits of each activity be discussed separately as well as the synergisticeffects of these components working together. Figure 1

Conference Session

Teaching Teaming Skills Through Design

Collection

2003 Annual Conference

Authors

Jane Reel; Christine Allard; Deborah Kaminski; Linda McCloskey

-minute work habits. Perceivers see Judgers as inflexibleand up-tight. Through discussion, students see the value of having both types on a team.Each preference is effective given the right circumstances and each contributes to thesuccess of the team.7. Values and Ethical Decision Making In the final weeks of the course, discussion centers on values and on how valuesinfluence team performance. Students typically struggle with this topic. Theyacknowledge that each individual has different values, but they do not understand howvalues relate to engineering design. Values are not inborn, but are developed over time.Students are introduced to the stages of values development: acceptance, preference, andcommitment. Then the instructor introduces

Conference Session

Retention of Women Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley; Eli Patten, University of California, Berkeley; Ryan Shelby, University of California, Berkeley; Farzana Ansari, University of California, Berkeley; Lisa A. Pruitt, University of California, Berkeley

Tagged Divisions

Women in Engineering

professional andleadership skills are usually learned the hard way – through experience in the workplace as aprofessional engineer3. The importance of these attributes is also underlined by its closealignment with the skills delineated by ABET28. The skills outlined by ABET are (a) an abilityto apply knowledge of mathematics, science, and engineering; (b) an ability to design andconduct experiments, as well as to analyze and interpret data; (c) an ability to design a system,component, or process to meet desired needs within realistic constraints such as economic,environmental, social, political, ethical, health and safety, manufacturability, and sustainability;(d) an ability to function on multidisciplinary teams; (e) an ability to identify, formulate

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University; Siddika Selcen Guzey, University of Minnesota, Twin Cities; Corey A Mathis, Purdue University; Kristina Maruyama Tank, Iowa State University; Emilie A. Siverling, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

on current issues and vice versa.Ethics Students should consider ethical situations inherent in the practice of engineering.Teamwork (Team) In K-12 engineering education, it is important to develop students’ abilities to participate as a contributing team member.Engineering Communication Communication is the ability of a student to effectively take in Page 24.555.4(Comm-Engr) information and to relay understandings to others in an

Conference Session

Introduction to Engineering: The Present State

Collection

2003 Annual Conference

Authors

Stephanie Velegol; Ronald Ziemian; Richard Zaccone; Richard Kozick; James Baish; Margot Vigeant

which students used the engineering design process todesign a park. For the second and third segment, students were able to choose two of six quasi-major-specific seminars. Each three-week seminar had a class size around 33 students, a lab sizeof about 16 students, and featured a team-based hands-on project. Seminar titles included:Engineering Athletics, Programming a Computer, Green Engineering, Flinging Things, PastaTowers and Digital Logic Design. Not only did these seminars allow a smaller classroom settingand more in-depth study, we found that it provided an opportunity for both students and facultyto take ownership of the course. The final section was also taught in the large classroom settingand centered on ethics and professional

Collection

2000 Annual Conference

Authors

Phillip R. Rosenkrantz

would be a candidate for eliminationby the campus administration.Phase II - Program Objectives and Outcomes - The current IME Department MissionStatement was developed in 1994 during participation in campus-wide strategic planning. : Page 5.685.31. To serve the university, the community, and our alumni by offering ABET accredited degree programs and courses that prepare students for study at both the undergraduate and graduate level.2. To teach sound engineering principles, ethics and theory supported with significant classroom, laboratory and industrial experiences to a diverse student population. Our goal is to

Conference Session

Transgression, Conflict, and Altruism

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Hladik, University of Manitoba

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

respond to the complex ethical, social, political, andenvironmental challenges of today, they may begin to eschew traditional case studies that portrayengineering as objective and apolitical. In this way, they may begin to “transgress” againstdominant views of engineering that can limit students’ critical thinking and engagement withsocio-political issues within engineering contexts. Liberatory pedagogy also disrupts the statusquo of power dynamics and practices in the postsecondary classroom, opening up space for newclassroom activities and assessments that create a more collaborative and equitable learningenvironment [1].In this paper, I explore the redesign of an undergraduate engineering technology and societycourse in relation to the idea of

Collection

2013 GSW

Authors

Ronald E. Barr

needed. (d) ability to function on multi-Programs are free to define their own SOs, but disciplinary teamsthey must be mapped to the ABET a-k. In (e) ability to identify, formulate,addition, there should be a clear relationship and solve engineering problemsshown between the program SOs and the program (f) understanding of professionalPEOs. The PEV will be paying close attention to and ethical responsibilitythe assessment and evaluation procedures used to (g) ability to communicatedocument that the SOs are being achieved. This is effectivelyprobably the most critical aspect of the entire (h) broad educationABET

Collection

2017 ASEE Midwest Section Conference

Authors

nurturethe essential relationship between science and the law. Hence, many of the professional guidelines in the science and engineering fields call for adherence to objective analyses and reporting.However, attorneys’ expectations for expert witnesses may, at times, conflict with engineering ethics. Undergraduate engineering students participated in an expert witness role play scenariodesigned to foster experiential learning in ethical conduct. Students prepared a legal report based on their analyses of a hypothetical vehicle crash scenario. A panel of role playing attorneysthen interviewed the students as potential expert witnesses in a civil lawsuit concerning the crash. The research team, which included an expert crash reconstructionist and

Collection

2007 ASEE Midwest Section Conference

Authors

William A. Kline; Thomas Mason

needs within realistic c constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability 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 the broad education necessary to understand the impact of engineering solutions in a global, h economic, environmental, and societal context i a recognition of the need for, and an ability to engage in life-long learning j a knowledge of contemporary issues an ability to use the techniques, skills, and

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Felicity Bilow, Clarkson University; Jan DeWaters P.E., Clarkson University

Tagged Topics

Diversity

engineer [6], making it difficult for some students to staymotivated and to continue their engineering studies [7]. In addition, this lack of societalcontextualization causes engineering students’ social responsibility to decrease over the courseof their education [1, 8, 9]. Engineering is sociotechnical by nature; the design process involvestechnical and non-technical (social, economic, environmental, political, legal, cultural, ethical)factors that are simultaneously connected with one another [10-12]. Graduates should beprepared with sociotechnical problem solving skills to tackle the complex engineering challengesfacing the world today and in the future [13, 14]. Courses that approach engineering from asociotechnical framework may better

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jay McCormack, University of Idaho; Ashley Ater Kranov, ABET; Steven W. Beyerlein, University of Idaho, Moscow; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University

Tagged Divisions

Educational Research and Methods

prompted by a one page scenario that frames an interdisciplinary, complex, societalproblem related to engineering. Examples of scenarios include a discussion of the FukushimaDaiichi nuclear reactor incident and the use of offshore wind power. The student discussion isthen scored by an instructor using the EPS rubric. The EPS rubric assesses student performancethrough indicators associated with an ability to function on multidisciplinary teams,understanding of professional and ethical responsibility, ability to communicate effectively,understanding of the impact of engineering solutions, recognition of and ability to engage in life-long learning, and knowledge of contemporary issues.Collaborators from ABET, Norwich University, University of Idaho

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F Freeman, Northeastern University

Tagged Divisions

First-Year Programs

, undocumented lessons linked to values, ethics and beliefs, that is, the lessonsfrom the Unwritten Syllabus. These skills, frequently described as professional skills or softskills, are often discussed by both teachers and human resource personnel. Skills such ascreativity, motivation to learn, personal accountability and positive work ethic are not alwayssubject to defined teaching methods. There are clearly benefits to acquisition of professionalskills, but what methods and techniques provide paths to success in these skills? The UnwrittenSyllabus, if implemented correctly, may encompass many of these professional skills, includingintellectual curiosity, caring for others, honesty and ability to overcome obstaclesIn prior research on the Unwritten

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Liuying Gong, School of Public Affairs, Zhejiang University; Jingyuan Chen; Min Ye, Zhejiang University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

by AI has made AI literacy a crucial competency forindividual development, turning its cultivation into a “human issue [3].” This need isparticularly urgent for higher education students [4], as industries worldwide require top talentswith AI literacy to drive the intelligent transformation of business processes and products,while making trustworthy and ethical decisions [5]. In response, students are calling for AIliteracy to be integrated into their higher education curricula to better prepare for the challengesof the intelligent era and future careers. For instance, a survey on the use of generative AIamong undergraduates [6], found that students most commonly recommended offering relevantcourses and lectures, with a particular focus on

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

instructors at four Canadianinstitutions.Although there is research on engineering ethics education3,4,5,6, there is a gap in examining howengineering instructors view the inclusion of ethics and the other hallmarks of STSE in their ownteaching. This research was designed to help fill this gap in the field, focusing on three keyresearch questions: (1) How do undergraduate engineering instructors describe their teachinggoals and practices?; (2) How do undergraduate engineering instructors describe their teachinggoals and practices with respect to exploring the relationship between engineering, society andthe environment (i.e. STSE)?; and (3) What are the specific challenges or enabling factors inexploring the relationship between engineering, society

Conference Session

CANCELLED: Track 5: Technical Session 5: Hiring Practices to Build a Diverse Team at Wakr Forest Engineering: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

). Addressing these challenges requiresstrategic planning, leadership, ongoing training, ethical decision making, and a genuine effort tocreate an inclusive culture. The purpose of this paper is to highlight some of the strategies usedin building Wake Forest Engineering and what has now become one of the most diverseacademic units on the Wake Forest University (WFU) campus and the highest ranked (US NewsReport 2023) academic unit on campus. Despite WFU being a predominantly white institution,Wake Forest Engineering as one of the newest academic units on campus adopted hiringpractices that enabled the hiring of a very diverse engineering faculty team – over 50% femalefaculty, 25% racial and ethnic diversity, engineering disciplinary diversity, etc