Conference Session

Software Engineering Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, University of Cincinnati; Carla C. Purdy, University of Cincinnati

Tagged Divisions

Software Engineering Constituent Committee

Code of Ethics to class work (d, f).A few supplementary student learning outcomes are as follows:6. Identify and relate real-world/cooperative education experiences to coursework, and reflect on the connection between classroom learning and software engineering practice (i).7. Comprehend global software engineering concepts and challenges (a, h).Course DesignLectures: The course material primarily focuses on the first five Knowledge Areas (KAs) of theSoftware Engineering Body of Knowledge (SWEBOK)3: software requirements, design,construction, testing, and maintenance. While the remaining KAs are covered in a newlydeveloped upper-level course (CS 6028- Large Scale Software Engineering), a brief introductionis given to a few topics such as

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Brett Tempest, University of North Carolina, Charlotte; Miguel A. Pando, University of North Carolina, Charlotte

Tagged Divisions

Community Engagement Division

attitudes and perceived learningopportunities (research question 3).Description of Study Abroad Experience The study abroad course was developed in conjunction with the institution’s Engineerswithout Borders chapter. Students participating in the experience completed a total of four credithours – three hours for an interdisciplinary course entitled Engineering for DevelopmentWorkers, and one hour for a structural or geotechnical engineering laboratory course. Prior to thetrip, participants attended a seminar series which included four half-day sessions led by subject-matter experts from other academic departments, including Development Patterns in LatinAmerica, The Ethics of Assistance, Technical Challenges in Development, and Social

Conference Session

Instructional Technology

Collection

2003 Annual Conference

Authors

Norb Delatte

Session 2215 Using Failure Case Studies in Civil Engineering Courses Norbert J. Delatte Associate Professor, Department of Civil and Environmental Engineering, The University of Alabama at BirminghamAbstractThe study of engineering failures can offer students valuable insights into associated technical,ethical, and professional issues. Lessons learned from failures have substantially affected civilengineering practice. For the student, study of these cases can help place design and analysisprocedures into historical context and reinforce the necessity of

Conference Session

Trends in Mechanical Engineering

Collection

2003 Annual Conference

Authors

Amir Karimi

presentations (includingvisuals). Discussions in engineering ethics and selected case studies are integrated in this course.Students are also introduced to machine shop operation and assignments are given for fabricationof mechanical system components. The selected project itself is then completed in ME 4813-MEDesign Project.The local industry representatives are invited to provide design topics and sponsor projects.Several manufacturing companies and consulting firms have responded positively and activelyparticipated in funding and mentoring several capstone design projects. Engineers employed bythese companies have served as project mentors and participated in evaluating the final reportsand oral presentations. The industrial participation in our

Conference Session

Computer Science-related Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; G.B. Cazes, Cyber Innovation Center; JoAnn M. Marshall, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

. The total immersive experience was aimed at high school teachers and theirstudent teams. The culminating week-long residential camp exposed student participants tomultiple topics of cyberspace including: history of cyberspace, ethical and social issues,applications, and the need for and use of security in cyberspace.Similar to Cyber Discovery, where the focus is on building relationships between university andhigh school faculty; Junior Cyber Discovery is a collaboration between teams of STEM andhumanities teachers at the high school and middle school levels. Junior Cyber Discovery modelengages middle school students. Page

Conference Session

Technological Literacy - Courses, Educational and Accreditation Standards

Collection

2010 Annual Conference & Exposition

Authors

John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

Engineering - Technological Careers: What to Expect in Today's Environment - Getting to that Career: Surviving a Technological Major in College - Technological Problem-Solving - Overview of the History of Technology - Ethics and TechnologyAt the end of this course, students should have met the following learning outcomes: - have an understanding of engineering, engineering technology, and areas of technology, - be able to solve basic technical problems using tools covered in this course, along with being aware of the limitations of the results, and - through a discussion of topics from the history of technology and of issues in technological practice, students are exposed to the product development

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Anna Pereira, Michigan Technological University; Michele Miller, Michigan Technological University; William Helton, Michigan Technological University; Leonard Bohmann, Michigan Technological University; Chris VanArsdale, Michigan Technological University

Tagged Divisions

Educational Research and Methods

males.IntroductionAn important consideration for curriculum change and improvement is to identify the desirableattributes of a graduating engineer. While calling for significant reforms in engineeringeducation, the National Academy of Engineering (NAE) recommends the Engineer of 2020have: strong analytical skills; practical ingenuity; creativity; communication; business andmanagement knowledge; leadership; high ethical standards and professionalism; dynamism,agility, resilience, and flexibility; and the habit of lifelong learning1. Other organizations havedeveloped similar lists. For example, in a study pertaining to computer science majors,employers and teaching staff rated the following attributes as highly important: analysis skills,application of

Conference Session

Engineering Technology Progress Reports: Part I

Collection

2010 Annual Conference & Exposition

Authors

Maureen Valentine, Rochester Institute of Technology; Carol Richardson, Rochester Institute of Technology

Tagged Divisions

Engineering Technology

descriptions, graduate education, licenses or certifications, and professional societymemberships. The 2002 RIT survey asked additional questions on technical skills andknowledge preparation, communication skills, and ethics education in the RIT ET programs forassessment of PEOs, along with questions on the three most useful and least useful courses whileearning their degree at RIT, areas where more or less emphasis should be placed within theprogram, and whether they would be interested in graduate studies at RIT, and in what discipline.These additional questions were continued in the 2009 survey.In order to provide some background, RIT baccalaureate programs in Electrical EngineeringTechnology (EET), Mechanical Engineering Technology (MET), Civil

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Norb Delatte P.E., Cleveland State University

Tagged Divisions

First-Year Programs

Louisville.Case studies tie together technical, ethical, and procedural aspects of engineering and requirestudents to undertake higher order thinking in order to synthesize the relevant issues. Casestudies require students to synthesize the facts and engineering principles they have learned. Amajor objective of the case studies is to expose students to some aspects of the modern practiceof engineering, namely: teamwork, problem and data analysis, design creation, presentation anddefense of a designed solution, and professional ethics. In the fabric of a first year course, wherestudents do not have existing engineering principles to build upon, case studies help introducethe engineering profession, teamwork, critical thinking, and presentation of

Conference Session

The Designer of 2020: Innovations in Teaching Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kevin G. Sutterer, Rose-Hulman Institute of Technology; Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Michael Robinson P.E., Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

Sustainable Development (ASCE, 2010). This was a renewal of Page 25.1504.2commitment by the civil engineering profession. Even the Code of Hammurabi identified over3,500 years ago the responsibility of builders to their clients, and in 1963 the ASCE Code ofEthics stated a fundamental canon of its Code of Ethics was the engineer’s responsibility for thehealth, safety and welfare of the public (Vesilind and Gunn, 1998). Vesilind and Gunn (1998)also remind us the 1977 code of ethics included the following statement: “Engineering should becommitted to improving the environment to enhance the quality of life.” Even so, formallyrecognizing the commitment for

Conference Session

Implementing the BOK - Can it Be Done?

Collection

2005 Annual Conference

Authors

Doug Schmucker, Trine University; Shane Palmquist, Western Kentucky University

programs implements the project-based mission in a differentway. The mechanical engineering program has a design course at each level (first-year, second-year, etc.) with students receiving instruction and practice in design, communication, computertools, and ethics. In addition, other courses integrate projects directly into the course delivery.5The project-based mission in the civil engineering program is seen primarily via studentdeliverables rather than in the organization or description of the curriculum. In most courses,students work in either formal or informal group structures. Deliverables typically requireprofessional style formats. Students also see the project-based emphasis through case studies.Projects are often selected so that

Conference Session

Capstone/Design Projects: Electr-Mech ET

Collection

2005 Annual Conference

Authors

Clifford Mirman

of social impact and ethical considerations • Development of projects which are relatively inclusive of skills learned in programIn addition to the department faculty, the Departmental Manufacturing and ElectricalIndustrial Advisory Boards were asked to assist in developing this important course. As theadvisory board discussions progressed, some important additional goals started to emergelike requiring the student teams to make many presentations and reports as well as the needto have some industry interaction, application of economic analysis, and goal setting andtracking by all of the teams. Once the basic goals were developed, the course had to be structured, and the author,as department chair, was placed in charge of this

Conference Session

Tricks of the Trade: The Tenure Process

Collection

2004 Annual Conference

Authors

Roli Varma

appliedwith judgment to develop ways to use, economically, the materials and forces of naturefor the benefit of mankind”. This definition shows that the subject matters of engineering Page 9.1295.4are technical objects and not people. Engineering is not involved with social, ethical, Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Educationeconomic, and political aspects of life and thus do not need to critique accepted normsand values for which academic freedom has been justified.The same definition also shows non-technical

Conference Session

Teaching about New Materials

Collection

2004 Annual Conference

Authors

Mel Mendelson

Session 1464 Teaching and Evaluating a New Nanotechnology Undergraduate Course Mel Mendelson, Gary Kuleck, Jeff Sanny, John Bulman, James Roe, Nazmul Ula, Rafiq Noorani, and John Stupar Loyola Marymount University, College of Science and Engineering, Los Angeles, CA 90045AbstractDuring 2003, a new sophomore-level course was developed – Introduction to Nanotechnology.Our new course was team-taught by faculty in the basic sciences, engineering and ethics, and itwas oriented toward biological applications. The enrolled students were science and engineeringmajors. The course was

Conference Session

DEED Poster Session

Collection

2004 Annual Conference

Authors

Richard Vaz

ECE design project reports consistentlyrevealed that design content was consistent with WPI’s and ABET’s expectations, reviewers alsonoted that some considerations of the design process—for example safety, reliability, aesthetics,ethics, and social impact—were not evident from the report documentation. Similarly, notenough reports revealed appropriate use of simulation and design analysis steps, or consistentlymade clear how students synthesized designs from user requirements, design criteria, andtechnical specifications. These shortcomings were in some cases exacerbated by students’ lackof experience in applying fundamental principles in the context of the design process.The faculty concluded that a formative ECE design experience could

Conference Session

TYCD 2002 Lower Division Initiatives

Collection

2002 Annual Conference

Authors

Joseph Cecere

) Design Principles and Practice, and 4) Business Management.The General Education category consists of the socio-humanistic and communicationssubjects. For example, subjects such as English composition, speech, technical writing,history, geography, psychology, and ethics were common among the criteria. TheMathematics and Science category consisted of common subject areas as algebra,trigonometry, analytic geometry, pre-calculus and calculus. The Design Principles andPractice category subjects were very wide spread with common design and technical courses.These courses included construction design principles, construction practices, strength ofmaterials, statics, hydraulics, drafting and plan reading, specifications, estimating, scheduling,bidding

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Moiez Tapia

discipline. Two tests currentlyused for engineering graduates are the EIT (Engineer in Training) and the PE (ProfessionalEngineer) examinations, administered by NCEES at Clemson University. The degreeless personsshould be required to pass these tests. Accredited programs require 18 credits of humanities and social sciences for a bachelor’sdegree in engineering. As shown in Appendix III, the Code of Ethics adopted by NSPE 2 requiresa pledge from an engineer ‘to dedicate my professional knowledge and skill to the advancementand betterment of human welfare.’ ABET, ASEE and NSPE should decide whether the maturityin ethical, professional and other human aspects in the personality of a degreeless should also beconsidered while granting him/her the

Conference Session

Perceived Quality Engineering Education

Collection

2003 Annual Conference

Authors

Shelia Barnett; Joan Burtner

, ethics, teamwork, leadership, andmeeting skills; however, other EC2000 a-k outcomes such as global and contemporary issueswere not included in the survey. The Wankat, Oreovicz and Delgass19 results as well as those ofCanale, Cates, and Duwart8 indicate that students' non-course activities such as co-ops andinternships offer a very good opportunity for students to develop their soft skills.The Mercer University School of Engineering (MUSE) supports industrial experience as anapproach to learning. We know that practical experience adds relevance to the student’seducation and will fortify their learning process. To help facilitate this process, learningobjectives were developed for the Industrial Experience Program: to improve student

Collection

2001 Annual Conference

Authors

Edmund Tsang

such), because they focus primarily on engineeringdesign and only incidentally involve community service and therefore do not have thereflection component of service-learning. Pritchard and Tsang observe that “even forthose community-based design projects whose learning objectives match the objectivesof service-learning, the student self-reflection component, without which the full benefitsof service-learning are not realized, occurs more by happenstance than deliberatelystructured” [13]. They propose that these courses can reap the benefits of service-learning by integrating a structured reflection component based on engineering ethicsand social impacts of technology. They base their proposal on the fact that in theengineering codes of ethics

Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kenneth R. Leitch, West Texas A&M University; Rhonda B Dittfurth, West Texas A&M University; Freddie J Davis P.E., West Texas A&M University

Tagged Divisions

Liberal Education/Engineering & Society

communication skillsin the existing engineering curricula. Communication instruction has always been an important part of theuniversity education process but this current initiative strives to focus on the study and improvement of technicalcommunication skills throughout engineering coursework requirements. This reflects the need of employers forengineers with strong communication skills and the desire of our students to improve these skills. Three engineeringcourses have been targeted for the initiative: ENGR 1201 (Fundamentals of Engineering), ET 2371 (Metals andCeramics), and ENGR 1171 (Engineering Ethics). The first two courses have a laboratory component with writtenlaboratory reports and oral presentations while the third is a course created in

Conference Session

Construction Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yilmaz Hatipkarasulu, University of Texas, San Antonio; Suat Gunhan, University of Texas, San Antonio; Pardis Pishdad-Bozorgi, University of Texas, San Antonio; Jude W.P. Patin, University of Texas, San Antonio

Tagged Divisions

Construction

content.The multi-level outcomes assessment presented in this paper uses a simplified approach toinclude the following categories:  Construction Body of Knowledge o Quantity Take –Off and Estimating o Planning and Scheduling o Industry Methods and Practice  Professional Ethics  Written and oral CommunicationsThis simplified list provides the opportunity to collect and compile the information in amanageable scale while providing a global view. The learning outcomes assessment ofindividual courses provide a detailed review with 64 individual objectives which are thenprocessed under the same simplified list. The 64 individual objectives address all required ACCE

Conference Session

Educating Students for Professional Success

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joy Watson, University of South Carolina; Jed S. Lyons, University of South Carolina

Tagged Divisions

Graduate Studies

extent they were interested in each technique. The initial draft of the survey wasreviewed by a content review panel, which consisted of a senior mechanical engineering studentand an electrical and computer engineering freshman. The final survey was created with ClassClimate®, an online survey tool.The first part was based upon a list of skills seen in Table 1. This list was developed in previousresearch through a review of advertised job solicitations for industry positions requiring anengineering Ph.D. 5, 13. The list of skills included technical skills, such as solving problems anddesigning experiments, and transferable skills (often referred to as soft skills) such ascommunication, teamwork, and professional ethics. The root for the first

Conference Session

Pedagogical Advancements in Engineering Management

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kathryn D. Abel, Stevens Institute of Technology; Anirban Ganguly, Stevens Institute of Technology

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

flexibility / agility 6 Failure in Knowledge Management 7 Failure in quantitative analysis 8 Economic / budgetary failure 9 Technology related failure 10 Systems Engineering management failure 11 Failure in engineering ethics Page 25.1090.5 After the important causes of failures were identified, as well as, activities critical to the EMdiscipline, the next stage was to map them to each other. This is exhibited in Table 2

Collection

2001 Annual Conference

Authors

Lance Schachterle

on at some length in I.C.3.d.(2) to justify this requirement in termsof: a) arguing for the importance of H/SS to both engineering and general education; b) “making engineers fully aware of their social responsibilities and [becoming] better able to consider related factors in the decision-making process”; c) enjoining that such courses be selected to “provide both breadth and depth and not [be] limited to a selection of unrelated introductory courses”; and d) defining both acceptable traditional H/SS areas of study (e.g., history, philosophy, economics, foreign languages), acceptable nontraditional subjects (“technology and human affairs, history of technology, and professional ethics and social

Collection

2001 Annual Conference

Authors

Thomas Kullgren; David Pape

• An understanding of ethical, regulatory and social responsibilities of public and private sector technical professionals Page 6.73.2“Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education”This program, called the Master of Science in Technological Processes, is targeted atindividuals with undergraduate degrees in science, engineering, computer science,mathematics, or engineering technology. The program requires 33 credits to completeand includes coursework in both technical (information technology, manufacturing,systems modeling

Collection

2000 Annual Conference

Authors

Terry Dwan; Kiriakos Kiriakidis; Jennifer Waters; George Piper

provide the student with a basic understanding of marinepollution – its principal causes, effects and means of remediation. Students also gainfamiliarity with environmental laws, ethics and economics as they pertain to the marineenvironment. Topical coverage includes chemical and biological considerations in waterquality; wastewater treatment and discharge; diffusion and dispersion in estuaries and oceanicenvironments; maintenance dredging and material disposal; engineering methods used toanalyze and mitigate the effects of marine pollution; and environmental ethics, economics andregulatory statutes.The course begins with an introduction to traditional environmental physics and chemistry,since most water pollution issues require an understanding

Collection

2001 Annual Conference

Authors

Vincent R. Canino; Lisa Milkowski

design team, and recognizing ethical, legal and social issues.Design course lecture content is related to issues the students can apply to their designs attheir particular educational level. For example freshmen and sophomores learn aboutliterature searching, keeping an engineering logbook, and conducting team meetings.Seniors learn about hazards associated with medical device design such as electrical,mechanical, radiological, and infection control issues. Additionally seniors learn aboutdesign for maintainability and reliability and codes, standards and regulations includingFDA compliance issues as they apply to engineering design.I. IntroductionThe Accreditation Board for Engineering and Technology (ABET) Engineering Criteria2000 states a

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Lee Kouo, The Johns Hopkins University; Jeanette Chipps, The Johns Hopkins University; Rachel Figard, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

instruction of specific lessons from Units 1 and 2of the e4usa curriculum. For this paper, Lessons 1 and 7 from Unit 1 and Lessons 1, 4, 6, and 7 from Unit2 were examined. These lessons emphasize the importance of engineering communication methods andthe continuous evolution of the definition of engineering and an engineer's role. They also highlightcollaboration within teams, addressing ethical considerations, understanding the broader applications ofengineering, and tackling societal challenges. A full description of the lessons, along with theirsubsequent learning outcomes and thread connections are detailed in Table 1.Table 1Overview of Analyzed Lessons from Units 1 and 2Unit and Name of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trini Balart, Texas A&M University; Jorge Baier, Pontificia Universidad Católica de Chile; Catalina Cortazar, Pontificia Universidad Católica de Chile; Kristi J. Shryock, Texas A&M University

Tagged Divisions

Educational Research and Methods Division (ERM)

artificial intelligence can be used in education in a creative and ethical way.Prof. Catalina Cortazar, Pontificia Universidad Cat´olica de Chile Catalina Cort´azar is a Faculty member in the engineering design area DILAB at the School of Engineering at Pontificia Universidad Cat´olica de Chile (PUC). Catalina holds a Ph.D. in Engineering Science with a focus on Engineering Education from PUC, an MFA in Design and Technology from Parsons The New School for Desing, an MA in Media Studies from The New School, and a bachelor’s degree in Civil Engineering, with a concentration in Structural Design.Dr. Jorge Baier, Pontificia Universidad Cat´olica de Chile He is an associate professor in the Computer Science Department

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy Hsiao, Memorial University of Newfoundland

Tagged Divisions

K-12 & Pre-College Engineering

Third Field 20 Second Field 15 First Field 10 5 0 Table 2: Fields of Engineering Named by RespondentsWhen the teachers were asked to list five characteristics, besides science and mathematicalaptitude, that students interested in engineering would possess, they listed initially: curiosity toknow, work ethic, problem solver, innovative, ability to manipulate mental models. Secondresponses included intuition, imagination, being technologically savvy, and having the ability towork in teams. Third responses included flexibility, ability