Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Brent K Jesiek, Purdue University, West Lafayette; Qin Zhu, Purdue University; Julia D Thompson, Purdue University, West Lafayette; Andrea Mazzurco, Purdue University, West Lafayette; Sang Eun Woo, Purdue University

Tagged Topics

Student and Curriculum Development

University Qin Zhu is a PhD student in the School of Engineering Education at Purdue University. His main research interests include global engineering education, engineering ethics, and philosophy of engineering and technology. He received his BS degree in material sciences and engineering and first PhD degree in philosophy of science and technology (engineering ethics) both from Dalian University of Technology (China).Ms. Julia D Thompson, Purdue University, West LafayetteAndrea MazzurcoProf. Sang Eun Woo, Purdue University Page 21.28.1 c American Society for Engineering Education, 2013

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Ashley Ater Kranov, ABET, Inc.; Rochelle Letrice Williams, ABET; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology

Tagged Topics

Student and Curriculum Development

simultaneously. This method has been used across the college since 2006,resulting in a dedicated community of 40+ engineering faculty using direct assessment toevaluate the efficacy of their own programs, and to plan and implement improvement at bothcourse and program levels. The Engineering Professional Skills Assessment (EPSA) is the onlydirect method for teaching and measuring these skills simultaneously in the literature; thetechnical paper describing Year 1 implementation of the method won the 2008 ASEE BestOverall Conference Paper Award5 . Table 1.ABET Criterion 3 Professional Skills Student Learning Outcomes 3d Ability to Function on Multidisciplinary Teams 3f Understanding of Professional and Ethical Responsibility 3g Ability to Communicate

Conference Session

Track 4 - Session II - Student and Curriculum Development II

Collection

2013 ASEE International Forum

Authors

Megan Elizabeth Sharp, IUPUI School of Engineering and Technology; Alison L. Stevenson, Indiana University-Purdue University Indianapolis

Tagged Topics

Student and Curriculum Development

outcomes for theirstudents, and build a curriculum to meet these expectations. This series of courses addresses atleast three of these outcomes directly: • An understanding for professional and ethical responsibility • The broad education necessary to understand the impact of engineering solutions in a global societal context. • Knowledge of contemporary issues.An understanding for professional and ethical responsibility: This curriculum is designed toprovide engineering and technology students with a broad understanding of ways to apply theirdegrees. Not only will they set the application of their degree on a global scale, but they willalso be introduced to ways their degree