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Displaying results 1 - 30 of 683 in total
Conference Session
New Learning Paradigms I
Collection
2010 Annual Conference & Exposition
Authors
Nora Siewiorek, University of Pittsburgh; Larry Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Kara Santelli, University of Pittsburgh
Tagged Divisions
Educational Research and Methods
AC 2010-1586: ENGINEERING, REFLECTION AND LIFE LONG LEARNINGNora Siewiorek, University of Pittsburgh Nora Siewiorek is a graduate student in the Administrative and Policy Studies department in the School of Education at the University of Pittsburgh where she also received her MS in Information Science. Her research interests include: engineering education and educational assessment and evaluation. Her K-12 outreach activities are organizing a local science fair and a hands on workshop in nanotechnology. Her other research interests are: higher education administration, comparative and international education.Larry Shuman, University of Pittsburgh Larry J. Shuman is Senior Associate
Conference Session
NSF Grantees Poster Session
Collection
2010 Annual Conference & Exposition
Authors
Robert Gerlick, Washington State University; Denny Davis, Washington State University; Shane Brown, Washington State University; Michael Trevisan, Washington State University
AC 2010-1014: REFLECTIVE PRACTICES OF ENGINEERING CAPSTONEDESIGN TEAMSRobert Gerlick, Washington State UniversityDenny Davis, Washington State UniversityShane Brown, Washington State UniversityMichael Trevisan, Washington State University Page 15.1025.1© American Society for Engineering Education, 2010 Reflective Practices of Engineering Capstone Design TeamsABSTRACTReflection is widely understood as a critical component of learning, especially learning fromexperience. Effective professionals learn from experiences and use this knowledge whenencountering similar or more complex problems. The engineering capstone design courseprovides an excellent opportunity for
Conference Session
NSF Grantees Poster Session
Collection
2010 Annual Conference & Exposition
Authors
Jacquelyn Kelly, Arizona State University; Aaron Graham, Arizona State University; Andrea Eller, Arizona State University; Dale Baker, Arizona State University; Amaneh Tasooji, Arizona State University; Stephen Krause, Arizona State University
instructorin the classroom. These types of misconceptions may impede student learning just as topicalmisconceptions do. In this research, we redefine the role of student and instructor, as well as howstudents can reflect on their progress in learning. They are informed of the need for their shiftingof self image from dependent passive learner in the classroom to an independent, well-spoken,reflective learner. In doing so, learning, attitude, and student retention can be improved.Overall, daily reflections provide formative feedback to the instructor and allow reflection onteaching and pedagogy. Students can self regulate, or monitor their learning. Students can reflecton their role in class see they are active participants in their learning. We report
Conference Session
Liberal Education for 21st Century Engineering
Collection
2010 Annual Conference & Exposition
Authors
John Heywood, Trinity College Dublin
Tagged Divisions
Liberal Education
AC 2010-1296: "BRIEF ENCOUNTER:" A REFLECTION ON WILLIAMSPROPOSALS FOR THE ENGINEERING CURRICULUMJohn Heywood, Trinity College Dublin Professorial Fellow Emeritius of Trinity COllege Dublin (Ireland. Formerly Professor of Education and Chair Department of Teacher Education.Has published over 50 papers on topics related to engineering and technological education and several books. His book "Engineering Education; Research and Development in Curriculum and Instruction" received the best reseach publication award of division i (professional) of the American Educational Research Association in 2005. previously he has been awarded a premium of the Education, Science and Technology division of the
Conference Session
Exemplary Outreach Programs
Collection
2010 Annual Conference & Exposition
Authors
Kimberly Edginton Bigelow, University of Dayton
Tagged Divisions
K-12 & Pre-College Engineering
AC 2010-27: REFLECTIONS OF COLLEGE STUDENTS PROMOTINGENGINEERING THROUGH BIOMECHANICAL OUTREACH ACTIVITIESINDICATE DUAL BENEFITSKimberly Edginton Bigelow, University of Dayton Kimberly Edginton Bigelow is an assistant professor in the Department of Mechanical and Aerospace Engineering at the University of Dayton in Ohio. Her concentration is in biomechanical engineering. She teaches freshmen design, engineering experimentation, and a senior elective course in biomechanical engineering. One of her major interests is engineering outreach, particularly connecting college engineering students to K-12 outreach opportunities
Conference Session
Laboratory Development in ECE
Collection
2010 Annual Conference & Exposition
Authors
Kejia Li, Kansas State University; Steve Warren, Kansas State University
Tagged Divisions
Electrical and Computer
AC 2010-1595: A HIGH-PERFORMANCE WIRELESS REFLECTANCE PULSEOXIMETER FOR PHOTO-PLETHYSMOGRAM ACQUISITION AND ANALYSISIN THE CLASSROOMKejia Li, Kansas State University Kejia Li received his B.S. degree in Electronic and Information Technology and Instrumentation from Zhejiang University, China, in 2008. He is currently pursuing the M.S. degree in Electrical & Computer Engineering at Kansas State University. He works as a Research Assistant in Medical Component Design Laboratory with research interests in embedded system design, digital signal processing, and hemodynamics.Steve Warren, Kansas State University Steve Warren received a B.S. and M.S. in Electrical Engineering from Kansas
Conference Session
Technological Literacy and K-12 Engineering
Collection
2010 Annual Conference & Exposition
Authors
Steven Essinger, Drexel University; Ryan Coote, Drexel University; Pete Konstantopoulos, CAPA High School; Jason Silverman, Drexel University; Gail Rosen, Drexel University
Tagged Divisions
K-12 & Pre-College Engineering
AC 2010-2013: REFLECTIONS AND MEASURES OF STEM TEACHING ANDLEARNING ON K-12 CREATIVE AND PERFORMING ARTS STUDENTSSteven Essinger, Drexel University Steve Essinger is a graduate student at Drexel University in Electrical and Computer Engineering. His research involves applying machine learning techniques to the study of microbial communities. He has designed bioinformatics computer laboratories and improved image processing laboratories for the K-12 classroom.Ryan Coote, Drexel University Ryan Coote graduated from Drexel University in 2009 with a BS in Electrical and Computer Engineering.Pete Konstantopoulos, CAPA High School Pete Konstantopoulos is a mathematics teacher at the Creative
Conference Session
Pedagogy and Assessment in ECE II
Collection
2010 Annual Conference & Exposition
Authors
Rosalind Wynne, Villanova University
Tagged Divisions
Electrical and Computer
presentation demonstratesreflective activities that support the natural connection between the brain structure and thelearning cycle.2 Activities such as reviewing ideas in journaling exercises for a mathematicallyrigorous engineering course will be addressed. These techniques are often limited to design-courses that develop “soft-skills” in engineers. Conventional courses, however, subscribe totraditional teaching methods with fewer opportunities for student reflection. Examples ofunconventional reflective journaling activities employed in an engineering course that addressedmodern physics concepts and semiconductor material topics will be highlighted in this paper.The teaching and learning model for this course was based on the established theory of
Conference Session
Understanding and Measuring the Impact of Multidisciplinarity
Collection
2010 Annual Conference & Exposition
Authors
Scott Schaffer, Purdue University; Daniel Gandara, Illinois Institute of Technology; Xiaojun Chen, Purdue University; Margaret Huyck, Illinois Institute of Technology; Jill May, Illinois Institute of Technology
Tagged Divisions
Multidisciplinary Engineering
the basis identifyingmeasurement of these objectives across the four partner institutions. Section II represents apartial replication of research validating the CDTL framework. The emphasis in this study is onidentifying and measuring broad competencies as a function of doing cross-disciplinary teamwork. Thus, "cross-disciplinary" is defined in terms of team composition as in teams comprisedof multiple disciplines. The logic is then that measurement of such teams is a reflection of theteam's cross-disciplinarity.I. Development of cross-disciplinary team learning objectives and related self-efficacymeasuresMultiple theoretical perspectives are required to better understand how cross-disciplinary teamslearn and what interventions will support
Conference Session
Liberal Education for 21st Century Engineering
Collection
2010 Annual Conference & Exposition
Authors
Nadia Kellam, University of Georgia; Joachim Walther, University of Georgia; Tracie Costantino, University of Georgia; Bonnie Cramond, University of Georgia
Tagged Divisions
Liberal Education
experiences (See Figure 2). This reflects current knowledge about how people learn,highlighting the importance of connecting academic knowledge to real-life experiences.17Figure 2: Holistic student development through the concurrent integration of the curriculum with Page 15.776.4prior and current life experiencesThe main objective of the Synthesis and Design Studio Series is for students to develop a deepunderstanding of larger systems in which engineering is situated. Throughout the four years,students will develop an understanding within themselves of the interrelationships betweenengineering, social sciences, and humanities, thus reaching a high
Conference Session
Computer Education Innovations II
Collection
2010 Annual Conference & Exposition
Authors
Jessica Kuczenski, University of Notre Dame; Joshua Enszer, University of Notre Dame; Mark McCready, University of Notre Dame; Jay Brockman, University of Notre Dame
Tagged Divisions
Computers in Education
to play a more direct role in their personaldevelopment, 2) enable students to link together diverse parts of their learning, including theformal and informal curriculum, and allow for reflection and awareness of learning strategies andneeds, 3) encourage students to create a professional portfolio of their achievements, both fromthe classroom and beyond, with the ability to publicize their achievements as evidence for futureemployers, etc. and 4) offer the academic department a meaningful mechanism for accessingand organizing evidence of student learning. The e-portfolio also serves as a tool to makecommunication between students and advisors more efficient. Figure 1 illustrates the proposedNDeP project. Figure 1
Conference Session
Professional Graduate Education and Industry
Collection
2010 Annual Conference & Exposition
Authors
Norman Egbert, Rolls-Royce Corporation
Tagged Divisions
Graduate Studies
addresses the skills continuum in three main parts: a) Part I addressesthe Direct Leadership Skills and Actions required for Engineering Levels [1-3]; b) Part II addresses theOrganizational Leadership Skills and Actions required for Engineering Levels [4-6], and; c) Part IIIaddresses the Strategic Leadership Skills and Actions required for Engineering Levels [7-9]. The overallanalysis sets the foundation for building a coherent professional graduate curriculum and dynamiceducational process reflective of how experienced engineering professionals learn, grow, and create newtechnology in industry. This paper addresses Part III: the Strategic Leadership Function, Skills andActions that the engineer must learn and develop at Director of Engineering
Conference Session
Special Session: Impacts of Service in Engineering
Collection
2010 Annual Conference & Exposition
Authors
Linda Barrington, University of Massachusetts, Lowell; John Duffy, University of Massachusetts Lowell
Tagged Divisions
Educational Research and Methods
students participate in an organized service activity that meets identified communityneeds and reflect on the service activity in such a way as to gain further understanding of coursecontent, a broader appreciation of the discipline, and an enhanced sense of civic responsibility."(Bringle & Hatcher, 1995). Many past studies (e.g. Eyler and Giles, 1999) have shown service-learning to result in positive outcomes in cognitive and affective measures for students as well asbenefits to the community, faculty, and institution.Different embodiments of service-learning have developed in engineering in recent years. Directplacements in the community are utilized in the first year programs, such as at Cornell andVirginia Tech, for example. More often
Conference Session
NSF Grantees Poster Session
Collection
2010 Annual Conference & Exposition
Authors
Jiabin Zhu, Purdue University, West Lafayette; Jonathan Hicks, Purdue University; Monica Cox, Purdue University; Osman Cekic, Purdue University; Rocio Chavela Guerra, Purdue University
‟ instruction in engineeringlabs. Semi-structured interviews were conducted among five GTAs who were selectedpurposefully from an engineering lab, enrolling approximately 1800 students, to elicit GTAs‟self-reflections regarding their teaching philosophies, practices, and experiences in instruction.Content analysis was conducted to examine how GTAs engaged with the four elements of theHPL framework (i.e., knowledge-, learner-, assessment- and community-centeredness) withintheir engineering laboratories. Findings from our analysis offer an overall view of GTAs‟instructional practices in engineering labs and provide a general profile of GTAs‟ teachingrelated to the HPL framework. This profile may be used for the future training and evaluation ofGTAs to
Conference Session
Design in BME Education
Collection
2010 Annual Conference & Exposition
Authors
Nur Ozaltin, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh
Tagged Divisions
Biomedical
projects. The data consisted of twice weekly reflections of the activities that studentteams engaged in during their design process, as well as open-ended comments about theirdesign progression. This data was then collapsed into Dym’s model from which empiricalassociations were made between the various stages. Coupled with the teams’ open-ended weeklyreflections, we were able to identify educational patterns that potentially lead to higher or lowerquality designs. Based on their final artifact, teams were judged to be innovative or non-innovative. We found that differences exist between those teams innovative non-innovativeteams. This paper reports these findings.IntroductionInnovation is highly important as competition between companies and
Conference Session
Pedagogy and Assessment in ECE
Collection
2010 Annual Conference & Exposition
Authors
Gordon Skelton, Jackson State University; Wei Zheng, Jackson State University; HuiRu Shih, Jackson State University; Evelyn Leggette, Jackson State University; Tzusheng Pei, Jackson State University
Tagged Divisions
Electrical and Computer
ENGINEERINGIntroductionThe research reported in this paper reflects an effort to enhance student self-awareness and toself-regulate their learning in a Special Topics Course taught during the fall semester at JacksonState University. The students were introduced to the concepts of software engineering,systems engineering and problem solving in support of a semester level project based upon smallteam dynamics. Emphasis was placed on monitoring the students’ feedback on a number ofissues related to self-regulated learning concepts of motivation, study techniques, self awarenessand metacognition. The primary purpose of the research was to attempt to understand andmentor junior and senior level students in computer engineering in regard to their learning andstudy
Conference Session
NSF Grantees Poster Session
Collection
2010 Annual Conference & Exposition
Authors
Jenefer Husman, Arizona State University; Jonathan Hilpert, Indiana University-Purdue University, Fort Wayne; Katrien Kraft, Arizona State University; Laura Baughman, Indiana University Purdue University Fort Wayne
paths.2 Ourresults provide an initial qualitative description of how teachers promote constructivist, inclusivepractices such as knowledge building and collaboration during instruction and how the use ofthese teaching techniques – such as activating student prior knowledge, engaging students inlearning activities, and promoting reflection – might relate to students use of learning strategiesand perceptions of a future career path.Theoretical FrameworkIn the fall of 2009 we began an evaluation of a professional development program at a largesouthwestern university in the United States designed to promote constructivist teachingpractices in freshman engineering classrooms. This program had the expressed purpose ofimproving engineering education
Conference Session
Aerospace Technical Session
Collection
2010 Annual Conference & Exposition
Authors
Moshe Barak, Ben-Gurion University of the Negev
Tagged Divisions
Aerospace
to monitor or control any aspect of cognition, forexample, memory, attention, communication, learning, or problem-solving.Metacognition is also about learners’ ability to set goals, consider the nature of a taskand reflect on their learning [7]. In the context of technology education, successfullearning also involves the intentional use of strategies, techniques or heuristics thatcan help in the process of problem-solving and invention.The motivational aspect of SRLT refers to students’ intrinsic satisfaction from beingengaged in challenging assignments and their self-efficacy beliefs about their abilityto accomplish a task [8]. According to Bandura’s [9] socio-cognitive theory, self-efficacy beliefs are determined by previous positive
Conference Session
NSF Grantees Poster Session
Collection
2010 Annual Conference & Exposition
Authors
John Krupczak, Hope College; Timothy Simpson, Pennsylvania State University; Vince Bertsch, Santa Rosa Junior College; Kate Disney, Mission College; Elsa Garmire, Dartmouth College; Seung Ki Moon, Pennsylvania State University
knowledge about this concept.• C å Capabilities: the course will develop capabilities in this cross-cutting concept that can be applied within the context of this technology topic area.• D å Decision-making: the course will enable decision-making within the context of Page 15.156.3 this cross-cutting areaA review of existing courses on technological literacy identified four common coursetypes.4,5 These are: (1) Technology Survey Courses (2) Technology Focus Courses (3) Technology Design Courses (4) Technology Critique, Assess, Reflect, Connect CoursesThese four models emerged from efforts to discern patterns that may exist in the
Conference Session
Technology-Enhanced Learning
Collection
2010 Annual Conference & Exposition
Authors
Eugene Rutz, University of Cincinnati
Tagged Divisions
Continuing Professional Development
-line Course to Help Engineers (Students and Professionals) Develop Interpersonal Skills – You’re Kidding, Right?AbstractAn on-line course was developed to serve the needs of specific learners. Course material ispresented using text, videos, and readings. Student interaction with the instructor is primarilythrough email while student-to-student interaction is facilitated using an on-line discussionboard. Assessments include reflective writings, on-line tests, and quantification of participationin the discussion board. Student evaluations indicate that the course is effective at enablingstudents to improve interpersonal skills and meet specific ABET program criteria. Evaluationsalso indicate that students consider the on-line learning
Conference Session
Pedagogical Developments in BME
Collection
2010 Annual Conference & Exposition
Authors
Randolph, Randy Hutchison, Randy Hutchison, Clemson University; John DesJardins, Clemson University; Lisa Benson, Clemson University
Tagged Divisions
Biomedical
” in the group tomake since of the data collected andobservations with the variousmeasurement devices. Throughdiscussion, report writing andpresentations, the students revise theirmental models to reflect their Page 15.1309.4understanding of the related concepts. Figure 1: Students became “experts” with particular technology to share with future groups.Activity DesignStudents were first divided into groups to become “experts” with a particular measurementdevice or technology (Figure 1). Each group did an activity which allowed them to explore thefunctionality
Conference Session
NSF Grantees Poster Session
Collection
2010 Annual Conference & Exposition
Authors
Stephen Krause, Arizona State University; Jacquelyn Kelly, Arizona State University; Dale Baker, Arizona State University; Amaneh Tasooji, Arizona State University
; 5) visual glossaries to foster spatial-visualconceptual definition and understanding; 5) open-ended, end-of-class reflection questions thatqueried student on their most interesting, muddiest, and takeaway points; and 6) homework withequation problems, graphing problems, sort-and-match worksheets and concept questions.Multiple assessments showed significant gains in conceptual knowledge and support of studentlearning. Details of results, analysis, conclusions and implications are presented and discussed inthe full paper.IntroductionMisconception research on atomic bonding has been done primarily from a physical scienceperspective. Traditionally taught in chemistry, students learn the nature of atomic bonds and howthey can be represented
Conference Session
Thinking, Reasoning & Engineering in Elementary School
Collection
2010 Annual Conference & Exposition
Authors
John Bedward, North Carolina State University; Eric Wiebe, North Carolina State University; Lauren Madden, North Carolina State University; James Minogue, North Carolina State University; Mike Carter, North Carolina State University
Tagged Divisions
K-12 & Pre-College Engineering
inquiry science we collapsed the three heuristics into 3phases: planning, observation and testing, and reflection and communication while highlightingwhere modeling is most useful in supporting student meaning making.In the planning phase of inquiry-based science, it is not apparent predictions can be representedin a preliminary model or that initial questions can be tested prior to conducting an investigationor solution. In the case of the engineering design cycle and graphic-based modeling, therepresentation and testing of preliminary ideas is encouraged. In the observation and testingphase the science investigation encourages recording of events and phenomena. The InformedDesign and graphic-based modeling approach encourages recording of
Conference Session
Professional Graduate Education and Industry
Collection
2010 Annual Conference & Exposition
Authors
Thomas Stanford, University of South Carolina
Tagged Divisions
Graduate Studies
. B ─ CONCEPTUAL SKILLS AND VISIONConceptual skills include handling ideas, thoughts and concepts. These include critical reasoning, creativethinking, and reflective thinking.Critical Reasoning Critical reasoning involves needs-finding, assessment of alternatives that satisfy theneed, and reflection on outcomes. In short, critical reasoning or creative problem solving is what effectiveengineer-leaders do. Experience plays an important role in critical reasoning because current bestpractices often are the starting point for exploration of alternatives to a problem. Experience allows theengineer-leader to judge the viability of current technologies and propose new solution to the problems athand. Reflection on past projects, the solutions to
Conference Session
Innovations in Materials Education
Collection
2010 Annual Conference & Exposition
Authors
Cindy Waters, North Carolina A&T State University; Stephen Krause, Arizona State University; Jacquelyn Kelly, Arizona State University
Tagged Divisions
Materials
enhance development of students' mentalmodels and are exciting advances for those teaching in this area because of ease ofimplementation and adaptation for different student populations. Implementation of theseactivities has the potential to lower the barrier to faculty participation in active learning. Themedia slogan “It’s so easy, a caveperson can do it” is the guiding principle behind thedevelopment of these activities. This paper will also present reflections of a diverse cross-section of teaching faculty and students for these classroom methods to highlight how thesepedagogical efforts may increase student self-efficacy for their technical learning. The researchquestion for this work is; "To what extent do student engagement activities
Conference Session
Innovative Instructional Strategies and Curricula
Collection
2010 Annual Conference & Exposition
Authors
John Schmeelk, Virginia Commonwealth University Qatar Branch; Jean Hodges, Virginia Commonwealth University Qatar Branch
Tagged Divisions
Mathematics
fororganizing experience and substantially strengthened the idea of using cross-curricularexpressive writing (in which the writer captures, investigates, and reflects upon his/her ideas) toenhance students’ learning (pp. 57-58).10 Throughout the 1980s and 1990s, Emig’s and Britton’swork became the basis for recognizing writing as a primary learning method. (For a morecomplete discussion of WAC history, refer to Chapter 5, “Writing to Learn,” of Reference Guideto Writing Across the Curriculum, by Charles Bazerman, et al.10)Three major goals for incorporating VCUR’s WAC program into VCUQatar’s project-directedapproach became • to develop students’ metacognition about their learning and thinking processes, • to convince students that using knowledge
Conference Session
Teams and Teamwork in Design
Collection
2010 Annual Conference & Exposition
Authors
Senay Purzer, Purdue University
Tagged Divisions
Design in Engineering Education
observing all teams when teaching and providing feedback on theirprocesses, a metacognitive structure was used to engage students in self reflection and groupprocessing. The MERIT kit has three key components that are designed to address commonchallenges we face in teaching and assessing collaborative learning and teaming skills. Thesethree components are: (a) “Vicarious Learning Experiences” using case study videos (e.g., PBSDesign Squad clips) along with group processing with MERIT cards, (b) the “I Know My TeamMembers” document, and (c) a “Performance Assessment Task” used for pre and postevaluation. Next steps, in the validation of the MERIT kit, is wide dissemination and evaluationof the kit in supporting individual student learning.Factors
Conference Session
Design Projects across the Curriculum
Collection
2010 Annual Conference & Exposition
Authors
Kimberly Warners, Western Michigan University; Britney Richmond, Western Michigan University; Adam Eaton, Western Michigan University; Andrew Kline, Western Michigan University; Betsy Aller, Western Michigan University; Edmund Tsang, Western Michigan University
Tagged Divisions
Design in Engineering Education
. With experiential education,young students have the opportunity to learn by doing in-class experiments. The goal of theWestern Michigan University (WMU) student team was to design and construct an apparatus tobe used in a K-12 classroom that properly displays the properties of light as they occur in nature.The reflection, refraction, transmittance and absorption properties of light are recurrently shownin textbooks as if they occur individually, while in reality they occur simultaneously. Based onthe expressed need of a local middle school teacher for such a device, the team drafted designs asan assignment in an entry-level freshman engineering course. After one design was decidedupon, the device itself was produced, and given to the teacher
Conference Session
Engineering Design: Implementation and Evaluation
Collection
2010 Annual Conference & Exposition
Authors
Shanna Daly, University of Michigan; Seda Yilmaz, University of Michigan; Colleen Seifert, University of Michigan; Richard Gonzalez, University of Michigan
Tagged Divisions
Educational Research and Methods
designers use to generate multiple, diverse design concepts? What heuristics are evident in their concepts? ≠ How did the heuristics impact design outcomes? ≠ What level of conscious reflection do designers have about the use of these heuristics within their own cognitive processes?Research MethodsThe methodology for the study included think-aloud protocol during the design task, followed byretrospective interviews. Data from engineers of various levels of experience were collected toilluminate decisions made in generating and developing concepts. Atman and Bursic19 noted thatresearchers have effectively used verbal protocol studies to identify how designers introduce
Conference Session
Measuring the Impacts of Project-Based Service Learning on Engineering Education
Collection
2010 Annual Conference & Exposition
Authors
Gary Chinn, Pennsylvania State University; Veena Raman, Pennsylvania State University; Steve A. Walton, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University
Tagged Divisions
International
multiculturalenvironments, understand the business context of engineering, and adapt to changingconditions have become requirements for engineers in our global environment [1].Teaching ethics is increasingly a component of science and engineering professionaleducation, reflected in the growing attention paid to ethics courses by accreditingagencies, particularly in engineering as reflected by requirements such as those in theUnited States instituted by its national engineering accreditation organization, ABET.Ethics is increasingly being integrated into engineering curricula, in recognition of thecomplex professional and personal issues facing scientists and engineers in modernworkplace [2, 3]. It is essential that students understand that science and technology