Conference Session

Questions of Identity

Collection

2006 Annual Conference & Exposition

Authors

William Jordan, Baylor University

Tagged Divisions

Liberal Education

Page 11.142.8such a fashion that the welded joint can be cold reduced on the rolling mill. This was done aspart of your work, but it was done on the evening shift and none of your supervisors are aware ofit. Should you:(a) Patent your technique and make a profit out of it.(b Patent your technique and assign patent rights to your company.(c) Tell your supervisor and let him decide what else to do with the idea.An engineer using a utilitarian approach would examine whether or not the company had aformal intellectual property policy that had been agreed to by all parties. If there was no writtenpolicy, he might very well try to do option (a) and make a profit at the expense of the company.We will examine all three options using a

Conference Session

Integrating H&SS in Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Arthur Snider, University of South Florida

Tagged Divisions

Liberal Education

2006-83: LIGHT AND THE ARTS: A CLASS FOR ENGINEERSArthur Snider, University of South Florida Page 11.897.1© American Society for Engineering Education, 2006 Light and the Arts: A Class for EngineersAbstractAn exposure to the arts is an essential part of every undergraduate's curriculum, but we feel thatthe course offerings adopted by most universities to acquaint their engineering students with thefine arts fail to meet their objective. Herein we describe a different type of fine arts course forengineering students which approaches the subject matter through an avenue that they can see asvaluable and empowering. The key objectives of the course are to approach the

Conference Session

Recent Developments in Engineering Ethics

Collection

2006 Annual Conference & Exposition

Authors

Marilyn Dyrud, Oregon Institute of Technology

Tagged Divisions

Liberal Education

actions.The passage and implementation of SOX resulted in concomitant amendments to the FederalSentencing Guidelines, with one crucial difference: what SOX encourages, the guidelinesmandate. Chapter 8, Part B, Section 2 of the 2004 guidelines requires all organizations,including non-profits, to develop and implement an “effective compliance and ethics program”designed to meet two goals: “exercise due diligence to prevent and detect criminal conduct, andotherwise promote an organizational culture that encourages ethical conduct and a commitmentto compliance with the law.”7Formed in 1985 as an independent agency of the Department of Justice, the US SentencingCommission was charged with developing consistent standards for sentencing in federal court

Conference Session

Engineering for Social Justice

Collection

2006 Annual Conference & Exposition

Authors

George Catalano, State University of New York-Binghamton; Caroline Baillie, Queens University-Kingston

Tagged Divisions

Liberal Education

integrity of natural systems, an emphasis onsustainable resource use as well as on the importance of ecological security.Accreditation Codes and ModificationsConsidering the existing ABET criteria, Criterion 3 focuses upon program outcomes.10The modified Criterion 3 incorporating the integral model with the changes typed in bold,italics may be written as the following: 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 multidisciplinary

Conference Session

Questions of Identity

Collection

2006 Annual Conference & Exposition

Authors

David Ollis, North Carolina State University

Tagged Divisions

Liberal Education

2006-647: TEACHING TECHNOLOGICAL LITERACY AS A QUEST, OR"SEARCHING FOR SELF IN THE ENGINEERING COSMOS"David Ollis, North Carolina State University Page 11.1227.1© American Society for Engineering Education, 2006 Teaching Technological Literacy as a Quest, Or “Search for Self in the Engineering Cosmos”Abstract At an April 2004 NSF-NAE faculty workshop on teaching Technological Literacyat the undergraduate level, it became obvious that: There was no consensus definition of “technological literacy,” and There was no consensus format among the twelve presenters of technologicalliteracy courses. Why would twelve different

Conference Session

Engineering for Social Justice

Collection

2006 Annual Conference & Exposition

Authors

Charles Schreier, University of Dayton; Carl Eger, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Divisions

Liberal Education

Learning, Projects that Matter: Concepts and Models for Service Learning in Engineering, AAHE, E. Tsang, ed., Washington D.C., (2000).6 Design Criteria for Sustainable Development in Appropriate Technology: Technology as if People Matter Robert C. Wicklein, Ed. D. University of Georgia, USA7 Hazelton, B, Bull, C. Appropriate Technology: Tools, Choices and Implications, November 1988.8 Wilk, et. al., Preparing Engineering Students to Work in a Global Environmen: The Union College Model,, Proceedings of the 2001 ASEE Annual Conference and Exposition9 Mayes, et. al., ABET Best Practices: Results form Interviews with 27 Peer Institutions, Proceedings of the 2005 ASEE Annual Conference and

Conference Session

Multidisciplinary and Liberal Education

Collection

2006 Annual Conference & Exposition

Authors

Hilkat Soysal, Frostburg State University; Oguz Soysal, Frostburg State University

Tagged Divisions

Liberal Education

Page 11.651.10 Homework 1: By using Microsoft word, write an essay (one or two pages) about the impact of using PC in your life. Please discuss advantages and drawbacks based on your experiences. Homework 2: Please write an essay about “Industrial Revolution” and post it on the discussion board. Homework 3: Please write an essay about “Trains and the transportation network in the USA” and post it on the discussion board. Homework 4: Solve the problems from 1 to 6 (included) on page 46, Group B. Homework 5: By using Microsoft word write an essay (not less than 500 words) to discuss the pros and cons of obtaining energy from wind, solar radiation, oil and coal. Homework 6: Please write a comprehensive

Conference Session

Questions of Identity

Collection

2006 Annual Conference & Exposition

Authors

Mike Graham, University of Wisconsin-Madison; Amy Wendt, University of Wisconsin-Madison; Paul Peercy, University of Wisconsin-Madison; Patrick Farrell, University of Wisconsin-Madison; Jay Martin, University of Wisconsin-Madison; Sarah Pfatteicher, University of Wisconsin-Madison; Jeffrey Russell, University of Wisconsin-Madison

Tagged Divisions

Liberal Education

research areas, instead it is about the culture and thefundamental philosophy that drives the activities of the college.Acknowledgments – The Task Force would like to thank the National Academy of Engineeringand CASEE for initiating the EELI. The EELI served as a required catalyst for us to get started.References:1) The Engineer of 2020: Visions of Engineering in the New Century, National Academy ofEngineering, 2004. Page 11.2.92) Waugh, B and Forrest, M., The Soul in the Computer: The Story of a CorporateRevolutionary, Hewlett Packard, 2005.3) Williams, Rosalind, Retooling: A Historian Confronts Technological Change, MIT Press,2002.4) Cronin

Conference Session

Integrating H&SS in Engineering II

Collection

2006 Annual Conference & Exposition

Authors

M. Pinar Menguc, University of Kentucky; Ellie Hawes, University of Kentucky; Jane Jensen, University of Kentucky; Ingrid St. Omer, University of Kentucky

Tagged Divisions

Liberal Education

UPoN, beginning with the honorssequence, to measure student development in the areas of a) epistemological beliefsregarding the nature of knowledge construction and learning, b) critical reasoning asexpressed in oral and written communication, and c) sense of purpose and self-efficacyregarding academic choices and career aspirations. These three areas of studentdevelopment are interrelated in complex ways and measurable change occurs slowly, thus Page 11.717.10we are implementing an extended case study model of evaluation that will follow thestudents through their college careers.Acknowledgements: This foundational course and the Honors sequence

Conference Session

Writing and Communication II

Collection

2006 Annual Conference & Exposition

Authors

Luke Niiler; David Beams, University of Texas-Tyler

Tagged Divisions

Liberal Education

class and work schedules, as well as changesof address and major, it is always a challenge to locate, contact and follow up with students.During the fall 2005 semester, the authors used the following tools to continue gatheringinformation about student attitudes toward writing and student writing skills: (a) A Likert-scale survey (b) A written questionnaire, (c) Oral interviews with students (completed in May 2005; these results are included here for the purposes of comparison), (d) A focus-group discussion, and, (e) A quantitative, multiple-trait assessment of writing samples.Results of each of these methods will be described below, with discussions

Conference Session

Integrating H&SS in Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Donna Riley, Smith College; Lionel Claris, Smith College

Tagged Divisions

Liberal Education

2006-259: POWER/KNOWLEDGE: USING FOUCAULT TO PROMOTECRITICAL UNDERSTANDINGS OF CONTENT AND PEDAGOGY INENGINEERING THERMODYNAMICSDonna Riley, Smith College Donna Riley is Assistant Professor in the Picker Engineering Program at Smith College. Her work focuses on implementing liberative pedagogies in engineering education.Lionel Claris, Smith College Lionel Claris holds a master's degree in education from Smith College and currently teaches Spanish and French to elementary school students in Springfield, MA. He is a passionate advocate for new ways of thinking about learning, involved locally in the Holistic School Project of Amherst and the Re-radicalization of Hampshire College

Conference Session

Integrating H&SS in Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Donald Carpenter, Lawrence Technological University; Andrew Gerhart, Lawrence Technological University

Tagged Divisions

Liberal Education

. Coast Guard station phone numbers for thecanoeists.The students learned the value of proper communication. They worked closely with theLawrence Tech Bureau of News and Media Affairs throughout the project. The media in localcommunities was alerted to aid in the publicity of the expedition. Also, a flyer was produced(see Appendix B), and a website was developed and maintained at Lawrence Tech for generalinformation, fundraising, and for updates on the trip (in the form of a journal).Communication skills were further practiced by the students with another major component ofthe project; public oral presentations with the aid of PowerPoint were delivered by students andfaculty along the route. Many organizations, such as state parks, museums

Conference Session

Engineering Ethics and Contemporary Issues

Collection

2006 Annual Conference & Exposition

Authors

Michael Davis, Illinois Institute of Technology; Heinz Luegenbiehl, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education

2006-538: ENGINEERING ETHICS AND CONTEMPORARY ISSUES: KATRINAIN THE CLASSROOM AND BEYONDMichael Davis, Illinois Institute of TechnologyHeinz Luegenbiehl, Rose-Hulman Institute of Technology Page 11.561.1© American Society for Engineering Education, 2006Michael Davis February 24, 2006Getting an Ethics Charge out of Current Events:Some Doubts about Katrina1 On August 29, 2005, “Katrina” was still only the name of an unusually largecyclonic storm (a “category-4 hurricane”). A few days later, it had become shorthand fora complex economic, political, and social disaster. A long stretch of the Gulf coast hadbecome more

Conference Session

Engineering for Social Justice

Collection

2006 Annual Conference & Exposition

Authors

Steven VanderLeest, Calvin College

Tagged Divisions

Liberal Education

2006-85: JUSTICE AND HUMILITY IN TECHNOLOGY DESIGNSteven VanderLeest, Calvin College Steven H. VanderLeest is a Professor of Engineering at Calvin College. He has an M.S.E.E. from Michigan Tech. U. (1992) and Ph.D. from the U of Illinois at Urbana-Champaign (1995). He received a “Who’s Who Among America’s Teachers” Award in 2004 and 2005 and was director of a FIPSE grant “Building IT Fluency into a Liberal Arts Core Curriculum.” His research includes responsible technology and software partitioned OS. Page 11.851.1© American Society for Engineering Education, 2006 Justice and

Conference Session

Multidisciplinary and Liberal Education

Collection

2006 Annual Conference & Exposition

Authors

Richard Fry, Brigham Young University

Tagged Divisions

Liberal Education

Thinking” in the Context of EducationIntroductionIn 2005, Roger Martin (now the Dean of the University of Toronto’s Rotman School ofManagement) was quoted as saying, “In this turbulent, get-real economy, the advantage goes tothose who can out imagine and out create their competitors”.1 “Imagine” and “Create” are veryartistic words for a School of management Dean. In the increasingly competitive globalenvironment, both business and engineering have become more interested in gaining a broaderunderstanding of the principles of creativity in their search for more meaningful innovation. Oneof the more recent terms to describe this interest in Innovation is the term “design thinking”.Creativity and design thinking are thought of as “right-brain

Conference Session

Integrating H&SS in Engineering II

Collection

2006 Annual Conference & Exposition

Authors

John Krupczak, Hope College; James Heisler, Hope College; Thomas Ludwig, Hope College; Roger Nemeth, Hope College; James Piers, Hope College; Neal Sobania, Pacific Lutheran University

Tagged Divisions

Liberal Education

© American Society for Engineering Education, 2006 Some Recommendations for U.S.A. Faculty on Teaching Liberal Education Courses in JapanAbstractThis work presents a summary of practical information for faculty from United Statesinstitutions of higher education planning on teaching liberal education courses in Japan.These recommendations are based on the experience of the authors in teaching sociology,history, economics, psychology, and general education classes, at both a US liberal artscollege and at a medium sized comprehensive university in Tokyo, Japan. For facultyparticipating in an exchange program, a key element is successful adaptation of existingfamiliar course materials for use in a different institution and