Displaying all 19 results
- Conference Session
- A Century of Development, Promotion, and Reform: ASEE and Engineering Education
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Carol Johnson, New Jersey Institute of Technology
- Tagged Divisions
- Liberal Education
., Personal Interview, 2007.14. C. G. Gould and K. Pearce, Information Needs in the Sciences: an Assessment, Mountain View, CA: The Research Libraries Group, 1991.15. B. Sinclair, "Local History and National Culture: Notions on Engineering Professionalism in America," in in The Engineer in America: A Historical Anthology from Technology and Culture, T. S. Reynolds, ed., Chicago, IN: University of Chicago Press, 1971.16. Emmerson, G.S., Engineering Education: A Social History, New York: Crane, Russak, 1973.17. United Engineering Foundation, , accessed Feb. 21, 200818. E. T. J., Layton, "Mirror-Image Twins: The Communities of Science and Technology in 19th-Century America," in The Engineer in America: A
- Conference Session
- Learning to Communicate with Engineers and Non-Engineers
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Leslie Potter, Iowa State University; John Jackman, Iowa State University; K. Jo Min, Iowa State University; Matthew Search, Iowa State University
- Tagged Divisions
- Liberal Education
Short Assignments,” Proceedings of the 2007 ASEE National Conference.10. Jacquez, R., Gude, V.G., Auzenne, M., Burnham, C., Hanson, A.T., Garland, J., 2006, “Integrating Writing to Provide Context for Teaching the Engineering Design Process,” Proceedings of the 2006 ASEE National Conference.11. Yalvac, B., Smith, H.D., Troy, J.B., and Hirsch, P.,2007, “Promoting Advanced Writing Skills in an Upper- Level Engineering Class,” Journal of Engineering Education, 96(2), 117-128.12. Lord, S., 2007, “Effective ‘Writing to Communicate’ Experiences in Electrical Engineering Courses,” Proceedings of the 2007 ASEE National Conference.13. Kedrowicz, A., 2007, “Developing Communication Competence: a
- Conference Session
- Philosophy of Engineering Education: Epistemology and Ethics
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Mark Valenzuela, University of Evansville; James Allen, University of Evansville; Brian Swenty, University of Evansville
- Tagged Divisions
- Liberal Education
engineering programs was performed by the authors,the results of which are reported in this paper. As implied in the survey question (“our generaleducation program satisfies the minimal accreditation requirements”), a common perception isthat professional-school accreditation requirements (a) constrain the creative development ofgeneral education programs and (b) are concerned only with the number of humanities and socialscience courses in a general education program. Indeed, previous reviews of general educationprograms have tended to focus on the percentage of the curriculum that is devoted to non-technical topics, as well as on particular kinds of courses (e.g., English, History, Philosophy,etc.). However, educational trends both inside the
- Conference Session
- Thinking around the Bachelor of Arts in Engineering
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Sharon Jones, Lafayette College
- Tagged Divisions
- Liberal Education
words, as shown in Figure 1, themajority of recent reports suggest that we need more undergraduate curricular opportunities thatbridge engineering and the liberal arts so that more graduates are prepared to be leaders in thiscomplex, technological age. Engineering students need access to the benefits of a liberal artseducation, and at the same, time non engineering majors need to improve their understanding ofengineering.The AlternativesAs shown in Figure 2, current efforts to reform undergraduate engineering education to preparegraduates to take leadership roles throughout our economy (as opposed to only traditionalengineering sectors) fall into three categories: (a) incorporate more liberal arts into engineeringeducation, (b) educate non
- Conference Session
- Learning to Communicate with Engineers and Non-Engineers
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Laura Wilson, University of CIncinnati; Teresa Cook, University of Cincinnati; Jo Ann Thompson, University of Cincinnati; James Everly, University of Cincinnati
- Tagged Divisions
- Liberal Education
AC 2008-2041: DEVELOPING A WRITING IN THE DISCIPLINES PROGRAM INAN ENGINEERING TECHNOLOGY COLLEGELaura Wilson, University of CIncinnati Laura Wilson, University of Cincinnati Laura Wilson is a Field Service Instructor at the University of Cincinnati’s College of Applied Science (CAS). Her main focus is Humanities, specifically English Composition and Technical Writing. She began co-teaching the Senior Design sequence in the Electrical and Computer Engineering Technology Department in Fall 2006. She holds a Masters of Arts from Bowling Green State University in Scientific and Technical Communication.Teresa Cook, University of Cincinnati Teresa Cook, University of Cincinnati Teresa Cook is a
- Conference Session
- Learning to Communicate with Engineers and Non-Engineers
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Mieke Schuurman, Pennsylvania State University; Michael Alley, Pennsylvania State University; Melissa Marshall, Pennsylvania State University; Christopher Johnstone, Pennsylvania State University
- Tagged Divisions
- Liberal Education
Table 1 for the items.Table 1: Public Speaking Self-Efficacy Instrument * When presenting in a class, I am … [indicate level of confidence] confident that I can : a) Make an effective presentation. b) Develop a presentation with good content. c) Keep the audience engaged. d) Connect well to an audience that is familiar with the topic I present. e) Connect well to an audience that is not familiar with the topic I present. f) Deliver a well-organized presentation. g) Design effective visual aids. h) Deliver effectively (eye contact, use of voice, movements, etc.). i) Give an effective summary of the information I presented. g) Answer questions from the
- Conference Session
- Beyond Individual Ethics: Engineering in Context
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Dean Nieusma, Rensselaer Polytechnic Institute
- Tagged Divisions
- Liberal Education
AC 2008-1891: INTEGRATING TECHNICAL, SOCIAL, AND AESTHETICANALYSIS IN THE PRODUCT DESIGN STUDIO: A CASE STUDY AND MODELFOR A NEW LIBERAL EDUCATION FOR ENGINEERSDean Nieusma, Rensselaer Polytechnic Institute Dean Nieusma’s research and teaching focus on interdisciplinary design collaboration and the expertise that enables it. With a BS in mechanical engineering and another in general studies and a PhD in interdisciplinary social sciences, Dean has worked as a member of design teams in contexts as diverse as the U.S. and European automotive industries; Sri Lanka’s renewable energy sector; and STS, engineering, and design curriculum planning. He teaches across Rensselaer’s Product Design and
- Conference Session
- Venturing Out: Service Learning, Study Abroad, and Criterion H
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Joe Tranquillo, Bucknell University
- Tagged Divisions
- Liberal Education
. 9ReferencesBegel A., Garcia D. and Wolfman S., "Kinesthetic Learning in the Classroom", ACM SIGCSEBulletin, v. 36, n. 1, March 2004.Dave, R. H., Developing and Writing Behavioral Objectives. Educational Innovators Press. 1975.Dunn, R. S. and Dunn, K. J., Teaching Secondary Students Through Their Individual LearningStyles. Prentice Hall. 1978.Felder, R. M. and Silverman, L. K., “Learning and Teaching Styles in Engineering Education”,Engineering Education 78:7 674-681. 1988.Felder R. M. and Soloman, B. A., “Index of Learning Styles”, http://www.ncsu.edu/felder-public/ILSpage.html , accessed 01/17/08Feldman J. and McPhee, D., The Science of Learning and the Art of Teaching. CENGAGEDelmar Learning. 2007Gardner, H., Frames of Mind: The Theory of Multiple
- Conference Session
- Philosophy of Engineering Education: Epistemology and Ethics
- Collection
- 2008 Annual Conference & Exposition
- Authors
- John Heywood, Trinity College-Dublin
- Tagged Divisions
- Liberal Education
technologyStage A Stage B Stage CRomance Grammar/Precision Synthesis/Generalization(3 – 4 weeks) (8 to 22 weeks depending on programme) (3 to 4 weeks)Exhibit 2. A model for transition year technology based on Whitehead’s rythmic model of learning. Theprogrammes vary in length as a function of objectives. The times shown are equivalents since there can be overlapbetween the stages.Notes and references1. Koen, B. V. (2003) Discussion of the Method. Conducting the Engineer’s Approach to Problem Solving. Oxford University Press, New York2. Goldman, S. L (2004). Why we need a philosophy of engineering. Work in
- Conference Session
- Learning to Communicate with Engineers and Non-Engineers
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Paul Ross, University of Wisconsin - Madison
- Tagged Divisions
- Liberal Education
Assessment. http://www.abet.org2. Bloom, B, et al. Taxonomy of Educational Objectives. New York: Longmans Green, 1956.3. Carliner, S. E-Portfolios. ASTD, May 2006. 71 – 74.4. Carlson, P. Teaching a Course in the Ethics of Human Communication. 29th ASEE/IEEE Frontiers in Education,1999. 12d6 – 18.5. Cohn, E., and Hibbits, B. Beyond the Electronic Portfolio. Educause Quarterly, 4, 2004. 7 – 10.6. Hansen, E. Technological Expertise in Liberal Education. 36th ASEE/IEEE Frontiers in Education, 2006. S1H-17- 227. Heywood, J. Think…About How Others Think: Liberal Education and Engineering. 37th ASEE/IEEE Frontiers inEducation, 2007. T3C-20 -24.8. Jablokow, K. Engineers as Problem Solving Leaders: Embracing the Humanities. IEEE Technology and Society,Winter
- Conference Session
- Learning to Communicate with Engineers and Non-Engineers
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Judith Norback, Georgia Institute of Technology; Nicoleta Serban, Georgia Institute of Technology; Nagi Gebraeel, Georgia Institute of Technology; Garlie Forehand, Georgia Institute of Technology
- Tagged Divisions
- Liberal Education
: Many students answered the three questions, “In what ways was the workforcepresentation instruction useful?” 2) “Is there anything else you would suggest changing?” and3) “Any additional comments?” The answers represented four themes: professionalism,awareness of good communication skills, comments about skills, and appreciation. Some of theanswers are included below. 1) Professionalism---for example, students said a. “It [the instruction] helped to gather a sense of professionalism.” b. “I like this program! I think it will definitely help students with senior design, other campus presentations, and presentations in industry.” 2) Awareness of good communication skills--- a. “Good tips
- Conference Session
- Beyond Individual Ethics: Engineering in Context
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Donna Riley, Smith College
- Tagged Divisions
- Liberal Education
pedagogy. A new advanced course on engineering ethicsuses readings from philosophy, science and technology studies, and feminist and postcolonialscience studies to examine questions that necessarily challenge foundational assumptions ofengineering, which not only underlie all of what scientists and engineers undertake in their work,but also require the active involvement of citizens outside of science and engineering. Studentsencounter new visions for science and engineering that integrate a variety of ethicalconsiderations that mean to address critiques encountered throughout the course. Pedagogies ofliberation are employed in order to accomplish three outcomes. First, classroom responsibilityshifts echo the lessons learned from STS around
- Conference Session
- Venturing Out: Service Learning, Study Abroad, and Criterion H
- Collection
- 2008 Annual Conference & Exposition
- Authors
- John Duffy, University of Massachusetts Lowell; Carol Barry, University Massachusetts Lowell; Linda Barrington, University of Massachusetts-Lowell; David Kazmer, University of Massachusetts-Lowell; William Moeller, University of Massachusetts Lowell; Cheryl West, University of Massachusetts Lowell
- Tagged Divisions
- Liberal Education
their courses as part of thisprogram.References1. Jacoby, B., & Assoc. (1996). Service learning in higher education. San Francisco: Jossey-Bass.2. Accreditation Board for Engineering and Technology [ABET] (2007). Criteria for accrediting engineering programs – Effective for evaluations during the 2008-2009 accreditation cycle. Retrieved February 27, 2008, from http://www.abet.org3. Brandenberger, J.W. (1998). Developmental psychology and service-learning: A theoretical framework. In R. Bringle & D. Duffy (Eds.), With service in mind: Concepts and models for service-learning in psychology (p. 68). Washington, DC: American Association of Higher Education.4. Astin, A., Vogelgesang, L., Ikeda, E., & Yee
- Conference Session
- Beyond Individual Ethics: Engineering in Context
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Byron Newberry, Baylor University; William Lawson, Texas Tech University; Kathy Austin, Texas Tech University; Greta Gorsuch, Texas Tech University; Thomas Darwin, University of Texas at Austin
- Tagged Divisions
- Liberal Education
in Science, Engineering and Technology, 09/01/2006-08/31/2009.2. Herkert, J.R. "Engineering ethics education in the USA: content, pedagogy and curriculum." European Journal of Engineering Education 25 (4) Dec. 2000: 303-313.3. Newberry, B. “The Dilemma of Ethics in Engineering Education.” Science and Engineering Ethics 10 (2) 2004: 343-351.4. Stephan, K.D. “A survey of ethics-related instruction in U.S. engineering programs,” ASEE J. Engineering Education. 88 (4) Oct. 1999: 459-464.5. Luegenbiehl, H.C. “Themes for an International Code of Engineering Ethics.” Proceedings of the 2003 ASEE/WFEO International Colloquium. http://www.asee.org/conferences/international/2003highlights.cfm, accessed 1/17/08.6. Luegenbiehl, H.C
- Conference Session
- Blurring the Boundary between Content Knowledge and Professional Knowledge
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Verna Fitzsimmons, Kent State University - Kent; Stephane Booth, Kent State University - Kent
- Tagged Divisions
- Liberal Education
courses required in undergraduate programs has atendency to increase. The increased professional coursework demands combined with auniversity’s general education requirements tends to lengthen students’ time to completethe degree. At the same time accessibility and timely degree completion is high onstakeholders’ agendas. Added to these circumstances, state legislators are consideringregulatory efforts to limit the number of credit hours needed for a baccalaureate degreefor subsidy calculations. This situation lead us to ask the question: Is there a way tointegrate the learning opportunities provided through professional and general educationthat would reduce the number of courses but do so in a pedagogically sound way?One answer to this question
- Conference Session
- Beyond Individual Ethics: Engineering in Context
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Arthur Sacks, Colorado School of Mines
- Tagged Divisions
- Liberal Education
AC 2008-796: CHINATOWN: INTEGRATING FILM, CULTURE, ANDENVIRONMENT IN ENGINEERING EDUCATIONArthur Sacks, Colorado School of Mines Page 13.292.1© American Society for Engineering Education, 2008 Chinatown: Integrating Film, Culture, and Environment in Engineering EducationIntroductionChinatown, a commercial film produced in 1974 by Robert Evans, directed by Roman Polanskiand based upon the academy award-winning film original screenplay by Robert Towne1, is aprime example of a film that may be studied and used in the liberal arts curriculum withinengineering education to convey the complexity of the human condition and the human contextof
- Conference Session
- Beyond Individual Ethics: Engineering in Context
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Kristyn Masters, University of Wisconsin - Madison; Sarah Pfatteicher, University of Wisconsin - Madison
- Tagged Divisions
- Liberal Education
AC 2008-2240: LOWERING THE BARRIERS TO ACHIEVE ETHICS ACROSSTHE ENGINEERING CURRICULUMKristyn Masters, University of Wisconsin - MadisonSarah Pfatteicher, University of Wisconsin - Madison Page 13.858.1© American Society for Engineering Education, 2008 Lowering the Barriers to Achieve Ethics across the Engineering CurriculumAbstractDespite the importance of ethics training to accreditation agencies, future employers, instructors,and students themselves, many students graduate from engineering with only a cursoryunderstanding of ethical issues and little experience in making ethical decisions related to theirdiscipline/profession
- Conference Session
- Venturing Out: Service Learning, Study Abroad, and Criterion H
- Collection
- 2008 Annual Conference & Exposition
- Authors
- David Ollis, North Carolina State University; Anthony Smith, CPE-LYON FRANCE
- Tagged Divisions
- Liberal Education
AC 2008-1993: SUMMER ON-SITE IMMERSION IN FRENCH LANGUAGE ANDENGINEERINGDavid Ollis, North Carolina State University DAVID F. OLLIS is Distinguished Professor of Chemical and Biomolecular Engineering at North Carolina State University. His recent NSF DTS grant "CROSS-COLLEGE COLLABORATIONS" has included engineering participation in stateside and overseas foreign language courses in Spanish and French.Anthony Smith, CPE-LYON FRANCE Anthony Smith is Professor of Chemistry and Director of International Relations, CPE-Lyon, Lyon, France. He is the Director of the CPE-Lyon Summer Program which combines French language instruction with a laboratory experience in chemical engineering and
- Conference Session
- Philosophy of Engineering Education: Epistemology and Ethics
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Gayle Ermer, Calvin College
- Tagged Divisions
- Liberal Education
AC 2008-2051: UNDERSTANDING TECHNOLOGICAL FAILURE: ETHICS, EVIL,AND FINITUDE IN ENGINEERING DISASTERSGayle Ermer, Calvin College Page 13.1312.1© American Society for Engineering Education, 2008 Understanding Technological Failure: Ethics, Evil, and Finitude in Engineering DisastersAbstractIt is important to know why technological systems sometimes fail catastrophically. Notonly does culpability need to be established justly after a disaster, but the success of newtechnology depends on accurately predicting how technology and the individuals andsocieties with which it interacts will behave. It is nearly always the case that disastersoccur due to