Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Peter Rogers, The Ohio State University; Denny C. Davis, The Ohio State University; Sarah Winfree, The Ohio State University ; Kaycee Ash, The Ohio State University; Lin Ding, The Ohio State University

Tagged Divisions

Design in Engineering Education

ability to apply knowledge of mathematics, science and engineering b. An ability to design and conduct experiment, as well as to analyze and interpret data An ability to design a system, component, or process to meet desired needs within realistic c. constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability d. An ability to function on multidisciplinary teams e. An ability to identify, formulate, and solve engineering problems f. An understanding of professional and ethical responsibility g. An ability to communicate effectively The broad education necessary to understand the impact of engineering solutions in a

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University

Tagged Divisions

Liberal Education/Engineering & Society

and business. Each team had to research policiesor regulations that relate to their topic, determine the stakeholders for the problem, and develop astudy to investigate the issue. Given the limited time of one semester to develop and completetheir study, all groups conducted survey-based research or observational studies. Each grouplearned about ethics in research and was required to complete human subjects based researchtraining and to submit their study to the university institutional review board.A total of six research projects were completed with each requiring a problem statement and/orresearch questions, literature review, development of data collection procedures, experimentaldesign, data analytics, oral presentations, and a final

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sam Kelly-Quattrocchi, University of Washington; Denise Wilson, University of Washington; Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Rachel Yonemura, The University of Washington

Tagged Topics

Diversity, NSF Grantees Poster Session

-emphasizing social and economicpillars. Furthermore, most instruction on sustainability, as reported in the literature, appears tofocus on teaching the engineering student to be an engineer who practices sustainabledevelopment rather than a consumer who has a role in sustainable practice. In part, thisemphasis on the engineer's role in sustainability is a result of the Accreditation Board forEngineering and Technology (ABET)'s mandate that engineering undergraduates complete theirdegrees having achieved student outcome (c): “...an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bhavna Hariharan, Stanford University; Sneha Ayyagari, Stanford University; Jonathan Edward Pang, Stanford University; Paul Dwight Watkins II, Stanford University; Aravind Arun, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

engineering skills to addressglobal societal problems. Also, the ABET criteria requires engineering programs toprovide “the broad education necessary to understand the impact of engineering solutionsin a global, economic, environmental, and societal context.” These two factors haveraised fundamental questions about how to effectively prepare engineering students toengage with underserved communities globally. This paper uses a case study approachto document the experiences of students of a global engineering course. This courseoffered students the unique opportunity to address sanitation and hygiene issues byworking with a community rather than for it. The paper highlights curricular innovationsthat ensured ethical, sustainable collaboration with the

Collection

2021 Fall ASEE Middle Atlantic Section Meeting

Authors

Kofi Nyarko, Morgan State University; Sacharia Albin, Norfolk State University; John Okyere Attia P.E., Prairie View A&M University

Tagged Topics

Diversity

daily meetings with mentors, the frequency for which 100% of participants report was “just right.” Likewise, the weekly program- wide lunch sessions were successful at creating a sense of community. ● Women report greater gains in confidence than men, who also had positive gains. ● The 2020 cohort had greater gains in knowledge concerning presenting research and ethics in research, yet lower gains in knowledge related to career options and graduate school awareness and preparing research proposals as compared to 2019. ● Participants report increasing their sense of belonging as scientists, but not feeling like members of a scientific community. 2020 participants were much more likely to report

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Denny Davis, Washington State University; Steven Beyerlein, University of Idaho; Phillip Thompson, Seattle University; Jay McCormack, University of Idaho; Olakunle Harrison, Tuskegee University; Michael Trevisan, Washington State University; Robert Gerlick, Washington State University; Susannah Howe, Smith College

, environmental, ethical, and resource-limiting constraints. They work with diverseconstituencies to solve rapidly-changing, complex problems. To be productive and responsive inthis environment, engineering professionals must create innovative yet practical and responsiblesolutions that benefit society. As Schön (1983) argues, engineers will need to practice reflection-in-action (learning and adjusting as they perform) as well as reflection-on-action (intermittentanalysis of conditions that leads to major advances). As agents of change, they continuously askquestions, make judgments, learn, and choose appropriate actions. Engineers must be competent,reflective practitioners if they are to contribute effectively in a dynamic global environment.This paper

Conference Session

International Engineering Education I

Collection

2006 Annual Conference & Exposition

Authors

Simo Lehto, Helsinki Polytechnic

Tagged Divisions

International

, processes, projects, networks)-operation (doing = active action)-in the real world (not in model world),-based on positive feelings (enthusiasm, love, hope, compassion, respect, faith, humor) by-selected (not all),-internally-driven (committed)-people (not organizations), who can-manage wholes (operative, tactical and strategic levels) and possess-continuously renewed knowledge and skills (mental models) and-adequate information (external models of different forms),-adequate resources (money),-adequate time (key people), and-efficient tools (concrete and abstract tools, technology) within-physical,-environmental, and-ethical constraints.The checklist includes 23 items. The list is multiplicative in nature: in case one of the pointsis missing, the

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

David DiBiasio, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Laura A. Robinson, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; John Bergendahl, Worcester Polytechnic Institute; Leslie Dodson, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Engineering Through a Humanistic Lens” in Engineering Studies 2015 and ”A Game-Based Approach to Information Literacy and Engi- neering in Context” (with Laura Hanlan) in Proceedings of the Frontiers in Education Conference 2015. A classroom game she developed with students and colleagues at WPI, ”Humanitarian Engineering Past and Present: Worcester’s Sewage Problem at the Turn of the Twentieth Century” was chosen by the Na- tional Academy of Engineering as an ”Exemplary Engineering Ethics Activity” that prepares students for ”ethical practice, research, or leadership in engineering.”Ms. Laura A. Robinson, Worcester Polytechnic Institute Lead Research & Instruction LibrarianProf. John M. Sullivan Jr, Worcester

Conference Session

Assessment and Liberal Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia; Toluwalogo Odumosu, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

Proceedings that same year, Steneck, Olds, and Neeley(2002) argued that the EC2000 criteria “provide[d] opportunities for more clearly defining andstrengthening the role of liberal education in engineering” (p. 1). More specifically, they claimedthat “Liberal education can contribute significantly to the development of all the programoutcomes defined by ABET and is essential to seven of them” (d-j) and to the requirement thatthe major design experience prepare students to deal with “economic; environmental;sustainability; manufacturability; ethical, health, and safety; social; and political” issues.1Recognizing that the new scheme for accreditation specified outcomes but not how the newrequirements should be met and that many engineering educators

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

, and MATLAB) and be able to explain your rationale for your choice; 5. Synthesize your knowledge of effective and ethical membership on a technical team (i.e., teaming skills) to refine your conduct as a member of the team. 6. Exhibit a work ethic appropriate for the engineering profession.B. ProceduresPre- and post-engineering enculturation surveys were developed to see how studentsexhibit characteristics of the engineering enculturation outcomes through the engineeringprogram on their way to becoming professional engineers. The students were surveyedwith open-ended questions and their responses were dissected for dominant viewpoints.First, the entire FYE foundation course of over 3,600 students was invited through anemail to

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristiano Cordeiro Cruz, Aeronautics Technological Institute

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

encompasses philosophy of technology and of engineering and engineering education. I am now studying grassroots engineering (GE) and so- cial/solidarity technology (ST), as well as engineering education, focusing, on one hand, on the ethical- political, aesthetics, and epistemic aspects that both characterize and make GE and ST possible, and, on the other hand, on the challenges the engineering education must face in order to train/develop the capa- bilities or skills engineers must possess so to be able of doing GE and producing ST. The work I currently develop at ITA is related to the conception and institutionalization of a minor in engaged engineering. c American Society for Engineering

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen Clapper Bergsman, University of Washington; Jill Lynn Weber, Center for Research and Learning; Eric H. Chudler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

neural engineering data and results, and ethical and responsible conduct of research in neural engineering, and the role of neuroethics in neural engineering. 2. Neural engineering best practices: Knowledge of oral and written communication of neural engineering knowledge and research, and innovation. 3. Connections to neural engineering industry and careers: Knowledge of industry’s role in neural engineering, careers in neural engineering, and careers in neuroethics.Conceptual Framework The design of this RET program is guided by sociocultural theories of learning,including: cognitive apprenticeship [6]; situated learning [7], [8]; distributed expertise [9], [10];and

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hamid R. Piroozi J.D., Indiana University-Purdue University of Indianapolis; Justin L. Hess, Indiana University-Purdue University of Indianapolis; Charles Feldhaus, Indiana University-Purdue University of Indianapolis

Tagged Divisions

Entrepreneurship & Engineering Innovation

) law. He is the Director of the Entrepreneurship Clinic at IU-McKinney where he also teaches Patent Law and Patent Prosecution. Additionally, he teaches a three-course sequence in engineering where students learn about IP law as it applies to engineering design and engineering careers.Dr. Justin L. Hess, Indiana University-Purdue University of Indianapolis Dr. Justin L Hess is the Assistant Director of the STEM Education Innovation and Research Institute at IUPUI. His research interests include ethics, design, and sustainability. Dr. Hess received each of his degrees from Purdue University, including a PhD in Engineering Education, a Master of Science in Civil Engineering, and a Bachelor of Science in Civil Engineering

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Douglas Schmucker P.E., University of Utah; Joshua Lenart, University of Utah; Steven J. Burian P.E., University of Utah; Amir Mohaghegh Motlagh, University of Utah

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

Paper ID #16261A Civil Infrastructure System Perspective - Not Just the Built EnvironmentDr. Douglas Schmucker P.E., University of Utah Dr. Schmucker has 20 years experience in teaching and consulting. Focused on high quality teaching following the T4E, ExCEEd, and NETI teaching models, he currently is a full-time teaching professional with a focus on practice, project, and problem-based teaching methodologies.Dr. Joshua Lenart, University of Utah Dr. Joshua Lenart is an Associate Instructor with the Communication, Leadership, Ethics, and Research (CLEAR) Program at the University of Utah where he teaches technical

Conference Session

International Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Svetlana V. Levonisova, University of Southern California; Rachel E. Savage, University of Tulsa; Scott Charles Streiner, University of Pittsburgh; Erin J. McCave, Clemson University; Gisele Ragusa, University of Southern California; Cheryl Matherly; Lisa Benson, Clemson University; Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

International

, which has been funded by the NSF, Department of Ed, Sloan, EIF, and NCIIA. Dr. Sacre’s current research focuses on three distinct but highly correlated areas – innovative design and entrepreneurship, engineering modeling, and global competency in engineering. She is currently associate editor for the AEE Journal.Dr. Larry J. Shuman, University of Pittsburgh Larry J. Shuman is Senior Associate Dean for Academic Affairs and Distinguished Service Professor of industrial engineering at the Swanson School of Engineering, University of Pittsburgh. His research focuses on improving the engineering education experience with an emphasis on assessment of design and problem solving, and the study of the ethical behavior of

Conference Session

Promoting Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jonathan Grunert, Virginia Tech; Peter Doolittle, Virginia Tech; Stephanie G. Adams, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

prominence in the 1990s in K-12 education research. Post-secondary education has had relatively little to do with this term until the past decade, where thetrends have conjoined. One notable researcher who spans these decades is John Heywood, whose“Engineering literacy for non-engineers K-12” argues that the non-engineering public must cometo appreciate the potential and the limitations of engineering, to situate that understanding withinsome ethical framework.1 He extends this work into a more-detailed explication of engineeringliteracy, worth replicating in whole: Engineering literacy requires that we understand how individual’s [sic], organizations and society interact with technology, and this requires an

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wajid Hussain, The Islamic University in Madinah; Fong K. Mak P.E., Gannon University; Mohammad Faroug Addas, The Islamic University in Madinah

Tagged Divisions

Educational Research and Methods

categories with well-defined learninglevels selected for the classification of specific PIs. The Learning Domains Wheel wasimplemented with Venn diagrams to represent details of the relationship of popular learningdomains categories, interpersonal skills, and the types of knowledge. INTERPERSONAL IT skills Teamwork Affective Professional ethics Leadership Drawing Life-long learning

Conference Session

Capstone, Undergraduate Research, and Projects in ECE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Abul Hussain, Prince Mohammad bin Fahd University; Nizar Tayem, Texas A&M University; Chedly B. Yahya, Prince Mohammad bin Fahd University; Sadiq A. Alhuwaidi, Prince Mohammad bin Fahd University; Jamal Nayfeh, Prince Mohammad bin Fahd University

Tagged Divisions

Electrical and Computer

-7] where engineering design process was followed for qualityassurance. The design process is introduced and is taught through its components. Students makeuse of the design process to define and solve real-world engineering problems. Skills developedand used in the class include describing the design process for both product and systemdevelopment, writing design specifications for problems, developing a project plan, applyingconcept generation, applying decision making tools, use of the Quality Function Deploymentprocess, recognizing and discussing ethical issues, and developing an understanding of the roleof professional codes and standards and their impact on product safety, quality, and reliability.The students are required to perform

Conference Session

ABET Accreditation, Assessment and Program Improvement in ECE.

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diane T. Rover, Iowa State University; Douglas W. Jacobson, Iowa State University; Ahmed E. Kamal, Iowa State University; Akhilesh Tyagi, Iowa State University

Tagged Divisions

Electrical and Computer

and computer engineering programs areidentical to the ABET a-k outcomes of the ABET 2012-2013 accreditation cycle as listed below.1 (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 within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Arthur C Heinricher, Worcester Polytechnic Institute; Paula Quinn, Quinn Evaluation Consulting; Richard F. Vaz, Worcester Polytechnic Institute; Kent J Rissmiller, Worcester Polytechnic Institute

Tagged Divisions

Educational Research and Methods

visual communication. 5. function effectively both individually and on teams. 6. be able to identify, analyze, and solve problems creatively through sustained critical investigation. 7. be able to make connections between disciplines and to integrate information from multiple sources. 8. be aware of how their decisions affect and are affected by other individuals separated by time, space, and culture. 9. be aware of personal, societal, and professional ethical standards. Page 23.874.4 10. have the skills, diligence, and commitment to excellence needed to engage in lifelong learning.The two required

Conference Session

Capstone Design Projects

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Dawson, York College of Pennsylvania; Stephen Kuchnicki, York College of Pennsylvania

Tagged Divisions

Design in Engineering Education

areexpected to demonstrate professional and ethical behavior.These philosophical ideas are articulated in the outcomes for Capstone Design which appear inthe course syllabus as shown below. The letters after each outcome refer to the ABET a-kcriteria. Students completing this course should have: Course Outcome 1: An ability to design, fabricate, and test a mechanical or thermal system. (b, c, e, k) Course Outcome 2 – An ability to learn independently to complete a design problem successfully. (i) Course Outcome 3 – An ability to work professionally within a team to complete a project on schedule and within budget. (d, e, f) Course Outcome 4 – An ability to use written and

Conference Session

CE Capstone: Innovations in Learning & Assessment

Collection

2010 Annual Conference & Exposition

Authors

Ronald Welch, University of Texas, Tyler; Michael McGinnis, University of Texas, Tyler

Tagged Divisions

Civil Engineering

such as regulatory, economic, environmental, social, political, ethical, health and safety, constructability, and sustainability. (4) Provide a platform where student performance against the ABET general criteria for engineering programs 3 a-k and civil engineering program specific criteria can be assessed.The senior design experience was tailored to ensure coverage of the appropriate programmaterial – items (1) – (3) in the above list suggests this. In some ways, constructing theappropriate assessment vehicle(s) was a more considerable challenge. The open-endednature of realistic design does not always lend itself to concrete assessmentmethodologies. The rest of this paper briefly outlines the UT Tyler CE program

Conference Session

Summer and Cohort Programs for Minorities: Student Success

Collection

2014 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; Christina Seimetz Wade, Virginia Tech; Catherine T. Amelink, Virginia Tech

Tagged Divisions

Minorities in Engineering

, he stated, “I feel like I’m more comfortable with [becoming anengineer] than I may have been before. I thought, ‘All right math, physics - that doesn’t alwaysequal engineering. Maybe that equals a physicist or something like that.’” STEP helped himrealize that his interests did in fact equal engineering.Charles also realized that he needed an improved work ethic - he described himself as “verylazy” and knew it was something that he needed to overcome. During STEP, Charles realizedthat some assignments could take more time than he was willing to commit. He stated, “I coulddo [the work]… I just don’t love wasting that kind of time. Even though it’s not wasting becauseit’s learning and stuff.” While Charles did not perform well academically

Conference Session

Accreditation and Outcomes-based Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandra A. Yost, University of Detroit Mercy; Laurie A. Britt-Smith, University of Detroit Mercy

Tagged Divisions

Liberal Education/Engineering & Society

demonstrates successful collaboration across academic unitswith very different cultures, with negligible staff support due to fiscal challenges. As such, theapproach could serve as a model for smaller institutions whose size does not allow for theappointment of full-time assessment professionals to replicate the successes described here.For the engineering programs at UDM, this new core curriculum will provide opportunities formore substantive direct assessment of student outcomes (f), (g), (h), and (j), as described inABET’s Criterion 3. 1 • (f) An understanding of professional and ethical responsibility; • (g) An ability to communicate effectively; • (h) The broad education necessary to understand the impact of engineering solutions in a

Conference Session

Undergraduate-Industry-Research Linkages

Collection

2005 Annual Conference

Authors

John McMasters

employerneeds, i.e. teaching these fundamentals should stand any student in good stead, no matter howthe world might change in the future. Boeing List of “Desired Attributes of an Engineer” • A good understanding of • Good communication skills engineering science – Written fundamentals – Oral – Mathematics (including statistics) – Graphic – Physical and life sciences – Listening – Information technology (far more than • High ethical standards “computer literacy

Conference Session

Exploring Trends in CPD

Collection

2005 Annual Conference

Authors

Llewellyn Mann; David Radcliffe

the job; they must undergo a structured professional development with clearobjectives to develop further professional knowledge, values and skills. This paper presents acourse developed for students undertaking a Master of Engineering or Master of ProjectManagement at the University of Queensland. This course was specifically designed to helpstudents plan their continuing professional development, while developing professional skillssuch as communication, ethical reasoning, critical judgement and the need for sustainabledevelopment. The course utilised a work integrated learning pedagogy applied within aformal learning environment, and followed the competency based chartered membershipprogram of Engineers Australia, the peak professional body

Conference Session

Learning and Teaching Issues

Collection

2003 Annual Conference

Authors

Glenn Ellis; Alan Rudnitsky; Borjana Mikic

/teamwork; analysis and problem solving; ethics/professionalresponsibility/societal context and impact; basis in math and science; breadth of activities androles for engineers; and the level of sophistication of response (nuanced vs. black/white). Lastly,metacognitive scores assessed the following reflective practices as exhibited within the narrativeitself: articulation of ones own values and goals for what she hopes to achieve with engineering;identification of potential conflicts between ones own values and those perceived to exist withinthe larger culture of engineering; connections made to ones own life experiences; connectionsmade to non-EGR100 engineering topics and examples; connections made to the curriculum(engineering or otherwise); and

Conference Session

Professional Graduate Programs

Collection

2003 Annual Conference

Authors

Thomas Stanford; Duane Dunlop; Donald Sebastian; Stephen Tricamo; Donald Keating

engineering as a purposeful and systematic practice for innovation, entrepreneurship, and responsible leadership driven by an innovation ethic for improvement and betterment responsive to real-world needs.” “However, whereas directed strategic scientific research is often necessary to gain a better understanding of physical phenomena during the systematic technology, development process, scientific research is not the primary driver. Creative engineering practice requires proactive, responsible leadership beginning with the identification of meaningful real-world needs. During the purposeful, creative technology development process, however, engineers and technology leaders must anticipate the need for

Conference Session

Design Tools & Methodology I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Michael S. Trevisan, Washington State University; Howard P. Davis, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Susannah Howe, Smith College; Phillip L. Thompson, Seattle University; Jay McCormack, University of Idaho; Patricia Brackin, Rose-Hulman Institute of Technology; Javed Khan, Tuskegee University

Tagged Divisions

Design in Engineering Education

performances of professional skills and yieldsdocumentation of individual student achievement important to assignment of grades and toprogram accreditation.IntroductionEngineering grand challenges confronting the global community call for engineers to workacross cultures, adapt to change, innovate, and develop solutions that are sensitive to a broad setof technical, business, and social constraints 1, 2. This requires a comprehensive set ofprofessional skills in addition to technical engineering competence 3-7. Among the professionalskills needed by engineers of the twenty-first century are abilities to: work with diverse teams,demonstrate professional and ethical responsibility, and engage in self-directed learning thatenables adaptability and leads

Conference Session

Interdisciplinary Experiences and Assessment in Environmental Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Environmental Engineering

-campus in dormitories; someexceptions were made for local participants. The students attended various orientation andresearch-related seminars in the first week (program expectations, overview of all researchprojects, responsible conduct of research, lab safety, literature research). A written researchproposal was due at the end of the first week. This proposal described the independent projectthat each student planned to execute over the summer, including a literature review, researchhypotheses, experimental plan and methods. During the rest of the summer there was typicallyone group seminar scheduled each week. Most of these seminars were 1-hour lectures by facultyon various topics (such as environmental policy, environmental ethics