Collection

2001 Annual Conference

Authors

D. Smith; James Squire

engineering skills, both specificsuch as soldering and enclosure-building ability, and general such as project management,alternate solution synthesis, economic analysis, and teamwork 7,8. They can also perforceintroduce other important topics not commonly considered in design courses such as reliability,maintainability, safety, user-friendliness, and end-user documentation. From a laboratory skillperspective, this expansiveness provides a good balance to the topic focus that can be achievedwith increasingly popular virtualized laboratories.CBPs address several of the ABET2000 Engineering Criteria, including awareness ofengineering solutions in a societal context, recognizing the need to engage in lifelong learning,professional ethics and

Collection

2001 Annual Conference

Authors

Gurbax Singh; Abhijit Nagchaudhuri

Engineering EducationExperiments were also designed to study Archimedes’ principle to demonstrate whythings float or sink.The principal author of this paper provided orientation to the field of engineering to theSEBP participants. He offers Introduction to Engineering Design (ENES 100) - afreshman year requirement for engineering majors during the regular semester. In thiscourse the students work in teams to design and develop an engineering product andreceive instruction on different fields of engineering, project management, history ofengineering, engineering graphics, engineering ethics, technical writing and teamwork.SEBP provided an opportunity to involve the students with hands on activities andteamwork. Both soft and technical skill

Collection

2001 Annual Conference

Authors

Miguel Torres-Febus; Jaime Pabon-Ortiz; Jose Cruz-Cruz; Jorge Velez-Arocho

strategy the areas of art, philosophy, ethics, economics and business administration will be touched upon. 3. Hands-on experience. In this strategy, the practical experience complements the traditional educational approach. Laboratories are synchronized with lectures. Field trips are scheduled where knowledge is applied. The student is exposed to multi- sensorial experiences that reinforce and internalize knowledge. 4. Balance between knowledge depth and breadth. Within the new educational model the student learns the foundations related to their field of concentration and is reinforced with exercises based on real problems. In addition to this the student is exposed to general knowledge that

Collection

2001 Annual Conference

Authors

Trevor Harding

on self-reported student cheatingat a private mid-western university. One technique that is highly effective is the use oflearning objectives for test construction. Students reported cheating less often on testssince they appeared to be written more fairly. Other techniques include discussinglearning theories and engineering ethics in class, allowing students to use reference sheetsfor closed-book tests and having students work in cooperative learning groups onhomework. Discussion will include how to apply these techniques and why they mayreduce cheating.I. IntroductionIf one reviews the literature on academic dishonesty, they will find a rather alarming setof statistics. Maramark and Maline, based on 30 years of research on cheating in

Collection

2001 Annual Conference

Authors

Willis Tompkins, University of Wisconsin, Madison

of faculty and senior student assistants(SA) from different departments. In addition, several graduate students are employed as teachingassistants (TA) to support the course by doing such tasks as maintaining the web site and helpingto procure parts to support the various design projects. All 250 students attend the lecturestogether. Some example topics of the lectures are the basics of the design process, maintainingan engineering lab notebook, industrial case studies by engineers from local industries, effectivepresentation techniques, engineers and society, and ethics. In addition, each of the 10engineering degree programs makes a short presentation about their particular brand ofengineering in order to acquaint the Freshmen with the

Collection

2001 Annual Conference

Authors

Mitzi Vernon; Richard Goff

. The diverse vehicles and sites are documented. Further, there is adiscussion of the contributions of both the industrial design and engineering students – howteams defined their work ethic and division of labor. Finally the assessment process of theproject is discussed. This paper serves as a visual record of an exciting and creative foundationdesign effort.IntroductionIn the spring of 1997, we had a notion that a collaboration of engineering and industrial designstudents would bring about a new and exciting possibility for our students to experience theactivity of real world design in their foundation years at the university.The first year, we established teams of two students - one engineering student and one industrialdesign student. The

Collection

2001 Annual Conference

Authors

Thomas McCormack; Franz Rad; Dale Richwine; Azad Mohammadi; Scott Huff

, construction, and socio-economic factors. Projects offered to the teams arereal projects, extracted either from those with which the practitioners have been heavily involvedin recent years, or from on-going projects at the time the course is offered.The current catalog course description is: “Synthesis of civil engineering specialties in a diversemulti-disciplinary project. Teamwork approach in design of components and systems to meetstated objectives. Consideration of alternative solutions, methods, and products includingconstraints such as economic factors, safety, reliability, and ethics. Preparation of designdocuments, including: memoranda, computations, drawings, cost estimates, specifications,bidding materials; written and oral presentations

Collection

2001 Annual Conference

Authors

Charles Yokomoto; Maher Rizkalla

in order to accomplish the assessment.ABET/EAC’s Criterion 3 states that students must demonstrate the following:a. an ability to apply knowledge of mathematics, science, and engineeringb. an ability to design and conduct experiments, as well as to analyze and interpret datac. an ability to design a system, component, or process to meet desired needsd. an ability to function on multi-disciplinary teamse. an ability to identify, formulate, and solve engineering problemsf. an understanding of professional and ethical responsibilityg. an ability to communicate effectivelyh. the broad education necessary to understand the impact of engineering solutions in a global and societal contexti. a recognition of the need for, and

Collection

2001 Annual Conference

Authors

Christopher Ibeh

pursuant of set goals, syntheses, analyses and evaluation or development of intellectual skills, epistemology or role of the individual in the design, development and creation of knowledge, innovative application of acquired knowledge, ethical responsibility and accountability for developed or acquired knowledge.These espoused elements of critical thinking; particularly metacognition and the innovativeapplication of acquired knowledge are the “driving force” for industrial and societal productivity.“Productivity” as represented by the GDP (gross domestic product) and GNP (gross nationalproduct) has been cited as the leading criterion for civilization(4

Collection

2000 Annual Conference

Authors

Nicholas A. Scambilis

at Oklahoma University,and Ph.D. in Environmental Engineering at Missouri University. He retired from the US Air Force after serving 29years as a Civil Engineering Officer. He was Vice President of an environmental consulting firm before becoming aChairperson at Sinclair in 1997. He teaches environmental courses and is often called upon to be a guest lecturer onenvironmental subjects. Page 5.207.7 APPENDIX A COMPETENCY UNITSUnit 1: Employability SkillsUnit 2: ProfessionalismUnit 3: TeamworkUnit 4: Professional & Ethical StandardsUnit 5: Project ManagementUnit

Collection

2000 Annual Conference

Authors

Patricia Backer

4 Technology assessment and management 5 Technology transfer 6 Quality of life issues 7 Technology ethics and society 8 Prospects for our technological futureTable 2. Revised Content of the course, Technology and Civilization Unit Title 1 The nature of science and technology 2 Technology and work 3 Technology and gender issues 4 Technology transfer 5 Quality of life issues 6 Technology ethics and societyThe first decision in the multimedia development process was the choice of authoringenvironment, Authorware for Windows. In addition, other planning decisions includeddiscussions

Collection

2000 Annual Conference

Authors

Natalie A. Mello

certain abilities. These abilities include areas that have not been traditionally addressedby ABET in the past. The criteria now encompass such things as:• an ability to function on multi-disciplinary teams• an ability to understand professional and ethical responsibility• an ability to communicate effectively• an ability to understand the impact of engineering in a global/societal context• a recognition of the need to engage in life-long learning• a knowledge of contemporary issuesThe practice of engineering, science and management is best learned by a student through aprocess of ’initiation into a tradition’ as an apprentice to a master 4. Such an approach toengineering education was anticipated by WPI over 25 years ago and has been enhanced by

Collection

2000 Annual Conference

Authors

Andrew J. Strubhar; Dennis Kroll

ethic the senior PT’sdisplayed was far superior...Being in school for engineering, we finally received a glimpse ofwhat we will be doing in the future which is far more exciting than looking dazedly into aCalculus book.”The realization that there needed to be a maturing process struck many of the IE students.“[T]he PT students were very focused in their goals as well as during meetings, especially whencompared to our ETE project...They were able to break up portions of their responsibilitieswhereas we were not able to do so to the same extent.”Comparison of ProjectsAs mentioned above, the IMET students have the advantage of two out-of-college projectswhich overlap in time. This fact is definitely manipulated in the course structure to

Collection

2001 Annual Conference

Authors

Robert Marine; Carol Colbeck; Alberto Cabrera

development Mean = 2.88 to understand engineers’ ethical responsibilities .81 Std. Dev. = .75 to understand the impact of engineering solutions in societal & .74 Alpha = .83 global contexts Engineering Range = 1-4a to understand and apply mathematics concepts .81 science Mean = 3.21 to understand and apply basic science concepts .91 fundamentals Std. Dev. = .61 to understand and apply engineering science .74 Alpha = .75 Own Skills Ill-defined Range = 1-4b I am good at identifying and redefining ill

Collection

1998 Annual Conference

Authors

Robert Heidersbach; David Gibbs; Daniel Walsh; Alan Demmons

possess 1) an ability to apply knowledge ofmathematics, science and engineering, 2) an ability to design and conduct experiments as well as to analyze andinterpret data, 3) an ability to design a system, component or process to meet desired needs, 4) an ability to functionin multidisciplinary teams, 5) an ability to identify, formulate and solve engineering problems, 6) an understanding ofprofessional and ethical responsibility, 7) an ability to communicate effectively, 8) the broad education necessary tounderstand the impact of engineering solutions in a global/societal context, 9) a recognition of the need for and anability to engage in life long learning, 10) a knowledge of contemporary issues, and 11) an ability to use thetechniques, skills

Collection

1998 Annual Conference

Authors

J. A. Murden; K. P. Brannan

between faculty and students. Most of these are results that many claim can beachieved through effective cooperative or active learning techniques.One of the first active-learning “lectures” was on ethical and professional issues associated withcomputer utilization. Students were divided into groups and given an ethical situation involvingcomputer software to analyze. Following most of the elements that have been identified witheffective active-learning groups3, 4, 5, each member of the group was provided with a specific taskto promote positive interdependence and interaction among the members of the group. Individualaccountability was encouraged by randomly calling on any member of any group to explain thegroup’s solution. Some of the

Collection

1998 Annual Conference

Authors

James H. Dooley; James L. Fridley

Ethical Aspects of Professional Practice 1-478 (John Wiley & Sons, Inc., New York, 1996).9. Carroll, A.B. Business & Society: Ethics and Stakeholder Management (South-Western Publishing, Cincinnati, 1993).10. Bucciarelli, L.L. Design Studies 9, 159-168 (1988).11. Bucciarelli, L.L. Designing Engineers (MIT Press, Cambridge, MA, 1994).12. Gartner, J. & Wagner, I. Human-Computer Interaction 11, 187-214 (1996).13. Knoke, D. Political Networks: The Structural Perspective (Cambridge University Press, Cambridge, UK, 1990).14. Marsden, P.V. & Lin, N. (Sage Publications, Beverly Hills, CA, 1982

Collection

1998 Annual Conference

Authors

M. A. Mooney; K. K. Muraleetharan; H. Gruenwald; B. E. Vieux; Randall L. Kolar

design and reasons and know their synergy high technical literacy understand certainty and handle ambiguity a sense of social, ethical, political, and human responsibility a unifying and interdisciplinary view a culture for life-long learning a creative spirit, a capacity for critical judgement, and an enthusiasm for learning advanced knowledge of selected professional level technologies effective time management integrated team approach to product/technology development ability to critique one s self, whether in work or life a thorough understanding of current tools a sense of the total industry perspective ability to adapt to changing emphasis in ones

Collection

1997 Annual Conference

Authors

Mark A. Shields

cooperative research teams to investigate and propose plausible solutions to the problem, taking into account technical, ethical, social, economic, political, and cultural constraints and opportunities. (5) Present the results of a team research project and analysis in both a written report and poster-and-oral presentation, judged by UVA engineering faculty.The paper discusses the results and an evaluation of the THDP, focusing especially on itsimplications for enhancing students’ abilities to integrate technical-engineering and socio-cultural analysis in addressing specific global development challenges. The paper also discussesthe advantages and drawbacks of using teams for this kind of project assignment. Undergraduatecooperative learning

Collection

1997 Annual Conference

Authors

Carol Richardson

may include career information,communication, teamwork and leadership activities, drug and alcohol education, values,diversity, and ethics, study skills, personality and interest inventories, and selfmanagement of stress and social issues. The new student is provided with a directconnection to academic department, peer and mentor support from the student affairs andfaculty facilitators, and an introduction to campus resources. Resources that can beintroduced are the library, computer systems, and the Learning Development Center. Thecourses are not always restricted to freshman students. Some departments encourage new Page 2.208.22 Upcraft, M. Lee

Collection

1997 Annual Conference

Authors

A. J. Marchese; Robert P. Hesketh; T. R. Chandrupatla; Ralph A. Dusseau; John L. Schmalzel; Kauser Jahan; C. Stewart Slater

the basis fordelivering instructional goals in the principal engineering science and engineering design topics, Page 2.134.1and provide an environment for treating a variety of supporting issues such as ethics, safety,communication skills, teamwork, etc. Like others, we believe that it is essential to involvefreshman students in a meaningful engineering experience. Some institutions have utilizedtraditional discipline-specific laboratory experiments at the freshman level4 while others engagestudents in discipline-specific freshman engineering design projects.5 One of the NSF coalitions,ECSEL has major efforts in freshman design, which have

Collection

1997 Annual Conference

Authors

Barry J. Farbrother

encompass technological, economic, ethical, environmental, social, and human issues.* have demonstrated the effective use of the contemporary tools of the engineering profession such as computers, data analysis and management, instrumentation experimentation, and human and information resources.The ProductThe system view of the new program has the following configuration: Freshman year: Basic Mathematics and Science Sophomore year: Foundation in Engineering Science Junior year: Breadth in Major Senior year: Engineering Design & ElectiveSpace constraints do not allow detailed program listings to be included with this paper,They will be available as handouts when the paper is presented at

Collection

1999 Annual Conference

Authors

Tony N. Rogers; David R. Shonnard; Besty M. Aller; Kirk H. Schulz; Anton Pintar

requiredby ABET EC2000. NCA allows each unit to establish its own goals. As mentioned earlier,ABET EC2000 (ABET, 1997) sets down specific goals, (a) through (k), for all engineeringprograms and the AIChE sets criteria for chemical engineering programs (AIChE, 1996),numbered (A-1) through (A-9) by the committee:(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 multi-disciplinary teams(e) an ability to identify, formulate, and solve engineering problems(f) an understanding of professional and ethical responsibility

Collection

1999 Annual Conference

Authors

Nagy N. Bengiamin

. Page 4.188.1 (f) Understand professional and ethical responsibilities. (g) Ability to communicate effectively. (h) Possess a broad education necessary to understand the impact of engineering solutions in a global and societal context. (i) Recognize the need for, and is able to engage in life-long learning. (j) Has knowledge of contemporary issues. (k) Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.Assessment and its relevant instruments in engineering education have been the focus of severalpublished works.2-5 The reader is encouraged to review the work by Olds and Miller 4 andRogers and Sando 5 for information about the process of

Collection

1999 Annual Conference

Authors

Warren Perger; Leonard J. Bohmann; Bob Bohnsack

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 multi-disciplinary 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 h)the broad education necessary to understand the impact of engineering solutions in a global and societal context i) a recognition of the need for, and an ability to engage in life-long learning j) a knowledge of contemporary issues k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice l) knowledge of probability

Collection

1998 Annual Conference

Authors

Michael J. Pavelich; Barbara Olds; Ronald Miller

most recognized and valid method to quantify maturation of college students’intellectual abilities relies on developmental process models such as Perry’s model of intellectualand ethical development [4] and King and Kitchener’s Reflective Judgment model [5]. Thesemodels measure students’ positions along a hierarchical construct of stages representingincreasingly more sophisticated ways of understanding and solving complex problems. Astudent’s position on the Perry or Reflective Judgment model scales is measured using one ofthree techniques: 1) a videotaped or audiotaped interactive interview conducted by a trainedexpert, and evaluated by a second trained expert, 2) a written essay exam scored by a trainedexpert, or 3) a multiple choice

Collection

1998 Annual Conference

Authors

J. A. Isaacs

Methodologies Discussion of Attributes and Limitations 8 Ethics and the Environment Video followed by Group Working Session 9 Recycling: Resource Conservation or Waste Reduction? Discussion of Global Policies and Legislation 10 Group Project Presentations Course Wrap-upTechniques associated with LCA are detailed for its three phases: inventory analysis, impactanalysis and valuation of results. Students encounter the complications associated with life cycleinventory (LCI) analyses in LCA, as well as difficulties associated with impact analysis. Thevaluation phase of the LCA provides a means for interpreting the results of life cycle inventorieson

Collection

1998 Annual Conference

Authors

Sanjiv Sarin

analyze and interpret data, (c) an ability to design a system, componentor process to meet desired needs, (d) an ability to function on multi-disciplinary teams, (e) anability to identify, formulate, and solve engineering problems, (f) an understanding ofprofessional and ethical responsibility, (g) an ability to communicate effectively, (h) the broadeducation necessary to understand the impact of engineering solutions in a global/societalcontext, (i) a recognition of the need for and an ability to engage in life-long learning, (j) aknowledge of contemporary issues, (k) an ability to use the techniques, skills and modernengineering tools necessary for engineering practice

Collection

1998 Annual Conference

Authors

Nancy L. Denton; Christine L. Corum

. • Covey, S. R., The Seven Habits of Highly Effective People: Restoring the Character Ethic, New York, NY, Simon and Schuster, 1989 • Douglass, D. N., Choice and Compromise: a woman’s guide to balancing family and career, New York, NY, AMACOM, 1983. • Levinson, H., Career Mastery: keys to taking charge of your career throughout your worklife, San Francisco, CA, Berrett-Hoehler Publ., 1992. • Mackenzie, A., The Time Trap, New York, NY, AMACOM, 1990. Page 3.445.5 1996 ASEE Annual Conference Proceedings • Messenger, J., Personal Excellence: a system for making

Collection

1998 Annual Conference

Authors

Stefani A. Bjorklund; Patrick T. Terenzini; John M. Parente; Alberto F. Cabrera

industry or 2.91 2.62 +12 as faculty. Understanding of engineering as a field that often 2.58 1.88 +27 involves non-technical considerations (e.g., economic, political, ethical, and/or social issues). Knowledge and understanding of the language of 2.81 2.66 design in engineering. Knowledge and understanding of the process of 3.04 2.55 +19 design in engineering. Your ability to “do” design. 2.85 2.23 +23 Problem Solving Skills (Alpha=.86) 2.89 2.83 Your ability to identify what information is needed 3.05