Level an ability to apply knowledge of mathematics, science, and engineering an ability to design and conduct experiments, as well as to analyze and interpret data 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 an ability to function on multidisciplinary teams an ability to identify, formulate, and solve engineering problems an understanding of professional and ethical responsibility an ability to communicate effectively the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal
, political, ethical, health and safety, manufacturability, and sustainability (3d) an ability to function on multi-disciplinary teams, (3e) an ability to identify, formulate, and solve engineering problems, (3f) an understanding of professional and ethical responsibility, (3g) an ability to communicate effectively, (3h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context, (3i) a recognition of the need for, and an ability to engage in life-long learning, (3j) a knowledge of contemporary issues, (3k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice, (8a) a knowledge of
management systems development, life cycleassessment, design for the environment, ethical issues, environmentally responsiblemanufacturing, as well as the implications of product take back.1,2,15 In some countries thisstandard is being used to embrace a broader realm than originally intended to include new areassuch as the work environment in life cycle assessment.4 Continuous improvement is anotherinherent aspect of this standard. “It fosters self organization and self regulation, which representsthe groundwork from which it is hoped that continuous improvement of environmentalperformance can be sustained. ISO 14000, in particular, tries to encourage a different and moreeffective environmental ethic to the design of product and processes from the
a member of a *Time management group, and as a participant on a *Just-in-time multidisciplinary team. An integral part of the learning solution process will be the incorporation of ethical, political, economic, and social impacts. Page 12.114.8 The designs will increase in complexity and open-ended nature to culminate in a multidisciplinary capstone project.VI Engineering solutions under austere NA NA conditions. Develop the skills to evaluate risk and solve environmental problems under
leadership in the last decade include the evolution of theglobal workforce, the influence of information technology on the interaction among virtual teams,and the recognition that understanding of ethical implications of engineering is paramount tolong-term professional development.The idea to formalize activities related to student leadership at Rensselaer actually was initiatedby the Rensselaer Union, which is the self-supporting and self-governing student organizationthat controls, finances, and organizes student activities on the campus. In 1988, the ExecutiveBoard of the Union proposed to the Vice President for Student Affairs that Rensselaer form aCenter for Student Leadership Development on the campus. Early activities focused onleadership
programmesbased around problem-based learning9.Portfolio assessment is tutor-intensive, and after some 12 years of operation, in the face ofdiminishing Government funding for technical degree courses, the IEDP closed at SheffieldHallam, although leaving a truly positive legacy in terms of PDP and associated studentsupport mechanisms.In the USA, ABET10, in moving to an outcomes base, now requires engineering programmesto demonstrate that students, amongst other technical skills, attain:• an ability to design and conduct experiments, as well as to analyze and interpret data• an ability to engage in engineering design to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety
Engineering graduates must demonstrate (a) an ability toapply knowledge of mathematics, science and engineering; (b) an ability to design andconduct experiments, as well as to analyze and interpret data; (c) an ability to design asystem, component, or process to meet desired needs; (d) an ability to function inmultidisciplinary teams; (e) an ability to identify, formulate and solve engineering problems;(f) an understanding of professional and ethical responsibility; (g) an ability to communicateeffectively; (h) the broad education necessary to understand the impact of engineeringsolutions in a global and societal context; (i) a recognition of the need for and an ability toengage in life-long learning; (j) a knowledge of contemporary issues; and (k
; synthesize an engineering process or system by integrating solution components; and critically evaluate alternative solutions and designs. e. Graduates are able to apply and interpret appropriate software to improve accuracy and efficiency in developing construction engineering solutions. f. Graduates are able to identify, formulate and solve construction engineering problems and designs and correctly apply science, mathematics, statistical analysis, and suitable engineering principals in these solutions. g. Graduates are able to recognize and analyze ethical
foundationsof workforce education, career development theory, needs assessment, developing objectives,performance assessment and private sector providers of workforce education programs.AMS 590 Operations Leadership 3 Hrs - Provides technical professionals with leadership andmanagement skills needed to be effective throughout their career.AMS 630 Legal & Ethical Issues in Technology 3 Hrs - A study of ethics and socialresponsibility, international and contemporary legal issues in business and industry, and e-commerce.AMS 650 Industrial Distribution 3 Hrs – An integrated and comprehensive treatment ofoperations and supply chain issues. Students study how firms link with their supply chainpartners to gain a market advantage and competitiveness.AMS
a-kThis ongoing course continues to support the general program outcomes as articulated by theABET criteria for accrediting engineering programs, categories a through k of criterion 3.Specifically, Engineering programs must demonstrate that their students attain outcomes a-k,listed below.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 needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainabilityd. an ability to function on multi-disciplinary teamse. an ability to
capstone sequence is an obvious bellwether coursechoice. While individual projects vary in scope, these courses potentially support all of theABET outcomes a through k. In particular, these courses are typically assessed for outcomes a,b, c, d, e, g, i and k. Outcome i, focused on ethical and social responsibilities, is often addressedvia the nature of the project itself. Some projects have a clear link to social issues, for instanceprojects done during 2006 – 2007 and 2005 – 2006 related to bio-fuels and physicalrehabilitation devices. Ethical issues related to design (minimizing risk of injury, etc.) are also apart of the course. Assessment of this outcome is done by direct measures (faculty observingstudent discussion or the project’s written
number of applications they support - all while boosting performance andavailability, and even easing the overall administrative workload.2Course DesignThe course is C&IT 276 and is a required course for students earning their degree inInformation Systems Technology. The course is offered every semester and is offered asa class 2, lab 2 pattern. The course description is: Introduction to a wide range of topics in the networking field. Topics include: systems and network administration support practices, desktop and server support, security, disaster recovery, ethics, change management, help desks, networks, network operating systems, and directory services. The students will gain hands- on experience in the
to theindividual students, but both of the winners spent time with all six teams during a classsession to discuss their entrepreneurial experiences. In addition, one of the winnersbecame actively involved in the E4 Initiative and his company is now a sponsor of a newE4 project. Both of these gentlemen were impressed by the cross fertilization that hascome from embedding business students into the capstone design teams.Another example of the synergy that has come from the embedded student pilot dealswith expanding the scope of the ELE Seminar Series. The Ethics, Leadership, andEntrepreneurship, or ELE, Seminar is part of the first course in the capstone designsequence. Student teams must identify, successfully invite, and host a leader from
thinking, problem solving, note-taking and time management, intentional reading, ethics, writing scientific reports, and locating Page 13.1218.5and evaluating information sources (Figure 2). The group benefitted from field trips to the localwater treatment plant and to Natural Bridge, an impressive and historic geological formationwith hiking trails and a replica of a Monacan Indian village. Students completed projects relatedto fieldwork on groundwater (Figure 2), generational changes in consumption patterns, and workwith poetry and clay. Students read and discussed Water: The Fate of Our Most PreciousResource10. Figure 2
, prototyping, design, implementation, testing, maintenance activities and management of risks involved in software and embedded systems. C. Process: Graduates know various classical and evolving software engineering methods, can select appropriate methods for projects and development teams, and can refine and apply them to achieve project goals. D. Professionalism: Graduates are knowledgeable of the ethics, professionalism, and cultural diversity in the work environment. E. Quality: Graduates can apply basic software quality assurance practices to ensure that software design, development, and maintenance meets or exceeds applicable standards. F. Presentation: Graduates have effective written and oral communication
inengineering. Specifically, the course aims to 1. Help students understand and become familiar with engineering professions and careers. 2. Introduce students to the various technical areas and specializations within engineering. 3. Help students form academic and personal support groups and develop the ability to communicate and work effectively with others. 4. Acquaint students with the role of engineers in society and in engineering ethics. 5. Provide students hands-on laboratory projects and theoretical background to appreciate the importance of mathematics in engineering. 6. Guide students in choosing an engineering curriculumCourse Structure and Content :The Introduction to Engineering course is a three-credit course that
develop personal and professional responsibility. 3. Develop appropriate decision making skills and utilize professional judgment, conduct and ethics to provide optimum care for the safety of people and the environment. 4. Enhance communication and interaction skills, which enable students and faculty to work effectively with diverse populations as members of the Environmental Health & Safety team. 5. Advocate active participation and leadership in community activities and professional associations. 6. Instill a commitment to continued education and skill development. 7. Possess the knowledge necessary to become certified as a safety (CSP), hygiene professional (CIH) and Certified Hazardous Material
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 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 communication effectively, h. the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, 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, and k. an
prepared for engineering practice through the curriculum culminating in a majordesign experience based on the knowledge and skills acquired in earlier course work andincorporating engineering standards and multiple realistic constraints.” These constraintsare further defined in Criterion 3. Program Outcomes and Assessment which states,“Engineering programs must demonstrate that their students attain: (c) an ability todesign a system, component, or process to meet desired needs within realistic constraintssuch as economic, environmental, social, political, ethical, health and safety,manufacturability, and sustainability [1, 2].In this paper we will describe how we solved these two challenges by updating ourmicroprocessor laboratory facilities on a
through the curriculum culminating in a major design experience basedon the knowledge and skills acquired in earlier coursework and incorporating engineeringstandards and realistic constraints that include most of the following considerations: economic;environmental; sustainability; manufacturability; ethical; health and safety; social; andpolitical.”1 In the new ABET criteria for accrediting engineering programs during the 2008-2009accreditation cycle, it is under criterion 5, explicitly titled “Curriculum”, that the requirement forusing engineering standards is placed - in these terms: “Students must be prepared forengineering practice through a curriculum culminating in a major design experience based on theknowledge and skills acquired in
funding from theFlora and William Hewlett Foundation, have undertaken a curriculum development initiative thatemphasizes the human component of engineering. This program embraces the concept thatengineers and the field of engineering serve a critical role in society. This interdisciplinarycollaboration at CSM has created a sequence of courses designed to help engineering studentsunderstand the ethical, cultural, historical and technical dimensions of engineering work appliedto community development in the U.S. and abroad7. One of the primary goals of this effort is tocreate a culture of acceptance and value of community and international service activities amongCSM’s faculty and students
labs.Results Students and teachers were both given an opportunity to increase their knowledge andskill in a significant rather new field (biotechnology and genetics) and teachers couldadditionally improve their teaching skills. One of the most significant events was when eachteam made a presentation on the last day on the topic “Ethics in Biotechnology”. Students and Page 12.1322.7teachers were discussing ethical issues using concepts and language they did not know a weekprior. Changes in attitude and openness to new ideas is also testified to in the comments. One ofthe students who now is the recipient of a full academic scholarship at a state
students without high-speed Internetaccess, the compressed VM was distributed on CD-ROMs. The uncompressed size of the Linuxvirtual machine was less than 3 GB. The dedicated memory requirement for the virtual machinewas 128 MB.The primary purpose of the VM lab was to help students understand the concepts and principlesof intrusion detection, as well as the deployment and use of intrusion detection systems. The labwas not intended to be a Linux operating system (OS) lab or an ethical hacking lab. Theemphasis was on detection of attacks. The students were not required to install the Linux OS or Page 12.1575.4to perform complex network attacks. However
practical, hands-on experiences within the overall academic environment can varywidely. At Saint Louis University, the biomedical engineering (BME) department was developedaround a program offering solely undergraduate degrees. The faculty developed the seniorprojects course around the concept of immersing students in a faculty lab to give them an in-depth exposure to solving open-ended engineering problems. Depending on the investigator, therange of topics could range widely and also included external faculty advisors with a need forbiomedical engineering design solutions.The two-semester course sequence has evolved over the past seven years to further emphasizedesign theory, expand the ethical topic coverage, adding a comprehensive exam to
engineering.” 2002. William Oakes, et al. 32nd ASEE/IEEE Frontiers in EducationConference; “ASEE and service learning”. 2000. Edmund Tsang. Prism.5 “Engineering education and service-learning.” 2004. Rachel L. Vaughn and Sarena D. Seifer. Community-CampusPartnerships for Health, June.6 “Service-learning and engineering ethics.” 1999. Michael S. Pritchard. International Conference on Ethics inEngineering and Computer Science, March.7 The Chronicle of Higher Education, 8/15/20058 “Integration of Service Learning into Civil and Environmental Engineering Curriculum.” 2005. Thomsa Piechotaand Shashi Nambisan. Proceedings of the Annual Conference of the American Society for Engineering Education,Portland, OR.9 “Work in Progress
, smart structures and intelligent systems; iii) provide student-faculty interactionsand involve graduate students as mentors in the development of research experiences forundergraduates; iv) conduct tutorials on using necessary hardware and software; v) arrangeweekly seminars on topics such as technical communication, codes and standards, ethics andgraduate school opportunities; vi) provide opportunities for teamwork, project management,leadership and communication skills for successful completion of project work; and vii) arrangefield trips for demonstrations of practical relevance of research.RecruitmentThe REU site program was publicized by: i) mailing flyers, typically in December, to Aerospace
seminars 28 12-1612-14 Seminar #3 28 12-1615- 16 Engineering and society Ethics 210 21The challenges inherent in creating one of the discipline-specific seminars are numerous. Aninformal, but very important, seminar goal is to create excitement about a given major. Studentsare to be introduced to technical content; however, they may not have completed any of theprerequisites required for major classes. Further, the content of the seminar may not be used as aprerequisite for any other course, because it cannot be guaranteed that particular students willhave taken any given seminar. Eighty-four students take each seminar, while
architecture andarchitectural engineering. The ABET 2000 criteria assessed are (f) an understanding ofprofessional and ethical responsibility, and (g) an ability to communicate effectively. FrancisChing’s Form, Space and Order is the course text, as it very competently provides a generalframework within which basic principles can be explored. Each year, the lecture presentationsand assignments are re-examined and further developed in an attempt to continually improve theeffectiveness of the course. In the fall of 2005, an experimental information delivery techniquewas utilized, in the form of a weekly case study investigation. The following paper describesthis teaching methodology, and uses the student evaluation data to assess its effectiveness.The
faculty decided to limit use of the CNLSsystem to one course for the spring 2005 semester. This would permit faculty time toconfigure the system and test the operation on a pilot class before widespread operationwas implemented.The pilot class selected was the fifth of the CCNP sequence. Fifteen students participatedin the pilot class and had the option of using the CNLS system or laboratory equipment.Few restrictions were implemented in the management software since it was a smallgroup and because the software package was new to the faculty. It was assumed thatstudents would be ethical in using the system and since it was a small group systemadministration would be minimal.All students in the pilot course used the CNLS system, but usage varied
provide a methodfor improving student design processes that has been experimentally validated, which would beof interest to educators interested in engineering design. Second, we describe a cross-overexperimental method which can be useful to a broad range of education researchers wanting totest pedagogical tools/methods experimentally. The experimental design has simple but stronginternal and external validation indicators, and overcomes some of the ethical issues which oftensurround experiments in an educational setting. Page 11.623.2BackgroundThe first design phase following need identification is generally concept design; that is,addressing a