streamlining student outcomes assess- ment processes and has been an invited presenter at the ABET Symposium on multiple occasions. He was named an ABET Fellow in 2021. Estell is also a founding member and current Vice President of The Pledge of the Computing Professional, an organization dedicated to the promotion of ethics in the computing professions. Estell is Professor of Computer Engineering and Computer Science at Ohio Northern University, where he currently teaches first-year programming and user interface design courses, and serves on the college’s Capstone Design Committee. Much of his research involves design education pedagogy, including for- mative assessment of client-student interactions, modeling sources
, 2015[6] U.S. Department of Education, Office of Planning, Evaluation, and Policy Development,Evaluation of Evidence-Based Practices in Online Learning; A Meta-Analysis and Review ofOnline Learning Studies. Washington, D.C., 2010.[7] J. L. Hess, & L. G. Kisselburgh, & C. B. Zoltowski, A. O. & Brightman, “The Developmentof Ethical Reasoning: A Comparison of Online versus Hybrid Delivery Modes of EthicsInstruction” Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans,Louisiana. 10.18260/p.26125, 2016[8] K. E. Holbert, “Comparison of Traditional Face-to-Face and Online Student Performance inTwo Online-Delivered Engineering Technical Electives” Paper presented at 2017 PacificSouthwest Section Meeting, Tempe
subcommittee chair on ABET’s Accreditation Council Training Committee. He was previously a Member-At-Large on the Computing Accreditation Commission Executive Committee and a Program Evaluator for both computer engineering and computer science. Estell is well-known for his significant contributions on streamlining student outcomes assess- ment processes and has been an invited presenter at the ABET Symposium on multiple occasions. He was named an ABET Fellow in 2021. Estell is also a founding member and current Vice President of The Pledge of the Computing Professional, an organization dedicated to the promotion of ethics in the computing professions. Estell is Professor of Computer Engineering and Computer Science at
of Engineering and Computer Science where she is studying retention of undergraduate engineering students. She has extensive experience using qualitative and mixed-methods research in Engineering Education. Before joining UTD in September 2020, Laura worked at the University of San Diego on their RED grant to study institutional change efforts and redefine the engineering canon as sociotechnical. She has a background in environmental engineering and received her Ph.D. in Engineering Education at Utah State University with a research focus on the ethical and career aspects of mentoring of science and engineering graduate students and hidden curriculum in engineering.Dr. Susan M. Lord, University of San Diego Susan
] writes, “In the Nazi regimethe technology served both the purposes of the state and the ethical values of the technologicalprofessionals.” This brings Katz to the question, “how does an engineer know that the values[they] embod[y] through [their] technological products are good values that will lead to a betterworld?”The contemporary use of technologies such as facial recognition and predictive algorithms in thecontext of law enforcement and incarceration make Katz’s question both relevant and urgent.Software such as the predictive policing tool PredPol reinforces biases within U.S. lawenforcement [5]; as one study noted, “PredPol is a tool for that aids law enforcement as itcurrently exists, and around the country, law enforcement targets
Paper ID #33189 soybean crop yields in Dr. Kristina Wagstrom’s Computational Atmospheric Chemistry and Exposure (CACE) laboratory. For the past two summers, Thomas has worked two internships: the first as an en- gineering intern at Allnex in 2019, and the second as an Environment, Health and Safety Intern at Pfizer in 2020. Working at Pfizer especially developed Thomas’s work ethic and passion for chemical engineer- ing, influencing him to seek further related chemical engineering positions after graduation where he can apply the knowledge he has learned in school to the pharmaceutical or manufacturing industries. Thomas is now seeking a full-time position with an engineering firm starting summer 2021 where he can
reports simply called for even more modernengineers.Figure 1: A visual depiction of new competencies needed by engineers upon review of theGrinter Report (1995) and the Vision of the Engineer of 2020 Reports (2004 and 2005).Even from an accreditation perspective, in 1997, ABET released Engineering Criteria 2000which made it clear that engineering education needed to include these global, societal,economic, and environmental mindsets in future engineers [4]. The incorporation of what arecommonly termed “soft skills” in engineering curriculum, including teamwork, communication,ethics, and social consciousness, were soon considered a necessity. Engineering coursework hadalready garnered a reputation as being content-heavy, so innovative and unique
curation,(2) mathematical foundations, (3) computational thinking, (4) statistical thinking, (5) data mod-eling, and (6) communication, reproducibility, and ethics. The recursive data cycle of obtaining,wrangling, curating, managing and processing data, exploring data, defining questions, performinganalyses and communicating the results lay at the core of the bootcamp, [2-4].The topics covered included: • coding in python and BASH • coding in python and BASH • data preprocessing: Pandas • data exploration and transformation • feature engineering • filtering • wrapper and embedded methods • machine learning, Scikit-learn, TensorFlow • data storage: Microsoft SQL Server, MySQL, AWS RDS • data warehouse server: Microsoft SQL
Science Foundation (NSF) and industry.Dr. Jacqueline A. Isaacs, Northeastern University Dr. Jacqueline Isaacs joined Northeastern in 1995 and has focused her research pursuits on assessment of the regulatory, economic, environmental and ethical issues facing the development of nanomanufacturing and other emerging technologies. Her 1998 NSF Career Award is one of the first that focused on environ- mentally benign manufacturing. She also guides research on development and assessment of educational computer games where students explore environmentally benign processes and supply chains in manufac- turing. She has been recognized by Northeastern University, receiving a University-wide Excellence in Teaching Award in 2000
Paper ID #32355Penalized for Excellence: The Invisible Hand of Career-TrackStratificationDr. Cindy Rottmann, University of Toronto Cindy Rottmann is the Associate Director of Research at the Troost Institute for Leadership Education in Engineering, University of Toronto. Her research interests include engineering leadership in university and workplace settings as well as ethics and equity in engineering education.Dr. Emily Moore P.Eng., University of Toronto Emily Moore is the Director of the Troost Institute for Leadership Education in Engineering (Troost ILead) at the University of Toronto. Emily spent 20 years as a
Materials at the University of Puerto Rico, Mayag¨uez Campus (UPRM). He earned B.S. degrees in Civil Engineering and Mathematics from Carnegie Mellon University (1993) and a Ph.D. in Theoretical and Applied Mechanics at Cornell University (1999). Prior to UPRM, Papadopoulos served on the faculty in the Department of Civil engineering and Mechanics at the University of Wisconsin, Milwaukee. Papadopoulos has diverse research and teaching interests in structural mechanics and bioconstruction (with emphasis in bamboo); appropriate technology; engineering ethics; and mechanics education. He has served as PI of several NSF-sponsored research projects and is co-author of Lying by Approximation: The Truth about Finite
Innovation Center of the Reed College of Media at West Virginia University. She specializes in public interest communication, particularly crisis, emergency, and risk communication science. In those realms, she has worked on grants and contracts through CDC, DARPA, DHS, NIH, and NSF. Dr. Fraustino’s work has been recognized with top research paper awards at national/international conferences yearly from 2013-present. Additionally, she was named a national 2017-2018 AEJMC Emerging Scholar, earned the 2018 Doug Newsom Award for Research in Global Ethics and Diversity from the AEJMC PR Division, was the 2017 Reed College of Media Faculty Re- search Award recipient, was a 2016 national Frank Public Interest Communications
consistently positive, it also served as a perfect trainingopportunity for work ethic, responsibility, and accountability.Through the Summer 2020 virtual SRI program, the project management team learned severalimportant lessons to run a virtual summer research program. It is very important to have a clearand consistent program schedule. Most of our SRI daily activities were scheduled at the sametime every day. Clear and frequent communication with the participants is imperative before theprogram starts, to discuss the program design and emphasize the responsibilities of theparticipants. Open and smooth communication is also necessary among the project managementteam, faculty advisors, graduate student mentors, and SRI participants throughout the
estimation for applications in target tracking and physical layer communications. Her work on target detection and tracking is funded by the Office of Naval Research. Dr. Nelson is a 2010 recipient of the NSF CAREER Award. She is a member of Phi Beta Kappa, Tau Beta Pi, Eta Kappa Nu, and the IEEE Signal Processing, Communications, and Education Societies.Jessica RosenbergKathryn Fern´andez, George Mason UniversityJulie Shank, George Mason University Julie Shank is a PhD Candidate in the Education PhD Program at George Mason University. Ms. Shank is a former assistant dean of student life at the United States Naval Academy and retired naval officer. She also taught Ethics and Moral Reasoning at the Naval Academy while
collaborative work on their “final project”,which was the development of a KEEN Card that outlines their strategy and materials forimplementing EML in their class. The program concluded with an opportunity to receivefeedback on their KEEN card from colleagues and students.The sessions included other experts from our institution, who shared their knowledge andprovided feedback on: assessment of EML; developing makerspace activities that promote EML;and developing activities that help students think about character and ethics. Additionally,students from our institution attended a session to provide insight and engage in discussions onstudent motivation [13]. These perspectives were targeted to bring relevance and significance totheir KEEN Card.The FLC
engineeringstudents. First-year engineering courses serve as an introduction for students to the concepts,ethics, and the eco-system of the field of engineering. These courses also help budding engineerssolidify their engineering identities. Recent years have seen a greater call for developingengineers who are able to diverse and ambiguous real-world problems [1]. This call for reformcomes from the industry as well as the call from the Accreditation Board for engineering andTechnology (ABET) [2]. Engineering students often go on to becoming committed professionalsbut also leaders in their communities. Therefore, it is extremely important to develop studentengineers who are able to work collaboratively in interdisciplinary teams [3]; take on short- andlong
biomedical industry, more specifically in Diagnostics (Abaxis), Genomics (Agilent Technologies, Wafergen) and Biomedical Devices (Boston Scientific). After serving as Kordestani’s Chair in Bioengineering at San Jose State University, she joined the department of Bioengineering at Santa Clara University.Navid Shaghaghi, Santa Clara University Navid Shaghaghi is a lecturer and researcher in the department of Mathematics and Computer Science in the College of Arts and Sciences, the departments of Bioengineering and Computer Science & Engineer- ing in the School of Engineering, and the department of Information Systems and Analytics in the School of Business at Santa Clara University. He directs the Ethical, Pragmatic
benefits ofinterventions. It is no surprise that a supportive learning environment would bring about student successand that historically underrepresented groups experience additional need for this support.Moreover, diversifying the gender and ethnic representation of ECpE graduates would yield amore diverse engineering work force more equipped to meet the challenges of tomorrow.Diverse teams are beneficial for an amalgam of moral, equitable, and innovative reasonsincluding improved problem solving and improved work outcomes [17]. This representation anddiversification is pertinent for professional and ethical advancement. Especially as the softwareand engineering (S&E) workforce continues to grow 3% faster than total employment growth
topics in the course, which is enabledin-part by the use of technology and the rigorous treatment of concepts in the case studies andexams (see next section). There are also subtleties of the course flow that make it possible tocover many topics, such as introducing inflation early in the course in an early case study so it isalready familiar to students when the inflation chapter finally rolls around.A listing of topics covered in the course in order they are presented in class is shown in Table 1. Table 1: Topic Coverage Week Topic Week Topic 1 Ethics, Accounting 8 FW, B/C Ratio, PB, Breakeven 2 Estimation, TVM 9 Decision
engineering design toproduce solutions that meet specified needs with consideration of public health, safety, andwelfare, as well as global, cultural, social, environmental, and economic factors”) and 4 (“anability to recognize ethical and professional responsibilities in engineering situations and makeinformed judgments, which must consider the impact of engineering solutions in global,economic, environmental, and societal contexts”). These are also strongly emphasized in thiscourse.With respect to technology and modern teaching pedagogies, success in undergraduate teachingrequires an understanding of what works and applying those methods in the classroom.Engineering education research has demonstrated that active learning (which is focused
content instructor at the Department of Mechatronics. He was on the man- agement team of the Amman Design Week in its inaugural year in Jordan, launched by Queen Rania–a pioneering platform that harnessed creativity, revived the conversation about design, and instilled a spirit of collaboration and exchange.Prof. Andrew David Maynard, Arizona State University Andrew Maynard is a scientist, author, and a leading thinkers on socially responsible and ethical innova- tion. As Director of the ASU Risk Innovation Lab, he is working at the boundaries of how we think about risk and learn to succeed as we develop increasingly complex technologies. Andrew’s work spans both emerging and converging technologies, from
entities at the university that align with progression through a doctoral program. Examples of the modules include: ₋ Year 1: time management, success in graduate school ₋ Year 2: responsible conduct of research, data management, teamwork, ethics, mentoring, oral presentations, writing conference abstracts ₋ Year 3: writing academic papers, effective graphics for presentations, networking, responding to reviews, having difficult conversations ₋ Year 4
, pains, challenges, mistakes, etc. of being human. A second goalin developing such narrative is to avoid explanation. Simply tell it. Force the students “into thestory” and give them the power to read between the lines. [6]Design case studies, ethical issues, and real-world problem statements are usually presented innarrative format, but not all engineering documents should be written as stories. Lab reports andproject reports are properly written in a passive third-person, and “Five measurements weremade of the field strength” is preferable to “We measured the field strength five times.”However, story format may be fitting in any section on personal contributions or reflections.Strategic use of stories in class can capture the interest of
undergraduateengineering curricula. Communication, especially in the context of working with teams and othersoutside of business organizations, was lacking in new engineers, and they emphasized teamworkskills from capstone design projects to hold the most value. Survey results also found that criticalthinking, seen in design skills for parts, processes, and systems were of utmost importance forsuccess in the workplace.Through a survey of Atlanta area construction engineers and managers, the highest emphasis wasplaced on competencies of “communication, ethics, professionalism, commitment to lifelonglearning, and multi-disciplinary team collaboration.” In comparing these industry preferences withundergraduate engineering programs, the study concluded that
her teaching approaches, whether in lecture, work- shop, and laboratory settings. She has been actively involved in ethics, equity and leadership education in engineering since 2011.Jeffrey Harris, York University Dr. Jeffrey Harris is an assistant professor (teaching stream) in mechanical engineering at York University in Toronto, Canada. He currently serves at the Director of Common Engineering and Science within the Lassonde School of Engineering. He has a PhD in mechanical engineering from the University of Toronto and is completing a M.Ed. from York University.Aleksander Czekanski , CEEA-ACEG Dr. Aleksander Czekanski is an Associate Professor and NSERC Chair in Design Engineering in Las- sonde School of
2. 2010 ASEE North Midwest Sectional Conference 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 in 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; 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
skills andhard skills they have acquired and refined in the service learning activities of the project. Assuccess in their future career is likely to depend 80% on the soft skills and 20% on the hardskills, the reflection on these skills is important. Service learning projects develop a broad rangeof competencies classified as soft skills: oral and written communication, self-understanding,self-confidence, leadership, self-directed team skills, ethical and social responsibility, timemanagement, coping with difficult people, etc. A few student reflections are presented below asexamples. Brittany Beinborn, Industrial Engineer: “I have gained more experience with working onreal-life projects which will help me in my career. I have also been
-defined tracks (design, manufacturing, research, etc.) b. Man electi es to allo students to pursue their passion 4. More practical content a. More hands-on experiences (how things work, how they are made) b. More design content, preferably distributed throughout the curriculum (a design spine) c. Emphasis on formulating and solving practical (big picture, multidisciplinary, systems level) engineering problems 5. Less technical content and more professional skills a. Innovation and creativity b. Communication c. Leadership d. Ethics e. Sustainability f. Business and economicsASME recommendations for graduate degree programs2: 1. A stand-alone
, ethical, and economical issues that would beaffected by their projects. Furthermore the project work should be created using principle of theProblem Based and Project Organized Learning with concrete goals and criteria. Fuzzy settheory will inevitably play important role in any problem area that involves natural language. Proceedings of the 2011 North Midwest Section Conference7. References[1] L. B. Kofoed & S. Hansen, Teaching process competences in a PBL curriculum.In: Kolmos, A. et all (eds.)The Aalborg Model: Progress, Diversity and Challenges. Aalborg University Press,2004.[2] L. B. Kofoed & F. Jørgensen, Using Problem Based Learning Methods from Engineering Education in CompanyBased Development. Proceedings
learned about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in en- gineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity.Dr. Greg Rulifson PE, USAID Greg is currently an AAAS Science and Technology Policy Fellow. Greg earned his bachelor’s degree in Civil Engineering with a minor in Global Poverty and Practice from UC Berkeley where he acquired a passion for using engineering to facilitate developing communities’ capacity for success. He earned his master’s degree in Structural Engineering and Risk Analysis from Stanford University. His PhD work at CU Boulder focused on how student’s connections