Conference Session

Design in Engineering Education Division (DEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xi Wang, Drexel University; Kathleen M Short; Christine Marie Fiori

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

offering courses andproject opportunities in conjunction with well-established considerations such as ethics,economics, and structural integrity. The topic should be treated as a major consideration similarto protecting public safety in design. Ultimately, the objective should be to graduate a newgeneration of engineering, architecture, or management professionals capable of integratingsustainable development into real-world design projects.Reference[1] R. Valdes-Vasquez and L. Klotz, “Incorporating the Social Dimension of Sustainability intoCivil Engineering Education,” Journal of Professional Issues in Engineering Education &Practice, vol. 137, no. 4, pp. 189–197, Oct. 2011, doi: 10.1061/(ASCE)EI.1943-5541.0000066.[2] R. Lozano et al., “A

Collection

2002 ASEE North Midwest Section Conference

Authors

Mani Mina

. When asked for the material, some will just bring you the printed version site or copy right off the site and include it in their reports. As the demand for their time and efforts increases, this problem will hunt them more. Unless dealt with correctly, with decisive action from the teacher in the freshman year, this great research tool (the Internet) will be wrongly utilized for the rest of their careers. One of the goals of the educators in the freshman year has to be giving the students guidelines and practices for efficient, ethical, and professional use of the Internet.9. Students can waste time on e-mail and chats and not spend time studying. Perhaps the most threatening item for each individual student is not having

Collection

2007 Pacific Southwest Section Meeting

Authors

M. M. Gilkeson

.(7) Students have been fully exposed to professional level work. When warranted, students arenamed on patents. In 2005, Clinic sponsors filed 13 patent disclosures at the end of their projects.Other advantages at HMC include realistic practice of ethics, development of communications skills,and intensive experience in time management. None the less, teaching in Clinic remains a high riskoperation. Here are some of the issues faced by the College:-- To conserve harmony of the Clinic program with the university objectives and methods.-- To maintain academic quality of the entire engineering program.-- To retain Clinic educational control in the face of administrative pressure for funding.-- To balance student's time between formal courses and

Collection

2013 Pacific Southwest Section Meeting

Authors

Antonella Sciortino; Lisa Star; Tesfai Goitom

. The course introduces students to the civil andconstruction engineering fields. It includes curriculum information and requirements, careerpaths, and engineering ethics. As part of the requirements for the course in its original format,students worked in teams on a term paper and a presentation that focused on a major engineeringproject. The course satisfies ABET Student Outcomes h –Achievement of the broad educationnecessary to understand the impact of engineering solutions in a global, economic,environmental, and societal context -, Outcome i - Recognition of the need for, and the ability toengage in life-long learning -, and Outcome j - Knowledge of contemporary issues.Although the selection of a foreign project as topic of the paper

Collection

2013 GSW

Authors

George Kitamura; Kristin Milam; Elvin Hii; Chris Kniffin; Alexander Graves; Amit Oza; Bernd Chudoba

of the project would be incomplete.Since our project was to incorporate Loftin’s conceptual design process into our reverseengineering, we tried to perform similar analysis using parameters and historical trends to sizevarious parts of the aircraft. However, this was sometimes complicated when incorporating itinto every discipline. We realized that some of the disciplines are strictly analysis and otherswould require more resources given in one semester to create complex parameter analysis of theaircraft.The two sided coin of the project was the team dynamic. There were good things and bad thingsthat can be expected when working with a group. Over the weeks, individual work ethics andparticipation became a point of significant concern. The

Collection

2016 Rocky Mountain Section Conference

Authors

John M. Santiago; Jing Guo

solution (includes system, subsystem, andcomponent design and (5) design considerations when looking at the system from manyperspectives including thoughts about ethics, economics, reliability and safety.The rubric has proved useful to assess student outcomes and account for both system-levelthinking and technical merit such as the capstone projects briefly described in the next section. © American Society for Engineering Education, 2016 44 2016 ASEE Rocky Mountain Section ConferenceExamples of Student Deliverables to Assess System-Level ThinkingThe deliverables associated with the course emphasizes

Collection

2016 Rocky Mountain Section Conference

Authors

Susan M. Reynolds

promptwould also tie in other modes of evaluation and understanding.In the comprehension and evaluation mode, students performed a reading or viewed a video andsummarized key points, drew conclusions, and analyzed information. In the site analysis andevaluation mode, students were asked to visit a physical site (often a building on campus), andinterpret that site through drawings and discussion. In the professional mode, students reflectedon a wide range of professional skills, such as oral communication skills, written communicationskills, cost analysis, ethics, design priorities, decision methods, etc. Reflection prompts can alsobe categorized as exercise effectiveness. In this mode, the instructor directly asks the studentswhether or not specific

Collection

2016 Rocky Mountain Section Conference

Authors

Jeffrey S. Bates; Taylor D. Sparks

mathematical, scientific, and engineering knowledge to solve materials related problems • An ability to design and conduct experiments, characterize materials, and properly interpret data in order to understand materials behavior • An ability to select or design a materials based 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 teams whose members have interdependent and complimentary skills • An ability to identify, formulate and solve materials-related

Collection

2016 Rocky Mountain Section Conference

Authors

Clifton B. Farnsworth; Evan Bingham; Justin E. Weidman

green structures. At the same time, however, there was also thiscounter feeling of anti-sustainable practices, such as with the destruction of environmental andcultural resources with the building of the three gorges dam, or even sloppy constructionpractices minimizing the cost effectiveness of true life cycle integration. Many of these providedfascinating case studies for discussion on ethics, environmental practices, and of coursesustainable construction. The development of the final project included a focus on people, planet,and profit, and that experience alone was a key part of the sustainability aspects of this course.Teamwork and LeadershipStudents worked in groups throughout the entire course. The group interaction and dynamicsallowed

Collection

2005 ASEE Midwest Section Conference

Authors

Norman D. Dennis

student evaluations of teaching are reliable and valid.1718 In light of all the negative publicity attributed to engineering education in the later part of the19 20th century, the American Society of Civil Engineers (ASCE), through its Committee for20 Education Activities Committee (EdAC), formally recognized the need to support the21 development of Civil Engineering faculty as effective teachers in 1998. Members of the22 committee reasoned that students perceive engineering faculty as representatives of the23 profession and, in many cases, it is engineering faculty that are the students first contact with the24 profession. As a result, faculty should be the front line in displaying a professional,25 knowledgeable and ethical

Collection

2013 ASEE Midwest Section Conference

Authors

Madhulika Srikanth; Abu S. Asaduzzaman; Ramazan Asmatulu

model of academic dishonesty in engineering and humanities undergraduates." Ethics & Behavior 17.3 (2007): 255-279. 18. Meade, J., “Cheating: Is academic dishonesty par for the course?”, ASEE Prism, March 1992, 30-32. 19. Harding, T. S., Carpenter, D. D., Montgomery, S. M., & Steneck, N. H. "The current state of research on academic dishonesty among engineering students." Frontiers in Education Conference, 2001. 31st Annual. Vol. 3. IEEE, 2001. 20. Moffatt, M., Undergraduate Cheating, New Brunswick, NJ: Rutgers University Press, 1990. 21. Newstead, S.E., Franklyn-Stokes, A. and Armstead, P., “Individual Differences in Student Cheating,” Journal of Educational Psychology, 88(2), 1996, 229-241

Collection

2018 ASEE Midwest Section Conference

Authors

Tammy M. Lutz-Rechtin; Edgar C. Clausen

provide training and be on-site duringthe audits.In 2012, ACS published a report by the Safety Culture Task Force outlining seven elementswhich reinforce and promote a strong safety culture (University of California Center forLaboratory Safety 2012). A collaborative audit targets at least four of these areas and possiblymore. Specifically, this audit encourages: 1) leadership and management of safety, 2)cooperative interactions at multiple levels, 3) the development of positive safety attitudes, safetyawareness, and safety ethics, and 4) the promotion and encouragement of communication aboutsafety. The paper, Academic Leaders Create Strong Safety Cultures in Colleges and Universitiesby Robert Hill and David Finster, argues that the most important

Collection

2017 ASEE Midwest Section Conference

Authors

Charles Baukal

application of theirknowledge to real problems which are often more complicated than what they are used tosolving. Depending on the project, students may also get to employ some creativity andentrepreneurship (Heitmann 1996).Many of the required ABET (2015) student outcomes are typically addressed by comprehensivesemester-long team projects: (a) an ability to apply knowledge of mathematics, science, and engineering (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 (e) an ability to identify, formulate, and solve engineering problems (g) an ability to

Collection

2012 ASEE Midwest Section Conference

Authors

W.S. Khan; M. Ceylan; E. Asmatulu; R. Asmatulu

the last century or so [13].Figure 6 shows the damage indicators obtained via Eco-indicator 99.5. EDUCATIONAL IMPACTS OF NANOTECHNOLOGYProceedings of the 2012 Midwest Section Conference of the American Society for Engineering EducationNanotechnology offers amazing benefits to human life and the environment, but it can lead toeducational consequences, as well. Research and development on nanotechnology andnanoproducts have been growing rapidly for more than a decade; however, educational progresshas not been as rapid as technological development. In other words, technical training is notsufficient for individuals working in the field; parallel training is required, which will be usefulfor the societal and ethical implications of the

Collection

2007 ASEE Midwest Section Conference

Authors

Roy Myose

foraccreditation in Aerospace Engineering, a program must show that students have the "ability todesign a system, component, or process to meet desired needs within realistic constraints such aseconomic, environmental, social, political, ethical, health and safety, manufacturability, andsustainability."1 At Wichita State University, the Aerospace Engineering program includes the traditional mixof general engineering core, aerodynamics and propulsion, dynamics and control, and structurescourses followed by a two-course capstone design sequence. In addition to the capstone designsequence, aspects of design are covered in a multitude of non-capstone classes starting in thesophomore year. Many of these non-capstone classes utilize a series of class

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

Joshua H. Smith; David Brandes

EWB–USA’s policies on professionalmentoring, and may led to design work having to be reviewed and redone under the supervisionof the professional mentors who will lead those implementation trips, solely to satisfy EWB–USA’s requirement that the mentors be involved in both design and implementation.Lafayette also offers a sophomore-level course VAST 203: Sustainability of Built Systems thatserves as a non-technical introduction to sustainable development. Its course catalog descriptionis:25 This interdisciplinary seminar introduces students to a process for evaluating the sustainability of built systems in both the industrialized and developing worlds. The course addresses the historical, moral, and ethical foundations for the current

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

Barbara E. Mizdail

happened! All the faculty researchers expressed satisfaction withthe output from the five student projects. The students rose to the occasion in most casespresenting substantial contributions to the research efforts. Opportunity to include discussionson ethics presented itself, especially in tracking the project budgets. Each team was provided a$100 budget. Several teams built prototypes. The mechanical and electrical lab supervisors alsospent time with these novice team members - novice in that they had not yet had courses thatfamiliarize them with the mechanical and electrical equipment and lab capabilities at the college.Provided in Table 2 below is a list of the five research projects topics, as well as the students’initial descriptions

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

William Jemison; Christopher Nadovich

various“illities” constraints on such topics as: hazmats, reliability, maintainability,sustainability, manufacturability, and ethics. We attempt to cast theserequirements in a form that constrains the student design in realistic, useful waysthat students can address within the scope of their project. For example, here isthe manufacturability requirement. GPR008: Manufacturability A production design is a project design that could reasonably be manufactured in large quantity (e.g. greater than 1000 units/yr). All production designs must be built from components and subassemblies that have a sustainable source of supply over the system lifetime. To demonstrate that this requirement is met, it must be shown that each

Collection

2007 Spring ASEE Middle Atlantic Section Conference

Authors

John C. Giordano; J. Scot Ransbottom

, we seek to identify and value differencesamong our cadets and to leverage those differences to enhance understanding for the group. We also seekto help cadets to value the differences among their peers, subordinates and leaders. The need to produceleaders of character is a direct complement to the academic requirements. USMA’s educational process focuses on the development of the whole person. The academic, military,physical, and moral/ethical development of each cadet is accomplished through an immersive 47 monthexperience. The stated goal of the academic program [3] is to enable graduates to anticipate and respondeffectively to the uncertainties of a changing technological, social, political, and economic world. As aresult, the curriculum

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Ronald E. Barr

. ASEE Mid-Atlantic Spring Conference April 28-29, 2006 300 Jay St., Brooklyn, N.Y. 11201 Table 5: ABET Program Outcomes (a - k)(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(g) an ability to communicate effectively(h) the broad education necessary to understand

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Arthur Heinricher; Brian Savilonis; David Spanagel; Robert Traver; Kristin Wobbe

explored the chemical,ethical, physiological and economic dimensions of a (simple) question: Why do we eat what weeat? The students completed projects on subjects ranging from hunger in Worcester tocontrolling fertilizer runoff. Power the World focused on the physics, history, and theenvironmental and economic impact of energy technologies. The students completed projectsranging from an energy cost analysis of green roofs and photovoltaic systems for WPI to airpollution in China.This paper will describe the final student projects as well as the smaller projects and activitiesdesigned to help students develop the intellectual skills needed for research and professionalwork, including clear, succinct writing, oral presentation, pair and small group

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Lupita D Montoya, University of Colorado, Boulder; Andrea Ferro, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

Paper ID #42408Work in Progress: Quality Indicators for Community-Engaged Education,Scholarship, and ResearchDr. Angela R Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Environmental, and Architectural Engineering (CEAE) and Director of the Integrated Design Engineering (IDE) program. The IDE program includes an IDE BS degree accredited under the ABET EAC general criteria and a new PhD degree in Engineering Education. Bielefeldt’s research includes community engagement, engineering ethics, social responsibility, and

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fazel Ranjbar, University of Cincinnati; Jutshi Agarwal, University at Buffalo, SUNY; P.K. Imbrie, University of Cincinnati

Tagged Divisions

First-Year Programs Division (FYP)

. Educational Setting and ParticipantsThe study was conducted at a large, public, urban, Midwestern R1 institution. In the engineeringcurriculum for the first year, students take two 3-credit hour courses over two semesters. Eachcourse is structured around providing students with significant design experience. Students arerequired to actively participate in team-based projects in addition to engaging in differentfundamental content areas such as design process, ethics, algorithmic thinking, modeling,statistics, statics, and electricity. At the start of each semester, student teams of three or fourmembers are formed by the teaching team, considering factors such as prior experiences,knowledge, and demographics.This research investigated the relationship

Conference Session

Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Glovena Fairfax, Duke University; Jabari Kwesi, Duke University; Elyse McFalls, Duke University; Reagan Lenora Razon, Duke University; Alexandra Thursland, Duke University; Crystal E. Peoples, Duke University; Shaundra Bryant Daily, Duke University; Alicia Nicki Washington, Duke University; Eduardo Bonilla-Silva, Duke University; Brean Elizabeth Prefontaine, Duke University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

] “Culturally Responsive-Sustaining Computer Science Education: A Framework,” Kapor Center. Accessed: Jan. 12, 2024. [Online]. Available: https://www.kaporcenter.org/culturally- responsive-sustaining-computer-science-education-a-framework/[19] A. N. Washington, “Designed to Disrupt: A Novel Course for Improving the Cultural Competence of Undergraduate Computing Students,” presented at the 2022 American Society of Engineering Education Annual Conference & Exposition, [Online]. Available: (manuscript pending)[20] E. O. McGee, “Addressing systemic racism as the cancer of Black people: equity ethic- driven research,” Nat. Rev. Cancer, vol. 21, no. 8, Art. no. 8, Aug. 2021, doi: 10.1038/s41568-021-00368-8.[21] E. O. McGee and D. O

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew James, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs Division (FYP)

development of a product, process, or system. LO 2. Articulate holistic and ethical issues that impact engineering solutions. LO 3. Solve problems using systematic engineering approaches and tools. LO 4. Model an engineering system. LO 5. Communicate solutions and arguments clearly. LO 6. Develop teamwork skills.At a departmental level, the intent of implementing these projects is to offer several sections eachsemester for students (and faculty) who have an interest in community engaged learning withoutneeding to modify the existing learning outcomes of the course. As such, we began the processby identifying areas in which there might be alignment, or potential misalignment, between thebest practices of community engagement projects and the

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Chris Rennick; Sophie Nasato; Samantha White; Mary Robinson

(theToyota Innovation Challenge or TIC). The study participants were asked to generate a unique IDcode so that their responses could be connected across the survey offerings. Each surveyconsisted of the student-generated ID, a series of demographics questions adapted from thecampus equity survey plus program and academic year, the Situational Motivation Scale (SIMS)survey instrument [4], and an open question asking students why they chose to participate in theevent. The surveys were given to participants at the start of each event and again near the end.This study was approved by the institutional research ethics committee.In total, 68 students filled in the first survey (53 from the TIC event, and 15 from the WiE event),and 10 filled in the second

Conference Session

ERM: Identity Impacts (Identity Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cristián Vargas-Ordóñez, Purdue University at West Lafayette (COE); Siqing Wei, Purdue University at West Lafayette (COE); Tiantian Li, Purdue University at West Lafayette (COE)

mentoring: Does the name matter?,” Sci. Eng. Ethics, vol. 19, no. 3, pp. 1267–1281, 2013, doi: 10.1007/s11948-012-9366-7.[28] P. Willis, “The ‘things themselves’ in phenomenology,” Indo-Pacific J. Phenomenol., vol. 1, no. 1, pp. 1–12, 2001, doi: 10.1080/20797222.2001.11433860.[29] S. B. Merriam and E. J. Tisdell, Qualitative research: A guide to design and implementation., 4th ed. San Francisco, CA: San Francisco, CA: Jossey Bass, 2014.

Collection

2016 Spring ASEE Middle Atlantic Section Conference

Authors

Abdullah Konak; Sadan Kulturel-Konak

, conclusions, and/or recommendationsexpressed in this paper are those of the authors and do not necessarily reflect the NSF’s views.VIII. References1. Driskell, J. E. and Salas, E. (1992) Collective behavior and team performance. Human Factors: The Journal of the Human Factors and Ergonomics Society, 34(3), 277-288.2. Keil, M., Cule, P. E., Lyytinen, K., and Schmidt, R. C. (1998). A framework for identifying software project risks. Communications of the ACM, 41(11), 83.3. Whittaker, B. (1999) What went wrong? Unsuccessful information technology projects. Information Management and Computer Security, 7, 23-29.4. Perry, W. G. (1970). Forms of intellectual and ethical development. New York: Rinehart and Winston Inc.5. King

Collection

2016 Spring ASEE Middle Atlantic Section Conference

Authors

Vazgen Shekoyan; Sunil Dehipawala; Kimberly Riegel; George Tremberger; David Lieberman; Tak Cheung

of informal logic.http://plato.stanford.edu/entries/logic-informal/18. Gregory Bassham, William Irwin, Henry Nardone, James Wallace. 2012. Critical Thinking: A Student'sIntroduction 5th Edition McGraw-Hill Education; 5 edition (September 5, 2012)http://www.amazon.com/Critical-Thinking-Introduction-Gregory-Bassham/dp/007803831619. Michael W. Austin, Standards of Critical Thinking: Thinking Towards Truth, Jun 11, 2012https://www.psychologytoday.com/blog/ethics-everyone/201206/standards-critical-thinking20. N. G. Holmes, Carl E. Wieman, and D. A. Bonn 2015. Teaching critical thinking. PNAS 2015, Vol 112, page11199–11204 http://www.pnas.org/content/112/36/11199.abstract21. Alex Kalmikov and Katherine Dykes 2009 Wind Power Fundamentals. MIT

Collection

2011 Spring ASEE Middle Atlantic Section Conference

Authors

Alfred A. Scalza

the person is expected to behave in two separate ways sometimes even two contradictory ways or the person is expected to behave in a manner that is contradictory to his personal perceptions of his role. I had a student who asked me to talk to his group because they were pressuring him to plagiarize from a previously paper. His perception of his group role did not comply with his perception of his personal role and ethics. • Norms. A norm is an acceptable standard of behavior within the group. In any given circumstance, any member of the group knows what to do or not do based on the accepted norms of the group. They are unofficial and sometimes un-expressed. When a particular situation comes