Conference Session

Critical Success Factors for Technopolis Creation

Collection

2007 Annual Conference & Exposition

Authors

W. Andrew Clark, East Tennessee State University; Peter Hriso, East Tennessee State University; Craig A. Turner, East Tennessee State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

interests while publicly owned firms will tend to give tosocial entities that act as a clearinghouse for many social entities. The service learning in SIFE is designed to incorporate the students’ educational trainingwith a passion for their community and complementing these with proper facultyoversight and resources. One excellent example of this is the Monster’s Inc. project thatis designed to provide a forum for discussion of corporate ethics at various levels ofprimary and secondary education. This particular project exemplifies the characteristicsof a sound service learning environment as recommended by Giles & Eyler3.The initial stage of the project requires the students (team of three) to meet with the hostteacher (K-12th grade) and

Conference Session

Using Cooperative Education to Validate ABET Criteria

Collection

2006 Annual Conference & Exposition

Authors

Richard Griffin, Texas A&M University; David McMahon, Texas A&M University; Martha Marberry, Texas A&M University

Tagged Divisions

Cooperative & Experiential Education

position Not applicable to this position Not applicable to this position Possesses the broad education necessary to Recognition of the need for and an ability to Understanding of professional and ethical understand the importance of engineering engage in life-long learning. responsibilities. solutions in a global/societal context. Excellent Excellent Excellent Very Good Very Good Very Good Average

Conference Session

Capstone Courses II

Collection

2006 Annual Conference & Exposition

Authors

Andrew Borchers, Kettering University; David Rinard, Steelcase, Inc.; Trevor Harding, Kettering University; Terri Lynch-Caris, Kettering University

Tagged Divisions

Environmental Engineering

research interests include wear phenomenon in orthopeadic implants, ethical development in engineering undergraduates, and pedagogical innovations in environmental education. Currently, Trevor serves on the ERM Division Board of Directors and on the Kettering University Center for Excellence in Teaching and Learning Advisory Board.Terri Lynch-Caris, Kettering University Dr. Terri Lynch-Caris, Ph.D., P.E., is an Assistant Professor of Industrial and Manufacturing Engineering at Kettering University. She serves as the Co-PI for the NSF project titled “Development of a Course in Environmentally Conscious Design and Manufacturing for Undergraduates” and will team-teach the course once developed. Her

Conference Session

Engineering and Public Policy Pioneering Courses

Collection

2006 Annual Conference & Exposition

Authors

Jacqueline Isaacs, Northeastern University; Christopher Bosso, Northeastern University; Carol Barry, University of Massachusetts-Lowell

Tagged Divisions

Engineering and Public Policy

-assembly of polymer Fabrication molecules. Jung: Introduction to Carbon Nanotubes Properties Week 2 and Manufacturing A fourth segment was interspersed among the Somu: Optical and E-Beam Lithography three segments to include three one-week modules that addressed the regulatory and Busnaina: Surface Cleaning – the Removal of Week 3 Micro and Nanoscale Ionic Particulate Defects ethical issues involved with the development of nanomanufacturing technologies. In these Dokmeci: Introduction to

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Gail H Keraga, Rensselaer Polytechnic Institute; Tracy N Schierenbeck, Rensselaer Polytechnic Institute; Linda McCloskey, Rensselaer Polytechnic Institute; Richard Smith, Rensselaer Polytechnic Institute

clear understanding of customer needs and communication. Other factorsthat have influenced the need for leadership in the last decade include the evolution of the globalworkforce, the influence of information technology on the interaction among virtual teams, andthe recognition that understanding of ethical implications of engineering is paramount to long-term professional development. Page 11.358.2The 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

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Robin Hensel, West Virginia University; Ye Sun, West Virginia University

success in the sophomore year. Enteringsophomores are expected to have some knowledge of fundamental engineering topics in additionto the foundational math, chemistry and physics knowledge taught elsewhere in the university.This knowledge includes the engineering approach to problem-solving, the design process, basicprogramming concepts, principles of engineering drawing, ethics, estimation, and basicmathematical, probability and statistical knowledge needed to do elementary data analysis.Basic skills to be developed during the freshman year include: teamwork, organization and Page 11.219.4project management, technical report writing

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Kenneth Fridley, University of Alabama; Richard Anderson, Somat Engineering, Inc.

Tagged Divisions

Civil Engineering

understand the principles of leadership.Engineers will need to exhibit high ethical standards and a strong sense of professionalism, andthey need to be lifelong learners. The NAE also recognizes that engineers will need somethingthat cannot be described in a single word or phase but involves dynamism, agility, resilience, andflexibility.As for the second NAE report which focuses on preparing the future engineer for entry into theprofession, the first recommendation states that “The baccalaureate degree should be recognizedas the “pre-engineering” degree or “bachelor of arts” in engineering degree, depending on thecourse content and reflecting the career aspirations of the student.”The common theme and mutual support communicated through ASCE Policy

Conference Session

Capstone Projects, Design Projects, and Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jacob T Allenstein, The Ohio State University; Bob Rhoads, Ohio State University; Peter Rogers, The Ohio State University; Clifford A Whitfield, Ohio State University

Tagged Divisions

Multidisciplinary Engineering

mission of the Engineering Education Innovation Center (EEIC), Rogers has co-led the development of an ABET approved curriculum for a year-long Capstone experience. With a focus on pro- viding students with a broader experience base, the multidisciplinary program applies teams of engineers, business, design, and other students to work with Ohio companies to help them be more competitive. Teams apply a company’s core competencies to help develop new products and markets. This experien- tial learning emphasizes real-world problem solving, professional communication and ethics, teamwork, and implementation of a formalized design process. Additionally, Rogers has created the Social Innova- tion and Commercialization

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohamed E. El-Sayed, Kettering University; Jacqueline A. El-Sayed, Kettering University

Tagged Divisions

Design in Engineering Education

modules shown inTable 1. These topics are offered through an internet based course open to engineering, science,and management undergraduate and graduate students.In addition to providing students with the environmentally conscious perspective, the developedmaterials aims at developing students’ economic, managerial, ethical, scientific, and engineeringskills for critically examining environmental issues in product design andmanufacturing. Emphasis is placed on engineering alternatives for reducing costs and improvingenvironmental performance13. Table 1 – Course Modules and Topics Module # Topic Discussed Module 1 Technology, the environment and industrial ecology

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jianghong (Esther) Tian, Eastern Mennonite University

Tagged Divisions

Design in Engineering Education

statement; generating andevaluating ideas and specifications; leading and managing the process; and communicating the Page 24.44.3outcomes. Students formed teams following these procedures to complete two projects over onesemester. The course objectives are as follows: 1. Turn an idea into a final design. 2. Develop a problem statement, analyze proposed solutions and evaluate the final design. 3. Find a solution that meets technical, ethical, environmental, legal, etc. requirements. 4. Build ethics into the design process. 5. Use computer aided design software Autodesk Inventor. 6. Work with the Arduino platform, an open-source

Conference Session

ETAC/ABET RELATED OUTCOME BASED ISSUES

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wesley L. Stone, Western Carolina University; Guanghsu A. Chang, Western Carolina University

Tagged Divisions

Engineering Technology

students for the following elevenstudent outcomes: (a) an ability to apply knowledge of mathematics, science, and engineering; (b) an ability to design and conduct experiments, as well as to analyze and interpret data; (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability; (d) an ability to function on multidisciplinary teams; (e) an ability to identify, formulate, and solve engineering problems; (f) an understanding of professional and ethical responsibility; (g) an ability to communicate effectively; (h) the broad education necessary to

Conference Session

Simulation Courses & BME Laboratories

Collection

2003 Annual Conference

Authors

Ross Shonat

programs, are identified: • Demonstrate an understanding of the fundamental physiologic principles necessary for working with animals in the laboratory (ABET program criteria for Bioengineering). • Appreciate the ethical responsibilities associated with working with animals in the laboratory (ABET criterion 3f). • Perform basic anesthetic and surgical procedures on the rat animal model (ABET criterion 3b and program criteria for Bioengineering). • Utilize modern engineering tools to make measurements on and interpret data from a living system (ABET criteria 3b, 3k, and program criteria for Bioengineering). • Apply knowledge of mathematics and statistics to the analysis and

Conference Session

Programmatic Curriculum Developments

Collection

2003 Annual Conference

Authors

Kevin Sutterer

bythe United Nations World Commission on Environment and Development11 as “...developmentthat meets the needs of the present without compromising the ability of future generations tomeet their own needs...” It is well documented that a worldwide crisis is approaching ifsustainability does not become a fundame ntal consideration in development.10ASCE recognizes this need, as documented in its first fundamental Canon of its Code of Ethics:“Engineers shall hold paramount the safety, health and welfare of the public and shall strive tocomply with the principles of sustainable development in the performance of their professionalduties.3 ” Sustainable engineering is already a major consideration for construction of manyfederal projects, and many

Conference Session

Technological Literacy and the Non-science College Student

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Mani Mina, Iowa State University; Robert J. Gustafson, Ohio State University; James F. Young P.E., Rice University; Scott VanderStoep, Hope College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

and use of technology and evaluate trade-offs including a balance of costs and benefits both economic and social.8 Identify technology that appropriately reflects the values and culture of society for which it is intended.9 Give examples of relationships among technologies and connections between technology and other fields of study.Responsibility10 Can identify and analyze professional, ethical, and social responsibilities as related to technology.11 Participates appropriately in decisions about the development and use of technology.12 Demonstrates an interest and ability in life-long learning and self-education about technological issues.Capabilities13 Formulate pertinent questions, of self and others

Conference Session

Civil Engineering Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

James Bowen, University of North Carolina, Charlotte

Tagged Divisions

Civil Engineering

topic 5 (Ethics and BusinessFigure 1.

FE Exam pass rates for students taking the Civil Engineering PM exam at our University and the corresponding pass rates nationally and for the comparator group (Carnegie RI or Bal/HGC). Our University 0.90 Comparator Group National Average 0.80 0.70Pass Fraction 0.60 0.50 0.40 0.30 Apr 04 Apr 05 Apr 06 Apr 07 Apr 08 Apr 09 DateTable

Conference Session

MIND Education Trends

Collection

2005 Annual Conference

Authors

Amy Monte; Gretchen Hein

Student Panel All Departments Senior Design and Undergraduate Expo Student Posters All Departments Ethics in the Workplace Glen Archer Electrical Eng.Student Evaluation of the program: During the year, students have several opportunities togive feedback and suggestions for improvement. Students complete anonymous evaluations ofthe seminars and workshops: 1. after mentor training, 2. mid-Fall Engineering Seminars, 3. end of Fall Engineering Seminars, 4. mid-Spring Career Workshops, and 5. end of Spring Career Workshops.In addition, students have two formal interviews with the program coordinator: one at the end ofFall and the other at

Conference Session

Integrating Engineering & Liberal Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Dara R. Fisher, Harvard University; Aikaterini Bagiati, Massachusetts Institute of Technology; Sanjay E. Sarma, Massachusetts Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

“soft” skill development inundergraduate engineers3. Many of these programs were designed to address the six“professional” skills of the ABET Engineering Criteria 2000 (EC2000) Criterion 3 Outcomes,which include teamwork, ethics, communication, understanding of engineering impacts, passionfor life-long learning, and knowledge of contemporary issues2. Page 24.623.2While many curricular programs can help engineering undergraduates to develop these skills andattributes, co-curricular activities also present a unique opportunity for students to develop these“professional” learning outcomes and other “soft” skills related to engineering education

Conference Session

Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; Anita M. Wells, Morgan State University

Tagged Divisions

New Engineering Educators

 students.Best Practices and Practical SolutionsFor engineering programs that are ABET accredited, students are expected to meet outcomes in thearea of the professional and ethical responsibility of engineers and designing within ethicalconstraints by the time they graduate.19 Some of the uncivil and unethical behaviors that students exhibitare in violation of the ethics of the profession. In this section, we will provide answers to the followingquestions: How can you structure your undergraduate classroom to minimize disruptive behavior? Whenthere is incivility or ethical misconduct how should you handle it?Minimizing Disruptive BehaviorResearchers note that the most effective way to minimize disruptive behavior in the classroom is topreclude its

Conference Session

Construction Education Topics in Architectural Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura Elizabeth Leach, Western Kentucky University

Tagged Divisions

Architectural

personal ‘dream home’focused them on expressing their individual desires of prestige and success which was oftenmanifested in the design of an ostentatious home with no regard for engaging the community inwhich they placed the home. Samuel Mockbee was quoted from a conference held at PrincetonUniversity to say, “The practice of architecture… also requires active civic engagement. It is inour own self-interest to assert our ethical values and our talents as citizen architects.” [5] Theproject in its current state was clearly disengaging students from reality, culture, and the truerichness of designing to exist and engage within a project’s community. The students needed tobe taught the ethical values and influence they can have on the human

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian M. Frank P.Eng., Queen's University; Behnam Behinaein Hamgini, Department of Electrical and Computer Engineering, Queen's University

Tagged Divisions

First-Year Programs

not only the solution to theproblem, but also their process for solving it.14,15 The situations described in the MEAs requirestudents to create and use a mathematical model of a physical system using MATLAB, and dealwith professional issues including ethical dilemmas, conflicting information, andincorrect/missing information.16 The first MEA (MEA1) involved investigation of a cable ferryfailure, and modeling the failed system. The second one (MEA2) involved modeling heattransfer in a laptop, and proposing a new product using the heat transfer model.The module learning outcomes are such that open-text responses to complex situated problemsare desirable; the learning outcomes are: 1. Apply a prescribed process for solving complex

Conference Session

Micro-Technology and Nanotechnology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hisham Hegab P.E., Louisiana Tech University; James D Palmer, Louisiana Tech University

Tagged Divisions

Multidisciplinary Engineering

data c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability d) an ability to function on multidisciplinary teams e) an ability to identify, formulate, and solve engineering problems f) an understanding of professional and ethical responsibility g) an ability to communicate 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

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohammad Esmaeili, University of Dayton; Ali Eydgahi, Eastern Michigan University

Tagged Divisions

First-Year Programs

 Anticipated outcomes  Timeline for completion  References Each team through collaboration and dialog between the team members identifies and proposes a project. Different robotic projects are proposed for this activity. Each team is required to prepare and submit a final project report along with a PowerPoint presentation on the last day of the course. Page 23.264.5 4. Team Ethics Activity: Each team is assigned an ethical case study by the instructor. The team members have to prepare a PowerPoint presentation for it and present and act the case in the class by the middle of the

Conference Session

Industrial-Sponsored Design

Collection

2005 Annual Conference

Authors

Leslie Brunell

established a distinctive record of professional achievements within the profession and will have become a licensed Professional Engineer. 2. Be thoroughly aware and knowledgeable in dealing with environmental, social, ethical and economic impacts of their projects. 3. Have augmented their knowledge through Professional and Cultural Continuing Education. 4. Be active in leadership roles within their professional and technical societies. 5. Be innovative and creative in conceiving, designing and construction of a broad range of projects. 6. Continue to demonstrate an entrepreneurial spirit in all their activities. 7. Actively support and advance the educational program at Stevens Institute of Technology

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Stacy Wilson; Mark Cambron

Page 10.357.2 life-long learning. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education 4) EE graduates are committed to excellence in all professional endeavors and apply their understanding of ethics to solve engineering problems. 5) EE graduates effectively communicate technical material in an oral, written, visual, and graphical manner 6) Regional employers will employ WKU electrical engineering graduates.The EE Program at WKU is dedicated to a continuous improvement. Assessment is an integralpart of the development of the program. WKU used the development of a new

Conference Session

Capstone Design

Collection

2004 Annual Conference

Authors

Mohamed Sayed

attributes from which design criteria and engineering targets are derived.The proposal and project management chart become the road map for tracking until completion.Design construction, analysis and simulation, safety, ethics, social and political implications todesign decisions are lectured on until the Bill of Materials is populated for the progress reportand presentation. Students are then lectured on design synthesis/validation, quality,manufacturability and variations until the Bill of Process is developed for the final report andpresentation. “Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright  2004, American Society for Engineering Education

Conference Session

IS and IT Education

Collection

2004 Annual Conference

Authors

Azzedine Lansari; Akram Al-Rawi, McKendree University; Faouzi Bouslama, Université Laval

curriculum models enables local academic units to maintainacademic programs that are consistent both with regional and national employment needs andwith the common body of knowledge of the IS field.IS 2002 identified four characteristics of the IS profession and integrated them into theircurriculum recommendation. These are: 1. IS professionals must have a broad business and real world perspective. 2. IS professionals must have strong analytical and critical thinking skills. 3. IS professionals must have interpersonal communication and team skills and have strong ethical principles. 4. IS professional must design and implement information technology solutions that enhance organizational performance.The IS 20022 curriculum

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Dilip Mirchandani; Kathryn Hollar; Beena Sukumaran; John Chen; Yusuf Mehta

the firstsemester of the freshmen year, students learn basic engineering skills such as problem solvingand teamwork fundamentals through the centralized theme of engineering measurements. This isfollowed in the second semester by intense study of engineering design through reverseengineering (or “dissection”) and competitive assessment of consumer products. “Soft” topicsincluded in this semester are engineering ethics and intellectual property, both of whichcomplement the course themes.In the sophomore year, the attempt is made to integrate design and communication (written andoral) by serving the dual purpose of introducing students to formalized engineering designtechniques and providing them with the necessary foundation for their careers

Conference Session

Exploring Trends in CPD

Collection

2005 Annual Conference

Authors

M. Zoghi

, social, cultural, global, ethical, economic,environmental and systems aspects of the problem (UD website, 2005).There are several multi-disciplinary courses offered through the School of Engineering that haveincorporated service-learning into the curriculum. One such course is the Introduction to Page 10.1110.2Engineering Design course (EGR 101). Introduction to Engineering Design, is a required, two-semester hour, first year, multi-disciplinary engineering course. The overall goals of this course “Proceedings of the 2005 American Society of Engineering Education Annual Conference & Exposition Copyright © 2005

Conference Session

CE Body of Knowledge

Collection

2004 Annual Conference

Authors

Michael Robinson; Kevin Sutterer

Engineering and Technology (ABET) outcomes: 1. An ability to apply knowledge of mathematics, science and engineering 2. An ability to design and conduct experiments, as well as analyze and interpret data 3. An ability to design a system, component, or process to meet desired needs 4. An ability to function on multi-disciplinary teams 5. An ability to identify, formulate, and solve engineering problems 6. An understanding of professional and ethical responsibility 7. An ability to communicate effectively 8. The broad education necessary to understand the impact of engineering solutions in a global and societal context 9. A recognition of the need for, and ability to engage in, life-long learning

Conference Session

How are We Faring with EC2000?

Collection

2002 Annual Conference

Authors

Richard Zollars

, professional and ethicalresponsibilities, and life-long learning). Some examples of questions asked in prior yearsare: 1) List some (if you believe there are any) of the special ethical responsibilities that apply to your profession. 2) Can you recall a discussion regarding ethics you had in the classroom or with a professor while at WSU? What was the issue? 3) What are some of your professional goals and aspirations? 4) What discussion of long-term career goals for people in your profession has occurred in or out of class with your professors?These questions are followed up by additional probes such as: 1) Are you actually talking about these things in classes at WSU? 2) Have you ever talked in courses about ethics? 3