Conference Session

PSW Section Meeting Papers - Disregard start and end time - for online paper access only

Collection

2019 Pacific Southwest Section Meeting

Authors

Harly Ramsey, University of Southern California

Tagged Topics

Pacific Southwest Section Meeting Paper Submissions

Third WorldCountries (Reverse Engineer the Brain and Advance Personalized Learning).The learning objectives assessed included the abilities to: 1) communicate with rhetoricalawareness to a multifaceted academic, public, and professional audience (modeled upon theStudent Summit podcasts); 2) demonstrate upper-division level research abilities, includinginterviewing skills; 3) identify and analyze pressing ethical issues within their discipline; 4)prepare and give professional oral presentations; 5) articulate the impact their discipline has oneveryday life; and 6) work collaboratively to research, write, and present information and ideas.Students were surveyed about their learning experience after submitting their podcasts andbefore receiving

Conference Session

Laboratory Courses and Programming in the Aerospace Curriculum

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary E. Johnson Ph.D., Purdue Polytechnic Institute; Tracy L. Yother, Purdue University - Purdue Polytechnic Lafayette

Tagged Topics

Diversity

Tagged Divisions

Aerospace

lists under DisciplineSpecific Content a requirement that include “topics related to professional responsibilities,ethical responsibilities, respect for diversity, and quality and continuous improvement” [10].Other commissions within ABET have retained an explicit requirement for lifelong professionlearning and development. The Engineering Accreditation Commission (EAC) has condensedthe Criterion 3 a-k to seven items with number seven being “an ability to acquire and apply newknowledge as needed, using appropriate learning strategies” [11]. The ABET ComputingAccreditation Commission Criterion 5 Curriculum states “The curriculum must combinetechnical, professional, and general education components to prepare students for a career,further study

Conference Session

Global Engineering Education Initiatives

Collection

2008 Annual Conference & Exposition

Authors

Robert Creese, West Virginia University; M. Adithan, Vellore Institue of Technology

Tagged Divisions

International

: VIT – A place to learn; A chance to grow.Mission: Our mission is to educate students from all over India, including those from thelocal and rural areas, and from other countries so that they become enlightened individuals,improving the living standards of their families, industry and society. We will provide individualattention, world-class quality of education and take care of character building.Vision: We, at Vellore Institute of Technology, will impart futuristic technical educationand instill high patterns of discipline though our dedicated staff who shall set global standards,making our students technologically superior and ethically strong, who in turn shall improve thequality of life of the human race

Conference Session

Materials Science and Engineering of 2020

Collection

2006 Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University; Blair London, California Polytechnic State University; Katherine Chen, California Polytechnic State University; Richard Savage, California Polytechnic State University

Tagged Divisions

Materials

, manufacturability, and ethical). In short, our challenge is toeducate an engineering professional who is far more sophisticated than the engineer of the 20thcentury. Additionally, challenges brought on by the overuse of natural resources put a specialresponsibility on materials science and engineering (MSE) faculty, whose role it is to assist inshaping the MSE profession. How can faculty deliver relevant curricula for the MSEengineering professional in an already crowded curriculum? Certainly curricular content must beup-to-date. However, a number of the goals can be met through changing the way in which thecurriculum is delivered. In particular, we have emphasized mastery at the lower levels toincrease retention, and implemented a number of learning “best

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University; Ronald Earley, Miami University

Tagged Divisions

Design in Engineering Education

service-learningcourse must nevertheless be focused on career preparation of the college studentsas well. (Narayanan, 2004 e; Honnet & Poulsen, 1989). Furthermore it must be clearlyacceptable to the appropriate accreditation agencies. The Senior Design Project Class,which is a two semester-long course, with a total of four credit hours, can be viewed as aservice learning class, depending upon the project chosen by the select student group. Itcontains a substantial amount of education about ethics, ergonomics, economics,sociology and liberal education principles, in addition to rigorous engineering subjectmatter. The student groups are encouraged to appreciate the realities of the socio-economic impact of their chosen project. In many cases

Conference Session

Security

Collection

2006 Annual Conference & Exposition

Authors

Tim Lin, California State Polytechnic University-Pomona; Saeed Monemi, California State Polytechnic University-Pomona

Tagged Divisions

Information Systems

impacts. Have the common sense and knowthe basic procedures to protect the computer from the general attacks. Able to perceive if somesecurity of the computer is compromised.Stage 2: Hands On Capabilities and Experience: able to use the tools, emulate attacks ordefenses, develop software / devices for attack / defense.Stage 3: Professionalism: know the different issues of security such as legal, social, economic,ethical, etc., achieve the technical level of professionals, pursue a career in this profession,conduct professionally (ethically, such as ethical hacking).Most books or courses on security education cover stage 1: statement of knowledge which makesthe students aware of the security issues. It is good for the students to achieve stage 2

Conference Session

Evaluation and Assessment of IE Programs

Collection

2006 Annual Conference & Exposition

Authors

Shantha Daniel, Iowa State University; Devna Popejoy-Sheriff, Iowa State University; K. Jo Min, Iowa State University; Leslie Potter, Iowa State University

Tagged Divisions

Industrial Engineering

and Manufacturing Systems Engineering Department, Iowa State UniversityAbstractIn this paper, for the capstone design course, we first show how we demonstrate that ourIE majors attain the ABET outcome items (c) and (h) where (c) is an ability to design asystem, component, or process to meet desired needs within realistic constraints such aseconomic, environmental, social, political, ethical, health and safety, manufacturability,and sustainability and (h) is the broad education necessary to understand the impact ofengineering solutions in a global, economic, environmental, and societal context. Toachieve this, we utilize rubrics that are primarily filled out by the instructors and surveysthat are filled out by graduating seniors, Year 1 alumni

Conference Session

TC2K Methods and Models

Collection

2006 Annual Conference & Exposition

Authors

David Cottrell, University of North Carolina-Charlotte; Bruce Gehrig, University of North Carolina-Charlotte; Anthony Brizendine, University of North Carolina-Charlotte

Tagged Divisions

Engineering Technology

works but that provides an example for other programs challengedwith either transforming or sustaining the continuous improvement mode expected by Page 11.1194.2TC2K. Table 1: Civil Engineering Technology Program Objectives 1. Applying general and discipline specific concepts and methodologies to identify, analyze, and solve technical problems. 2. Articulating technical material in a professional manner to potentially diverse audiences and in a variety of circumstances. 3. Contributing within team environments, demonstrating ethical, respectful, and professional behavior in all associations

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert A. Meyer, Clarkson University; John McLellan, Freescale Semiconductor; Jeffrey S Sumey, California University of Pennsylvania

Tagged Divisions

Design in Engineering Education

safety, and professional codes of ethics, and are completed within the required time and budget limitations. 3. Demonstrate the ability to work effectively in a team with other individuals having diverse backgrounds, interests, and abilities, and will demonstrate teamwork skills including cooperative sharing of workload, individual responsibility for the overall team effort and interpersonal communication. 4. Work on projects that require knowledge of components, devices, and systems from disciplines outside traditional computer engineering. 5. Express their understanding of professional and ethical responsibility by formulating a code of ethics for conduct as a team member. 6. Develop their technical

Conference Session

Capstone Design

Collection

2003 Annual Conference

Authors

Thomas Grimm

-Report: Week Due:1. Project Preference Report 1st2. Team Organization and Project Specification 3rd3. Patent and Background Information Search 5th4. Initial Concept Development Report 6th5. Concept Generation and Evaluation (H. of Q.) 7th6. Technical Plan Oral Presentation 9th7. Design for X and Safety Report 10th8. Ethics Problem Discussion Report 11th9. Project Cost Report and Business Plan 12th10.Team Organization Plan for Final Reports

Conference Session

Design Through the Curriculum

Collection

2003 Annual Conference

Authors

Joseph Beaman; Philip Schmidt

portfolios will providea valuable added resource beyond transcripts and resumes for students to use in presenting theircapabilities to prospective employers and graduate schools.Web-based learning modules on Engineering Ethics, Professional Responsibility, andTechnical Communication: Faculty in our Technical Communication and Legal/Ethical areashave collaborated to produce a series of web-based modules that can be used on an as-neededbasis for a variety of project-centered courses throughout the curriculum 5. Modules have beenprepared on global and social responsibility, research ethics, scholastic dishonesty and plagiarism,working in groups, and writing executive summaries. Additional modules are currently indevelopment.Evaluation and assessment of

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lorelle A. Meadows, University of Michigan; Robin Fowler, University of Michigan; Elizabeth S. Hildinger, University of Michigan

Tagged Divisions

First-Year Programs

project-based learning courses. At the University of Michigan this course,Engineering 100, Introduction to Engineering, takes the form of a first year design experience,devised to introduce the first year student to what it means to be a practicing engineer. Page 25.524.5II. Engineering 100Engineering 100 is a team-taught, four-credit core course with four primary goals: to introducefirst-year students to basic engineering concepts, principles, and methods; to give themcontextualized instruction and experience in technical communication; to acquaint them withimportant concepts in engineering ethics, professionalism, teamwork, and sustainability

Conference Session

Teaching and Learning Entrepreneurship and Innovation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Owe G. Petersen, Milwaukee School of Engineering; R. David Kent, Milwaukee School of Engineering; Christina Howe, University of Evansville; Mary B. Vollaro, Western New England University

Tagged Divisions

Entrepreneurship & Engineering Innovation

of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data Page 25.666.3 (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

Conference Session

Innovative College-Industry Partnerships for the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steven H. Billis, New York Institute of Technology; Nada Marie Anid, New York Institute of Technology; Alan Jacobs, Education Market Business Development Consulting; Ziqian Dong, New York Institute of Technology

Tagged Divisions

College Industry Partnerships

the EGMUscores for a student outcome, the following, developed by the faculty of Schoolof Engineering and Computing Sciences, serves as a rubric for those outcomeswhich are of particular importance for the senior design project classes. ABET Outcome 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 (an EGMU score of 3) Is able to use engineering, computer, and mathematical principles to develop alternative designs taking into consideration economic, health, safety, social, and environmental issues, codes of practice, and applicable laws.ABET Outcome f: an

Conference Session

Orienting Students for Lifelong Learning Success

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary L. Strife, West Virginia University; Robin A. M. Hensel Ed.D., West Virginia University; Marian G. Armour-Gemmen, West Virginia University

Tagged Divisions

Engineering Libraries

version and a publisher version. The delay in choice caused acondensed time frame for the loading of materials into a course management system. Thecampus course management, which is called eCampus, was chosen by the beginning of August.We all received the final syllabus the week before classes began. Week Topic 1 Syllabus, Announcements, Intro to Engineering , Ethics in Engineering (Chap. 2) 2 Ethics in Engineering (Chap. 2), Information Literacy I 3 Teamwork (Chap. 3.6) 4 Technical Communication: Technical Report Writing (Chap. 4), Testing of Project 1 (Competition) 5 Technical Communication: Oral Presentations (Chap. 4), Information

Conference Session

Fulfilling the CE BOK2 - Case Studies

Collection

2010 Annual Conference & Exposition

Authors

Kevin Sutterer, Rose Hulman Institute Of Technology

Tagged Divisions

Civil Engineering

– Material Science and Outcome 24 – Professional& Ethics as outcomes that may be challenging for programs to fully implement.The purpose of this paper is to provide a comprehensive analysis of the civil engineeringcurriculum at Rose-Hulman Institute of Technology with respect to the second edition of theBOK2, or more specifically the BOK2 outcomes associated with the baccalaureate degree sincethe BOK2 includes outcomes for baccalaureate and post-baccalaureate formal education as wellas pre-licensure experience. Specific emphasis is given those BOK2 outcomes that theaforementioned survey data identified as being a challenge for many programs to address withincurrent curricular design. The curriculum, as developed herein, is considered to be in

Conference Session

Capstone Design Projects

Collection

2010 Annual Conference & Exposition

Authors

Taskin Padir, Worcester Polytechnic Institute; Fred Looft, Worcester Polytechnic Institute; William Michalson, Worcester Polytechnic Institute; Michael Ciaraldi, Worcester Polytechnic Institute; Eben Cobb, Worcester Polytechnic Institute; Kenneth Stafford, Worcester Polytechnic Institute

Tagged Divisions

Design in Engineering Education

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 issues (k) an ability to use the techniques, skills, and modern

Conference Session

Assessment & Quality Accredition in Engineering Education

Collection

2004 Annual Conference

Authors

Mohammad Al-Ansary; Andreas Christoforou; Ahmet Yigit

of, and emphasis oncertain outcomes such as teamwork, communication skills, professional and ethicalresponsibilities.Finally, as another indirect measurement, an employer survey is conducted every four years.The first employer survey was conducted in Fall 2001. Among other issues, the employers areasked to rate and comment about the importance of the program outcomes in relation to theirrequirements (5 - extremely important to 1 - not important) as well as the capabilities of thecollege graduates (5 - very strong to 1 – poor) with respect to the same outcomes. As shownin Figure 5, the employers rate all the outcomes as important or very important. Similar to thealumni response, teamwork, problem solving, professional and ethical

Conference Session

Case Studies in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sheri Sheppard, Stanford University; Samantha Ruth Brunhaver, Stanford University; Mark Cuson; Michelle Marie Grau, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

been shown to helpthe student connect theory with a practical application that increases the relevance of thepotential solution8. Case-based instructional methods have long been used in engineeringeducation, almost exclusively in the context of ethics where “there is widespread agreement thatthe best way to teach professional ethics is by using cases.”9Less common is the use of the case study method to integrate business learning, specificallyentrepreneurship concepts, with core engineering curriculum. Weaver and Rayess,10 on behalf ofthe KEEN Network, have developed a series of short case studies across a variety ofentrepreneurial situations that are incorporated into various engineering courses. Garcia et al.11tested an entrepreneurial case

Conference Session

Advances in Civil Engineering Education

Collection

2004 Annual Conference

Authors

Neil S. Grigg; Darrell G. Fontane; Marvin Criswell; Thomas Siller

” specifies a number of outcomes thatengineering undergraduate are to develop and demonstrate by the time of graduation. Severalamong this list of 11 outcomes (perhaps best know as outcomes “a through k”) address topics notentirely technical, including (d) an ability to function on multi-disciplinary teams, (f) anunderstanding of professional and ethical responsibility, (g) an ability to communicateeffectively, (h) the broad education necessary to understand the impact of engineering solutionsin a global and societal context, (i) a recognition of the need for, and an ability to engage in, life-long learning, and (j) a knowledge of contemporary issues.The actions of ASCE (American Society of Civil Engineers) regarding civil engineeringeducation are

Conference Session

Web-Based Instruction

Collection

2004 Annual Conference

Authors

JoDell Steuver

academic dishonesty. This fear is confirmed tosome extent by studies that reveal students’ admissions that cheating is common.1 Research in both the UnitedStates and Great Britain confirms that about fifty percent of college students admit to cheating.2Online learning forces instructors to deal with new practical issues. Web-based courses take teaching to new levelsas the profession wrestles with authentication of students’ work, proxy students, instant messaging during exams,computer security, electronic forgery and other novelties. It is not obvious that technology to stop cheating willkeep pace with technology to cheat, and the legal and ethical constraint on using it obviously will not deter cheaters.Sophocles said, “No treaty is ever an

Conference Session

Entrepreneurial/Innovative Communication

Collection

2004 Annual Conference

Authors

Barbara Masi

appreciation forinterpersonal and presentation skills, leadership, professional ethics, organizationaldynamics, product development, and statistical quality control; 2) Knowledge 2- InSpring, students attend alumni-led workshops on career development; 3) Experience- InSummer, students complete 12 weeks of employment where they will be able to realizeUPOP’s educational objectives; 4) Reflection 1- During the summer, students complete astructured journal that permits exploration of engineering teamwork, communication, andorganization; 5) Reflection 2- In Fall, students meet to discuss their experiences withother students and faculty. Assessment and evaluation of the new program includedactivity feedback surveys completed by students, ability self

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

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

Page 8.860.3 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education 2 information needs, access and evaluate appropriate information to answer those needs, and communicate effectively to a variety of audiences in both English and Arabic. • Information Technology: ZU graduates will be critically aware of the implications of information technology on the individual and on society, and be able to use IT to communicate and solve problems in an ethical way • Critical Thinking and Reasoning: ZU graduates will be able to use information, reasoning

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

Ramana Pidaparti; Hasan Akay

following the graduation – will: 1. Demonstrate excellent technical capabilities in mechanical engineering and related fields 2. Be responsible citizens 3. Continue their professional advancement through life-long learning 4. Apply sound design methodology in multidisciplinary fields of mechanical engineering 5. Competently use mathematical methods, engineering analysis and computations, and measurement and instrumentation techniques 6. Practice effective oral and written communication skills 7. Understand the environmental, ethical, diversity, cultural, and contemporary aspects of their work 8. Work collaboratively and effectively in engineering or manufacturing industries

Conference Session

Teaching Design Through Projects

Collection

2003 Annual Conference

Authors

George Wise; Philip Kosky; Robert Balmer

conversion, electric circuits, computers, and control systems. Second, in onethree-hour design studio each week, the students carry out hands-on design exercises. The basicprinciples of design are taught, the role of ethics is introduced, and the students form competitiveteams that build devices that utilize course principles. Following the “Smart Cars” theme, a head-to-head end-of-term team competition involves building a powered and controlled model vehicle.Phases of the design and construction process (such as choosing gear ratios) are tied to lecturetopics. The third part of the course takes advantage of Union College’s location in a high techgeographical area. External lecturers are invited to make presentations on leading edgetechnologies

Collection

2000 Annual Conference

Authors

Zheng-Tao Deng; Abdul R. Jalloh; Amir Mobasher; Ruben Rojas-Oviedo

engineering competencies to be met. These are:1 an ability to apply knowledge of mathematics, science, and engineering;2 an ability to design and conduct experiments, as well as to 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/societal context;9 a recognition of the need for and an ability to engage in life-long learning;10 a knowledge of contemporary issues; and,11 an

Collection

2001 Annual Conference

Authors

Raymond Kliewer

disciplines. MET programs probably more closely fit the FEexamination coverage than typical EET programs. The most obvious weak area in theMET program at my university is that no heat transfer course is required, although one isoffered as a technical elective. Another weak instructional area is ethics, but it countsonly two percent of the FE examination grade (four percent of the morning grade). Somebelieve that this unique area can be handled pretty well with the limited material in theReference Book possibly along with limited coverage in a seminar-type course. For theEET program at my university, the deficiency list includes fluid mechanics, materialsscience/structure of matter, and mechanics of materials, statics and thermodynamics aswell as

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Geselowitz, IEEE History Center; John Vardalas, IEEE

Tagged Divisions

Liberal Education/Engineering & Society

“professional ethics” (normal courses are 3-credit).At the same time, the authors themselves have taught separately and together with each other andother historians over the past several years a two-course sequence on the history of technologyand an introduction to “science, technology and society” with a strong historical component.More specialized history of technology courses have also been given.One would think that such courses would be ideal for fulfilling the ABET requirement, and thatengineering students, if not required to take such courses, would at least be encouraged to do so.Yet very few engineering students enroll in them. Engineering students have a very fullcurriculum, and take those humanities courses that fit their tight schedules and

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; Eric Deemer Ph.D., Louisiana Tech University; Krystal S. Corbett, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

designed toexpose high school students and their teachers to both the technical applications and social implicationsof cyber-related activities. This integrated approach to teaching strives to educate new scholars whounderstand not only the science, technology, engineering, and mathematics (STEM) but also thepolitical, social, historical, ethical, and legal aspects of this evolving discipline. K12 teachers attendprofessional development workshops throughout the year. The workshops help the teacher prepare forthe week long residential camp during the summer that both the teachers and student attend.Results of the project will be included, as well as activities developed such as: historical/policy essaycompetitions, cryptographic treasure hunt, and

Conference Session

Civil Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Edward F. Glynn P.E., Villanova University; Frank E. Falcone, Villanova University

Tagged Divisions

Civil Engineering

Density Functions Assessment of a Monte Carlo Simulation Howe Truss 4 Numerical Methods & Curve Fitting Materials Testing & Data Reduction Roots of Equations Hydraulics Numerical Integration Experiment 5 Professional Presentation Skills Group Presentation Development Engineering Ethics Mentoring Program Figure 1. Learning Modules in Civil Engineering Fundamentals