Conference Session

ABET Criterion 4 and Liberal Education

Collection

2004 Annual Conference

Authors

Tim Healy

, is that it brings together in one place material thataddresses the eight ABET considerations, and that it provides a set of case studies thatcan be used to help students study the topic, and which can be assessed to measurestudent understanding.This paper has four parts. • Description of the Handbook • General Use of the Handbook in the Program • Some Specific Examples • ConclusionDescription of the HandbookThe Handbook has an introduction and 12 chapters. 1. Manufacturability 2. Sustainability 3. Usability 4. Health and Safety 5. Environmental Impact 6. Ethical 7. Social 8. Political 9. Economic 10. Compassion 11. Lifelong Learning 12. Bringing it All TogetherEach of the twelve

Conference Session

CE Body of Knowledge

Collection

2004 Annual Conference

Authors

Michael Robinson; Kevin Sutterer

whilelevel 2 competency is achieved through work experience. Formal education is a combination ofBachelor of Science (BS) degree and 30 additional hours of course work or a Masters of Science(MS) degree. The BOK is conveniently represented graphically in Figure 1. Outcome Recognition Understanding Ability 9 Life-Long Learning 15 Leadership 14 Business and Public Policy 13 Management Experience Post- 10 Contemporary Issues Licensure 8 Impact of Engineering 6 Professional/Ethical 7 Communication 4 Multi-Disciplinary Teams

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

Donald Heer

problems, including the use of standard engineering format, estimation and dimensional analysis. 2. Identify and describe the major disciplines within engineering, and areas within mechanical engineering. 3. Identify and describe the operation of basic mechanical systems. 4. Describe basic group creativity and teamwork concepts, and successfully apply those concepts as a productive member of a team. 5. Communicate technical information through written, oral and graphical means. 6. Describe the basic concepts of professionalism and ethics. 7. Develop an understanding of engineering principles through the hands-on, real world design and troubleshooting of a mechanical system.The class consisted of lecture, lab, and

Conference Session

Trends in Construction Engineering I

Collection

2004 Annual Conference

Authors

Sunil Sinha; Randolph Thomas; John Kulka

specific engineering ethicscomponent.Why do so few schools have an engineering-ethics requirement? Significant barriers includefaculty indifference, student indifference, and the belief that engineering faculty is not competentto teach ethics [7]. Engineering faculty are most comfortable with quantitative concepts, andoften do not believe they are qualified to lead class discussions on ethics. Many engineeringfaculty do not think that they have the time in an already overcrowded syllabus to introducediscussions on professional ethics, or the time in their own schedules to prepare the necessarymaterial. Koehn’s [11] findings from courses at Lamar University suggest that whileundergraduate students may lack motivation to study ethics, they do have

Conference Session

CE Body of Knowledge

Collection

2004 Annual Conference

Authors

Stuart Walesh

recommend feasible solutions is an important aspect of the professional responsibilities of a civil engineer.6. an understanding of professional and ethical responsibility. (ABET f) Commentary: The civil engineer is to hold paramount public safety, health, and welfare. A thoughtful and careful weighing of alternatives when values conflict is crucial to the responsible conduct of engineering. Therefore, civil engineers practicing at the professional level need to demonstrate an understanding of and a commitment to practice according to the seven Fundamental Canons of Ethics and the associated Guidelines to Practice Under the Fundamental Canons of Ethics.7