Year 2015 Aircraft Emission Scenario for Scheduled Air Traffic

This report describes the development of a three-dimensional scenario of aircraft fuel burn and emissions (fuel burned, NOx, CO, and hydrocarbons)for projected year 2015 scheduled air traffic. These emission inventories are available for use by atmospheric scientists conducting the Atmospheric Effects of Aviation Project (AEAP) modeling studies. Fuel burned and emissions of nitrogen oxides (NOx as NO2), carbon monoxides, and hydrocarbons have been calculated on a 1 degree latitude x 1 degree longitude x 1 kilometer altitude grid and delivered to NASA as electronic files

Work in progress - A Mixed-Methods Approach to Developing an Instrument Measuring Engineering Students\u27 Positive Ethical Behavior

Ethics education and the drive to produce ethical professional engineers is an important focus of one body of research on engineering education. This research often defines the positive outcome of ethics education as students and professional engineers choosing not to engage in unethical behavior. This paper discusses a portion of a larger research project and details efforts to identify and validate a definition of ethical behavior that includes the decision to engage in a positive behavior, defined as a service to a larger community. Through a series of interviews and focus groups with engineering administrators, faculty, and students, the authors attempt to confirm the construct validity of service participation as ethical behavior. They also investigate the validity of the aspects of service participation to be included as a part of a national survey on engineering ethics education practices and outcomes. They then discuss the final steps that will be taken to test and further validate the development of the service participation portion of the survey

Engineering culture and the ethical development of undergraduate students

The Survey of Engineering Ethical Development is a holistic assessment of the curricular and co-curricular experiences of engineering undergraduates that lead to improved ethical development. This project will collect data from 4,000 undergraduates at 20 universities in the United States. We present a qualitative analysis of the cultural summaries from the first 10 of these site visits. In particular we consider how students, faculty, and administrators view ethics education within the context of the engineering academic culture. Students, faculty, and administrators viewed ethics instruction as an important aspect of engineering education, though they also highlighted numerous barriers to its implementation. Furthermore, each group of participants commented on the apparent disconnect between the emphasis placed on academic ethics and that placed on professional ethics. Based on these findings, we make a number of recommendations to overcome the integration of ethics in engineering curricula and to better unify academic and professional ethics.National Science FoundationPeer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/83693/1/REES_2009_Harding_et_al_Engineering_Culture.pd

An Examination of Student Experiences Related to Engineering Ethics: Initial Findings

National Science FoundationPeer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/83694/1/2009_ASEE_Sutkus_et_al_Initial_Findings.pd

Work In Progress – Building the Survey of Engineering Ethical Development (SEED) Instrument

When developing surveys, researchers can readily identify the concepts they intend to study, but how do they create individual survey items that will most accurately measure those concepts? Here we describe the first year of a four-year NSF project in which the E3 Team (Exploring Ethical Decision Making in Engineering) prepared to develop a national survey of the curricular and cocurricular activities, events, and experiences affecting the ethical development of engineering undergraduates. As this survey is likely to be the most comprehensive assessment of ethical development – both in content and scope – ever administered to engineering undergraduates, it is critical the development process includes rigorous and thorough educational research methods. By using such methods, we greatly increase the probability our survey instrument will appropriately measure the determinants of ethical behavior in engineering undergraduates.http://deepblue.lib.umich.edu/bitstream/2027.42/61398/1/FIE_2008_Sutkus_Carpenter_Finelli_Harding.pd

Understanding the Differences between Faculty and Administrator Goals and Students’ Experiences with Ethics Education

There is strong agreement about the need for effective ethics education in engineering academic programs, but students who graduate with a bachelor’s degree in engineering continue to be unprepared to face the ethical dilemmas of professional engineering. This study uses qualitative data collected at 18 diverse institutions and employs the Transmission Model of Communication to examine ethics education. We investigate the ways that communication channels and noise contribute to discrepancies in the goals and perceptions of faculty and staff and the experiences of students in regards to curricular ethics education. We present data that shows that faculty and administrators consider a balance between the knowledge of ethics, ethical reasoning, and ethical behavior to be important, while students report experiencing ethics education that focuses almost solely on knowledge. The paper uses this discrepancy as an illustration to demonstrate the way the model can be used to identify factors that contribute to these differing perceptions. Our work provides support for the use of the model for understanding ethics education. Implications for educators are presented.National Science FoundationPeer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/83695/1/2010_ASEE_Holsapple_et_al_Discrepancies.pd

An Assessment of Engineering Students' Curricular and Co‐Curricular Experiences and Their Ethical Development

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/95194/1/j.2168-9830.2012.tb00058.x.pd

Institutional Obstacles to Integrating Ethics into the Curriculum and Strategies for Overcoming Them

Several national reports emphasize the importance of providing undergraduate engineering students with effective ethics education, and most engineering faculty and administrators agree that ethics is an important aspect of engineering undergraduate education. However, there are many obstacles to integrating ethics into the curriculum. This study investigated these obstacles at 18 diverse institutions and found five common themes: 1) the curriculum is already full, and there is little room for ethics education, 2) faculty lack adequate training for teaching ethics 3) there are too few incentives to incorporate ethics into the curriculum, 4) policies about academic dishonesty are inconsistent, and 5) institutional growth is taxing existing resources. This study concludes with recommendations for overcoming these obstacles.National Science FoundationPeer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/83696/1/2010_ASEE_Walczak__et_al_Obstacles.pd

Outcomes of engaging engineering undergraduates in co-curricular experiences

The effects of involvement in co-curricular experiences (i.e. internships, co-ops, service projects, and clubs and organizations) on student persistence in college is well documented in the education literature. What remains unclear are the specific ways that involvement influences the development of engineering undergraduate students. We found that when engineering students are involved in co-curricular experiences they exhibit greater leadership skills, are more thoughtful about their ethical decisions, and can articulate how involvement influences their ethical development. In this paper, we explore outcomes of participating in co-curricular experiences for engineering students at four undergraduate focused institutions.National Science FoundationPeer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/86117/1/E3_ASEE_Cocurricular_2011.pd