CEGE 3103 -- Proposed New Course

Thu Apr 20 12:21:13 2017



Approvals Received:
Department
on 3/13/17
by Tiffany Ralston
(tralston@umn.edu)
Approvals Pending: College/Dean  > Provost > Catalog
Effective Status:
Active
Effective Term:
1179 - Fall 2017
Course:
CEGE 3103
Institution:
UMNTC - Twin Cities/Rochester
Campus:
UMNTC - Twin Cities
Career:
UGRD
College:
TIOT - College of Science and Engineering
Department:
11101 - CSENG Civil, Envrn & Geo-Eng

General

Course Title Short:
Engrg Ethics and Prof Practice
Course Title Long:
Engineering Ethics and Professional Practice
Max-Min Credits for Course:
1.0 to 1.0 credit(s)
Catalog Description:
Introduction to ethical thinking, legal aspects of professional practice, codes of ethics for engineers, ethical problem-solving using case studies. Prereq: Civil Eng. or Environmental Eng. or Geoengineering Upper Division
Print in Catalog?:
Yes
CCE Catalog Description:
false
Grading Basis:
A-F
Topics Course:
No
Honors Course:
No
Online Course:
No
Freshman Seminar:
No
Is any portion of this course taught outside of the United States?:
No
Community Engaged Learning (CEL): None
Instructor Contact Hours:
1.0 hours per week
Course Typically Offered:
Every Fall & Spring
Component 1:
DIS
Auto Enroll Course:
No
Academic Progress Units:
1.0 credit(s) (Not allowed to bypass limits.)
Financial Aid Progress Units:
1.0 credit(s) (Not allowed to bypass limits.)
Repetition of Course:
Repetition not allowed.
Course Prerequisites for Catalog:
<No Text Provided>
Course Equivalency:
No Course Equivelencies
Cross-listings: No cross-listings
Add Consent Requirement:
No required consent
Drop Consent Requirement:
No required consent
Enforced Prerequisites: (course-based or non-course-based):
009947 - CEGE Students; Civil, Environmental, Geo Engineering
Editor Comments:
<No text provided>
Proposal Changes:
<No text provided>
History Information:
<No text provided>
Faculty Sponsor Name:
<No text provided>
Faculty Sponsor E-mail Address:
<No text provided>

Student Learning Outcomes

Student Learning Outcomes

* Students in this course:

- Can communicate effectively

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

Each week the class will be divided into small (3-4 students) teams which will prepare answers to 2-3 essay questions based on that week?s assigned reading. Selected team spokespersons will present their team?s answers to the class for discussion, and each team?s answer will be turned in at the end of the class.

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

Presentation of essay questions answers in front of the class.

Liberal Education

Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens.
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods.

Theme courses have the common goal of cultivating in students a number of habits of mind:
  • thinking ethically about important challenges facing our society and world;
  • reflecting on the shared sense of responsibility required to build and maintain community;
  • connecting knowledge and practice;
  • fostering a stronger sense of our roles as historical agents.

LE Recertification-Reflection Statement (for LE courses being re-certified only):
<No text provided>
Statement of Certification:
This course is certified for a Core (blank) as of
This course is certified for a Theme (blank) as of

Writing Intensive

Propose this course as Writing Intensive curriculum:
No
Question 1 (see CWB Requirement 1):

How do writing assignments and writing instruction further the learning objectives of this course and how is writing integrated into the course? Also, describe where in the syllabus there are statements about the critical role writing plays in the course.

<No text provided>
Question 2 (see CWB Requirement 2):

What types of writing (e.g., research papers, problem sets, presentations, technical documents, lab reports, essays, journaling etc.) will be assigned? Explain how these assignments meet the requirement that writing be a significant part of the course work, including details about multi-authored assignments, if any. Include the required length for each writing assignment and demonstrate how the 2,500 minimum word count (or its equivalent) for finished writing will be met.

<No text provided>
Question 3 (see CWB Requirement 3):

How will students' final course grade depend on their writing performance? What percentage of the course grade will depend on the quality and level of the student's writing compared to the percentage of the grade that depends on the course content? Note that this information must also be on the syllabus.

<No text provided>
Question 4 (see CWB Requirement 4):

Indicate which assignment(s) students will be required to revise and resubmit after feedback from the instructor. Indicate who will be providing the feedback. Include an example of the assignment instructions you are likely to use for this assignment or assignments.

<No text provided>
Question 5 (see CWB Requirement 5):

What types of writing instruction will be experienced by students? How much class time will be devoted to explicit writing instruction and at what points in the semester? What types of writing support and resources will be provided to students?

<No text provided>
Question 6 (see CWB Requirement 6):

If teaching assistants will participate in writing assessment and writing instruction, explain how will they be trained (e.g. in how to review, grade and respond to student writing) and how will they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone directed studies course), explain how every faculty mentor will ensure that their students will receive a writing intensive experience.

<No text provided>
Statement of Certification:
This course is certified for a Theme (blank) as of

Course Syllabus

Course Syllabus:
Syllabus Course : CEGE 3103, Engineering Ethics and Professional Practice, 1 credit Meeting Time: TBD Meeting Place: TBD Course Description: Introduction to ethical thinking, legal aspects of professional practice, codes of ethics for engineers, ethical problem-solving using case studies. Prerequisites: CEGE Upper Division Course objectives: (1) To familiarize students with the main ethical issues arising in engineering practice; (2) To familiarize students with legal aspects of professional practice; (3) To familiarize students with problem-solving methods applicable to ethical issues; (4) To practice ethical problem-solving on case studies. Required Text: Fleddermann, C., Engineering Ethics, 4th edition, Pearson Prentice Hall. Assignments: (1) Each week there will be an assigned reading to be completed before the next class. Associated with this will be several questions to be answered and turned in at the start of the next class. (2) Each week the class will be divided into small (3-4 students) teams which will prepare answers to 2-3 essay questions based on that week?s assigned reading. Selected team spokespersons will present their team?s answers to the class for discussion, and each team?s answer will be turned in at the end of the class. (3) There will be midterm and final exams, covering material from the assigned readings. Grading: Weekly assignments 25% Attendance/class participation 25% Midterm exam 25% Final exam 25% Homework Submissions The ability to communicate in a clear and comprehensible manner is an essential engineering skill. It is not required that you type your homework, but neatness and clarity of presentation are important. To this end you should: (1) Express answers in complete, grammatically correct sentences. (2) Use a consistent size and type of paper (3) Use only one side of each sheet of paper (4) Avoid pages with ragged edges (5) Number the pages (6) Staple or bind multiple pages. Homework submissions that deviate markedly from the above guidelines will be returned with a grade of zero, with no resubmission permitted. Course Schedule Week Topic Preparatory Reading 1 Course Intro/Overview of Ethics In class video 2 Space Shuttle challenger Fleddermann, chap. 1 3 Professional ethical codes Fleddermann, chapt 2 4 Legal aspects of professional practice To be determined 5 Understanding ethical problems Fledermann chapt 3 6 Ethical problem solving Fleddermann, chapt 4 7 Midterm exam 8 Risk, safety, and cost Fleddermann, chapt 5 9 Rights and responsibilities Fleddermann, chapt 6 10 Whistle-blowing Case study handout 11 Ethics in research Case study handout 12 Ethics in private practice Case study handout 13 Case Study Handout 14 Case Study Handout 15 Final exam ABET Outcomes The Department of Civil, Environmental, and Geo-Engineering offers three ABET accredited undergraduate degrees: Civil Engineering (CE), Environmental Engineering (EE), Geo-Engineering (GE). (ABET used to stand for Accreditation Board of Engineering and Technology.) To maintain ABET accreditation, the Department must demonstrate that all of its graduates have the following eleven general skills and abilities: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs (d) an ability to function on a multi-disciplinary team (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 and societal context (i) a recognition of the need for, and ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. In this course, CEGE 3103, Engineering Ethics and Professional Practice, the following ABET outcomes will be specifically emphasized: (f) an understanding of engineering and professional responsibility (g ) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context (i) a recognition of the need for, and the ability to engage in life- long learning (j) a knowledge of contemporary issues Academic Standards Students are responsible for knowledge of and adherence to the published academic code of conduct. This can be found on the internet at: http://www1.umn.edu/regents/policies/academic/StudentConductCode.pdf The University Student Conduct Code defines scholastic dishonesty as follows: Scholastic Dishonesty: Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. ? CEGE 3103 Engineering Ethics and Professional Practice Assignment 1 . A. To be turned in at start of next class period. Read Chapter 1 of the text. Based on your reading answer the following questions: 1. What, according to the text, is ?moral autonomy?? 2. What does the text give as an example of activity that is legal, but unethical? 3. When was the first documented joint failure of the Space Shuttle Challenger? 4. On what date and time was the Space Shuttle Challenger launched, and what was the air temperature at the launch site at that time? B. Be prepared to answer the following for class discussion: 1. Bob Lund was famously asked to ?take off your engineer hat and put on your management hat.? Is this possible? Should it be done? Why or why not? 2. Should a launch have been allowed when there were no test data for the expected (cold) conditions? Why or why not? 3. What could NASA managers have done to prevent the accident? What could the Thiokol engineers have done to prevent the accident? Given the prevailing economic and political conditions, evaluate the possible consequences of your proposed actions.

Strategic Objectives & Consultation

Name of Department Chair Approver:
Joe Labuz
Strategic Objectives - Curricular Objectives:

How does adding this course improve the overall curricular objectives of the unit?

A primary objective of our curriculum is to prepare students to function effectively as engineering professionals. This means not only preparation to meet the technical challenges of professional practice but also to meet moral and ethical challenges, and "an understanding of professional and ethical responsibility" is a listed outcome required for accreditation. This course is designed to explicitly address this requirement.
Strategic Objectives - Core Curriculum:

Does the unit consider this course to be part of its core curriculum?

This course will be required of all students in our three undergraduate degree programs and so will be part of our core curriculum. As noted earlier, an ability to address the moral and ethical issues arising in professional practice is widely regarded as necessary to function effectively as an engineering professional.
Strategic Objectives - Consultation with Other Units:

Before submitting a new course proposal in ECAS, circulate the proposed syllabus to department chairs in relevant units and copy affiliated associate dean(s). Consultation prevents course overlap and informs other departments of new course offerings. If you determine that consultation with units in external college(s) is unnecessary, include a description of the steps taken to reach that conclusion (e.g., catalog key word search, conversation with collegiate curriculum committee, knowledge of current curriculum in related units, etc.). Include documentation of all consultation here, to be referenced during CCC review. If email correspondence is too long to fit in the space provided, paraphrase it here and send the full transcript to the CCC staff person. Please also send a Word or PDF version of the proposed syllabus to the CCC staff person.

An email saying The Department of Civil, Environmental, and Geo-Engineering is proposing to add a new required one credit course to their curriculum for students in all three of their programs (civil, environmental, and geo-engineering) attached with a syllabus of the course was sent to the CLA deans office who distributed to their campus curriculum committee. The response was CLA sees no overlap with your proposed engineering ethics course. Also an email from Jennifer Alexander in HSCI contacted our department here is her response - Tom Chase forwarded Tiffany Ralston's announcement of CEGE's proposed engineering ethics course, and I wanted to let you know that we do have an engineering ethics course already on the books and approved for liberal education requirements: HSci 3421/5421, "Engineering Ethics". I have taught it twice, and will be teaching it again this summer and next academic year. It is a three-credit course that we are offering annually. I would be delighted it there were some way to formulate the course to meet CEGE objectives; it is a subject near and dear to my heart and I would very much welcome collaboration. I am in the process of working with Tom Chase here in ME on aligning the course with ABET requirements, and hoping to make good progress this spring. Here is the response to Jennifers email from Prof. Cathy French the CE DUGS - Dear Jennifer,Thank you for your note. The course that we are planning to offer is a one credit course on engineering ethics and professional practice to be required of all three degree programs in our department (civil, environmental and geo- engineering). I am attaching the proposed syllabus for the course. We also touch on engineering ethics in CEGE 3501 - Introduction to Environmental Engineering and CEGE 4102W/4104W - our capstone design course. As the new course is to be a required course, we are planning to provide the content in a 1 credit class. Please let me know if you have any questions/comments o