Reviewer: Please rate the following abstracts to help us decide which papers to accept for the Christian
Engineering Education Conference. Please return your review to me by March 22. Use the following
scale:
5 = Excellent abstract, definitely accept
4 = Good abstract, needs a few minor adjustments, accept
3 = Abstract has some potential but needs some significant adjustments
2 = Poor abstract, poor fit, needs substantial adjustment and probably should be rejected
1 = Very poor abstract, will not fit conference even with adjustment, definitely reject
Please supply at least a few brief comments on what modifications should be made to the abstract to
accept it or some justification for rejecting the abstract. Keep in mind that the range of papers should be
very broad. Except for the encore category, the abstract should make some explicit connection between
engineering and Christianity. If an abstract does not do so, but has good potential in this direction, you
could still recommend accepting (but only with modification to show such a connection). For the encore
category, a paper presented elsewhere can be brought to the conference. It does not need to make an
explicit connection, but should be a topic that will allow good discussion afterwards on how Christian
faith informs and modifies the topic. You do not need to rate yourself if you submitted an abstract.
Score
(1 – 5)
Paper
Number
Title
Author(s)
5
001
An Engineering Student Perspective on Ethics
William Jordan, Bill Elmore
4
002
Observations on Entering the Kettle
Gary Spivey
4
003
Engineering Vocations for Women?
Gayle E. Ermer
3
004
Electronic Portfolio for Assessment of
Engineering
Dominic M. Halsmer
4
005
Integrating Christian Faith with Academic
Administration
Otto J. Helweg
3
006
Responding to Academic Culture: From
research focused to teaching focused culture
Israel Dunmade
5
007
Christian Perspectives on Rebuilding
Engineering and Computer Science Higher
Education in Kurdistan of Iraq
Benjamin S. Kelley, Cynthia
C. Fry, David B. Sturgill, J.
Brian Thomas
5
008
Bias in Technology: From Creation or Fall?
Steven H. VanderLeest
5
009
Those who belong to Caesar’s household
Paige Gibbs
5
010
Service-Learning Approaches to International
Humanitarian Design Projects: Assessment of
Spiritual Impact
Matthew G. Green, Kristin L.
Wood. Carl Erikson, Steven
H. VanderLeest, Frank T.
Duda, Nolan Van Gaalen
2
011
Establishing Ethics in an Organization using
Principles
Val Hawks, Steven Benzley,
Ron Terry
3
012
Faith in Christ and His Attributes—A Basis
for Ethical Behavior
Ronald E. Terry, Steve E.
Benzley, Val D. Hawks
5
013
Christian Worldview and the Engineering
Context
Steven R. Eisenbarth
5
014
Incorporating and Assessing Christian
Worldview into an Engineering Program at
Ken Van Treuren and Steve
Eisenbarth
Baylor University
5
015
Integration of Faith and Learning throughout
an Electrical Engineering Curriculum via the
Mission Statement
Anthony Donaldson
5
P1
Panelists: Charles Adams, Dan Campbell,
Matt Green, Dave Shaw, Wayne Wentzheimer
Panel Discussion:
Where are the Engineers?
An Engineering Student Perspective on Ethics
William Jordan and Bill Elmore
College of Engineering and Science
Louisiana Tech University
Ruston, LA 71270
jordan@coes.latech.edu
As engineering educators we have a responsibility to promote the competent and ethical practice of
engineering by our students as they enter the work place. We wish to promote ethical behavior by our
students in their current position, as well as in their future engineering careers.
To effectively do this, we need to understand the students’ perspective on ethical issues. In this paper we
report on our students’ attitudes concerning several academic misconduct issues. We surveyed
engineering students attending Louisiana Tech University, which is a medium sized public university in
the rural south. This paper follows up on a paper the first author wrote in 19911. That paper utilized
student surveys taken during 1986-1990. We have retaken the survey during winter 2004. In this paper
we will examine the change in student opinions over the past 13 years, and what this means to the way we
teach and grade our courses.
Comparing the 1991 and 2004 results, our students claim they are less likely to cheat than their
counterparts 13 years ago. Fifty percent of our students claim to have never cheated compared to 30% in
1991. However, the results are discouraging when results on the cheating survey question are correlated
with other another question that asked:
Do you sometimes do something a professor might think is cheating but you honestly believe is
acceptable cooperation?
About one third of the students who claimed to have never cheated admitted they have sometimes done
things they did not think was cheating, but that they knew violated the professor’s official standards. Of
the students who claimed they have only cheated once, 69% admitted to sometimes breaking the
professor’s standards.
It appears that our students think they are honest, in part because they are redefining their ethical
standards to accept what they are actually doing. This is a challenge for Christian engineering professors
to persuade the students to stop redefining ethical behavior solely on the basis of their own opinions. It
may be an even bigger challenge for those of us who teach in a public university.
We will outline additional results of the survey, and suggest several approaches to dealing with this
problem.
1.
Jordan, W., “Academic Misconduct: A Student Perspective”, in International Journal of Engineering
Education, Volume 7, No. 1, pp 2-7, 1991.
Observations on Entering the Kettle
Gary Spivey
George Fox University
gspivey@georgefox.edu
An oft told parable relates how a frog, when dropped in a kettle of hot water, will instantly jump out. But
if you drop that frog in a kettle of cold water, and slowly heat it up, the frog will not be aware of the
gradual change in his environment and will die in the kettle. After completing educational experience at
major state universities and a fifteen year career in industry, I decided to enter upon a career as a
professor at a small, Christian, liberal arts university. This change in kettles has been quite a shock to my
system as, unlike the clever frog, I have not yet jumped out. I am already beginning to recognize where I
am adapting to my new kettle – and before that adaptation becomes complete, I want to write down many
of my observations upon entering this kettle of the Christian academic culture.
Some of my observations are in some way critical of the new kettle (which isn’t to say that there weren’t
a plethora of criticisms about the old kettle) and some are critical of my expectations. It is not my purpose
in this paper to set about an agenda for change. I am more interested in writing down the observations
about this culture that I have made and to ask myself to what degree I want to reject, embrace, or engage
these elements. Finally, I would like to stimulate dialog amongst other engineers who have gone through
this process and ask them where they find that they have rejected, embraced, or engaged this culture – and
to what degree these actions were intentional.
Please forbear me any grievances you might have against my questioning of ideas or institutions that you
might hold dear. It is my desire that we all come together in unity for the cause of Christ. It is my hope
that this conversation might help us to do so together.
Engineering Vocations for Women?
Dr. Gayle E. Ermer
Associate Professor of Engineering
Calvin College
Despite small increases in the percentages of women students over the last twenty years, women are still
significantly under-represented in engineering. In other professions, for example medicine and law, the
number of female students has increased to the point where it equals the number of males. In engineering,
the percentage of female students entering the field has leveled off at something less than 20%. This
paper will address the extent to which women are under-represented in various engineering disciplines
both nationally and at Christian colleges. Three reasons why Christians should be concerned about this
problem will be discussed, namely society’s need for more engineers, fairness of opportunity for women
to participate in a challenging and lucrative profession, and especially, the Christian concept of vocation,
which views all Christians as being called to serve our neighbors with the gifts God has given us. Several
reasons for the under-representation of females in engineering will be explored in order to identify the
barriers which prevent young women from choosing engineering as a career and from completing an
undergraduate engineering degree. These barriers appear very early in the educational experience of
young girls and extend through college and into industry. The paper will present various ways to
overcome these barriers in order to recruit and retain more female engineering students. These will
include suggestions for individuals, for churches, and for educational institutions which will allow the
gifts of creativity, analytical ability, and problem solving bestowed by God on the female half of the
population to be better used for promotion of his kingdom here on earth.
Electronic Portfolio for Assessment of Engineering
Dr. Dominic M. Halsmer, PE, Chair
Engineering and Physics Department
Oral Roberts University
In an effort to continuously improve the quality of education in the general engineering program at Oral
Roberts University, a new tool known as Electronic Portfolio or E-Portfolio has been implemented as the
primary data-gathering instrument for assessment. Students periodically submit exhibits to the portfolio as
evidence that educational objectives are being met. Not only does this provide good information for
program improvement, but it also allows the students to see more clearly how their lives are being
transformed. This is highly motivating for both students and faculty, and it also helps to streamline the
ongoing assessment process.
Students take a more active role in helping to assess their education by electronically submitting
evaluations, coursework, test scores, and survey results at the entry, intermediate, and capstone levels.
These exhibits are carefully selected to demonstrate satisfaction of the program educational objectives,
which are derived from departmental and university mission statements, and ABET evaluation criteria. A
professional level may also be added to facilitate the gathering of information from alumni, employers,
and graduate school advisors. Data is then aggregated, disaggregated, and evaluated to assist in making
program improvements. The E-Portfolio effectively serves as an individualized web site for each student.
Multiple E-Portfolios may be developed by each student for different purposes. A growth portfolio
highlights improvements in student’s knowledge and abilities. A portfolio developed for a prospective
employer or graduate school highlights the student’s best work. Faculty may also customize E-Portfolios
to meet their individual needs. University-wide implementation issues are discussed including the
necessary training for students to use the software effectively, and advisor responsibilities.
Panel Discussion
Where are the Engineers?
Panelists: Charles Adams, Dan Campbell, Matt Green, Dave Shaw, and Wayne Wentzheimer
There are 215K students in Evangelical Christian College or 2.2% of all college students. Each year about
65K BS degrees in Engineering are awarded in the U.S. If we apply this 2.2% to all the BS degrees we
might reasonably estimate there would be about 1430 engineering degrees from our Christian schools.
The actual number is about 500. Why? Why don’t we have 50 to 100% more students? Are the young
people from the churches going to the wrong schools to study engineering because they are not aware of
our fine programs? Is it a communications issue or is it something more fundamental? We should
understand this phenomenon and assertively address it as a group.
Integrating Christian Faith with Academic Administration
Dr. Otto J. Helweg, Dean
College of Engineering and Architecture
North Dakota State University
Fargo, ND 58105
Not only in the “public square” but especially in secular colleges and universities, evangelical Christians
have tended to surrender leadership to those promoting the prevailing cultural norms. The general rule is
that the higher one ascends in any administration, the greater coverage and influence he or she may exert.
Consequently, Christian faculty who have talents in administration and leadership should prayerfully
consider an academic career in which they aspire to positions of chair, dean, vice president, and even
president. This paper suggests some of the opportunities that await Christian administrators in secular
institutions of higher education.
Responding to Academic Culture: From research focused to teaching focused culture
Israel Dunmade PhD
Applied Industrial Ecology Program, Faculty of Science & Technology
Mount Royal College, Calgary, AB., Canada
Moving from an institution to another, particular from university to college and vice versa in entirely
difference geographical location and culture, as an academician may be rocky, painful and challenging.
This could be due to differences in philosophies, policies, and practices. What are the potential problems?
What are the surviving strategies? How can it affect faith, relationships and academic reputation? How
can mistakes be avoided? What can be done to make such changes pleasant and fulfilling?
In this paper, transitional experiences of moving from university to college as a teacher in an entirely
different culture and practices is shared. It includes a number of difficulties experienced, strategies
adopted and lessons learnt. Solutions to a number of potential problems are also proffered. It is believed
that this could be helpful to academicians moving from one institution to another institution of different
culture and practices.
Christian Perspectives on Rebuilding Engineering and Computer Science Higher
Education in Kurdistan of Iraq
Benjamin S. Kelley, Cynthia C. Fry, David B. Sturgill, J. Brian Thomas
Baylor University, School of Engineering and Computer Science
MS 97356, Waco Texas, 76798; http://www.ecs.Baylor.edu
In December 2003, a group of eighteen Baylor University faculty members, two graduate students, and
two representatives from the Consortium for Global Education conducted a two-day workshop for four
different groups of Kurdish faculty (Colleges of Engineering, Medicine, Arts, and Law) from several
different universities. The workshop was hosted by the University of Dohuk, in Dohuk, Iraq.
Over the past fifteen years, the Kurdish region of Northern Iraq has thrived in comparison to the
remainder of Iraq, especially when compared to how this region suffered at the hands of Saddam Hussein
in the 1980s. Since the establishment of the no-fly zone in the early 1990s, Kurdistan of Iraq has
prospered, despite being isolated from Central and Southern Iraq and surrounding nations.
Iraqi Kurdish faculty members are well educated, receptive to external and Western ideas, and extremely
hospitable. Travel and communication restrictions have limited their access to recent technological
developments, including those associated with engineering and computer science education. The mail
service is non-existent, and internet access is sparse and slow.
Four Baylor engineering and computer science faculty members worked as a team to develop and prepare
the workshop. Because of limited and sporadic information about Iraqi engineering and computer science
education, the team’s preparation was intent on flexibility. The reception by the Iraqi faculty, staff and
students was warm and eager. The scope of exchanges and learning were often unexpected and
illuminating, especially when the discourse involved students as well as faculty.
While this demonstration of outreach had definite Christian vocational origins, its foundational purpose
was secular and professional in content. Suitcases full of books, syllabi, and educational materials taxed
our endurance. Although Kurdistan Iraq is overwhelming Islamic, their government is intentionally
secular and their ideas relating to faith are tolerant. On several occasions we shared with our Iraqi
colleagues the importance of faith in our lives.
Follow-up efforts as a result of this project are continuing among several of the participating Baylor
groups. For example, Iraqi undergraduates will spend five weeks at Baylor this summer gaining a deeper
understanding of US society, culture, values and institutions. Stranded Ph.D. students will be offered the
opportunity to continue at Baylor. An electrical engineering faculty member from the University of
Mosul will spend six months at Baylor involved in the study and research of field programmable gate
arrays. At this time, funding has not been secured to allow for broader coordinated efforts.
Bias in Technology: From Creation or Fall?
Steven H. VanderLeest
Calvin College, Grand Rapids, MI
Technology is not neutral. It is biased towards certain uses, persuades the user towards particular actions,
and has built-in values in its structure. This bias has been recognized by a number of philosophers and
historians of technology, though called by many names, such as “valence” or “value-laden”. Christians
can find an underlying foundation for this bias in the story of creation and the fall. Rather than a
complete acceptance of technology as is, or complete opposition, this paper presents an argument for a
middle ground – a wary acceptance of technology as part of God’s good creation but corrupted by the
pervasive influence of the fall. But all bias is not necessarily due to sin. Some trade-offs are simply part
of the created order. This leads to a critical evaluation of technological products, seeing bias as a
multifaceted effect with sociological, cultural, scientific, economic, and theological strands. After
establishing a case for the non-neutrality of technology, the practical implications for engineering design
and engineering education are explored.
Those who belong to Caesar’s household
Paige Gibbs
University of Massachusetts Dartmouth
This paper reports on the insights of committed Christians, engineering educators, at a state sponsored
university about - Responding to Academic Culture: Reject, Accept or Engage? Their Christianity is
apparent to their colleagues and students even though they are not actively "witnessing." Similar to those
belonging to Caesar’s household who sent their greetings to the Philippians (Ph 4:21)these educators
serve in an environment that at best is inattentive, at worst hostile to the Lordship of Jesus Christ. The
University of Massachusetts Dartmouth is located in a region whose residents take pride in their
objective, tolerant and rational approach to all beliefs. Therefore these educators experience a double
separation, from both the academic culture and the general culture. The paper addresses the integration of
Christianity in these educators’ teaching, research and participation in the academy. The insights were
elicited using an instrument of several open ended queries. Some of the topics addressed are: discourse,
expectations of the institution, encouragement to new faculty.
Encore Presentation (paper from previous conference)
Establishing Ethics in an Organization using Principles
Val Hawks, Steven Benzley, Ron Terry
Brigham Young University College of Engineering and Technology
Laws, codes, and rules are essential for any community, public or private, to operate in an orderly and
productive fashion. Without laws and codes, anarchy and chaos abound and the purpose and role of the
organization is lost. However, danger is significant, and damage serious and far-reaching when
individuals or organizations become so focused on rules, laws, and specifications that basic principles are
ignored. This paper discusses the purpose of laws, rules, and codes, to help understand basic principles.
With such an understanding an increase in the level of ethical and moral behavior can be obtained without
imposing detailed rules.
Faith in Christ and His Attributes—A Basis for Ethical Behavior
Ronald E. Terry, Steve E. Benzley, Val D. Hawks
Brigham Young University
When a child plants a seed in his/her parents’ garden, the child believes and expects that the seed will
yield a flower, a vegetable, or a fruit of some kind. The child’s belief was founded on some basic
knowledge. For instance, the child may have seen parents plant and nourish a seed and then watched in
amazement as the seed grew and yielded fruit. The same is true for any action in which we engage. Our
actions are driven by our belief, based on some knowledge, that those actions will yield a desired result.
A student takes a class with the expectation that a teacher will build upon previous knowledge and
provide capacity for greater skill or competency. Faith can be seen as the motivating force behind all
action.
What decisions will we face today that may present an ethical dilemma? By what decision-making
process will we solve our problem so that its resolution will bring inner peace? There are eternally
reliable guidelines to follow that will have that desired result. They are found in the life and character of
the Lord Jesus Christ. They are fixed, and if we are attached to them and apply them in making decisions
and in solving dilemmas, we will not have to agonize, case by case, in their resolution.
Ethical dilemmas are among the toughest problems with which we deal. Since they often require “heat of
the moment” decisions, the philosophy that forms the foundation of our decisions must reflect deeply held
convictions. When our convictions are founded on a knowledge and faith in Christ and His character, our
actions are motivated by a desire to emulate Him and to do as He did. Our faith in Christ and
commitment to strive to live a Christ-like life will aid us in resolving dilemmas.
To help resolve dilemmas, it is important to have faith based on knowledge of the following:

knowledge that Christ is real

knowledge of Christ’s true character

knowledge that by applying his characteristics, dilemmas can be solved correctly
The authors will use examples from the Old and New Testaments that will show how faith in this
knowledge base led individuals to make choices in difficult situations.
Christian Worldview and the Engineering Context
Steven R. Eisenbarth
Department of Engineering
Baylor University
Baylor University’s, a recent commitment to “Vision 2012” has created imperatives for the faculty to seek
ways of integrating Christian perspectives into the classroom and encouraging the integration of Christian
faith and the intellectual life. Teaching from a Christian worldview is part of the University’s charge and
Engineering faculty members are investigating how Christian perspectives might interact with various
elements of the engineering curriculum. For example, engineering faculty are exploring avenues that
integrate Christian perspectives into engineering design in such a way as to produce uniquely Christian
contributions to the engineering design process, especially in terms of responsible and sustainable design.
Central to the integration process is the development of a methodology that creates and exploits
meaningful categories and paradigms that are capable of informing and illuminating engineering practice.
One example is the “Creation, Fall, Redemption” paradigm that is a central tenant of the Christian faith.
Using this paradigm, it is possible to explore the fundamental nature and scope of engineering problems,
the range of possible and achievable design solutions, and ultimate and desirable goals. The presence of a
liberal arts core that provides the necessary conceptual foundation for such explorations is a key element
in this integrative process.
Incorporating and Assessing Christian Worldview into an Engineering Program at Baylor
University
Ken Van Treuren and Steve Eisenbarth
Baylor University
ABET EC 2000 has changed the way that engineering programs are evaluated for accreditation. As a
result, each program has developed objectives and outcomes that are consistent with the university
mission. At Baylor University, the teaching with a Christian worldview is an important part of the
university mission. As such, each department and program within the department must support this
aspect. This paper will outline the recent process used to develop Program Educational Objectives and
Expected Graduate Outcomes at Baylor University which should include a statement that supports the
university mission. Comparisons will be made between Baylor University and other religiously affiliated
universities. A survey of what Professors are currently doing to teach with a Christian worldview in
classes at Baylor University will be included. Some discussion about assessment of Christian worldview
will also be included.
Integration of Faith and Learning throughout an Electrical Engineering Curriculum via
the Mission Statement
Anthony Donaldson
Seattle Pacific University
Currently, the SPU Electrical Engineering mission statement is: “Preparing engineers with a Christian
worldview who are called to serve, equipped to lead, and sent to engage the world through their lives and
the appropriate use of technology.” This paper will discuss various aspects of how this mission statement
has been integrated and adapted into the curriculum. Specifically, the statement is reflected in actual
structure/assignments within the engineering program. Christian worldview and its impact on us as
engineers forms a basis for discussion starting the freshman year and continues throughout all four years.
In Introduction to Engineering in the freshman year we discuss of a portion of the worldview of Jesus as
found in his parable of the “weeds in the field” in Matthew 13 in addition to reading and reflecting on the
definition and factors affecting our worldview as found in Charles Kraft’s “Christianity with Power”. The
sophomore year focuses on being a servant with reading of the book “Improving Your Serve” by Charles
Swindoll and opportunities and requirements for various service projects. The junior year builds on this
foundation for leadership with additional papers and readings discussed in small groups on leadership,
listening, emotional intelligence using Level five leadership by Jim Collins, Contrarians Guide to
Leadership by Steven Sample, Understanding People by Larry Crabb, and additional materials. In
addition teams of engineering students meet with teams of business students throughout the year to work
on project management skills, ethics and working in teams. Students are prepared for their junior
internship by reading and discussing the book Engineering Your Future, writing their resume and
preparing for a job interview. Their junior summer they are required to participate in a supervised
internship with a company, academic research group or other appropriate learning experience and to
follow up that experience with reflection. During the senior the focus is on engaging the world with
readings, discussions and papers on being winsome for Christ in the workplace, lifelong learning and
impacting your world. Details on how all of this is integrated into existing and new curriculum is
discussed.
Service-Learning Approaches to International Humanitarian Design Projects: Assessment
of Spiritual Impact
Matthew G. Green and Kristin L. Wood
Dept. of Mechanical Engineering, The University of Texas, Austin
Carl Erikson
Department of Engineering, Messiah College, Grantham, PA
Steven H. VanderLeest
Department of Engineering, Calvin College, Grand Rapids, MI
Frank T. Duda
Department of Engineering, Grove City College, Grove City, PA
Nolan Van Gaalen
Department of Engineering, Dordt College, Sioux Center, IA
Christians are called to be both globally aware (Mt. 28:19-20, [i]) and sensitive to humanitarian needs
(Mt. 25:38-40). This leads to an awareness of abundant opportunities to give aid, often in ways which
may be linked to the name of Jesus Christ (Mt. 5:16, Gal. 6:10, [ii]). Engineering faculty at Christian
institutions have a unique stewardship opportunity to channel the enthusiasm of students who are eager to
apply their newly acquired engineering tools. This paper discusses a special case of service-learning
projects [iii] that involve applying engineering skills to address problems of the poor in developing
nations. These are referred to here as “international humanitarian” (IH) projects. Four such projects are
summarized, including the design of (1) a women’s hospital in Nigeria by senior engineering students at
Calvin College, (2) a crop irrigation system in support of a Honduran community development
organization by Dordt College students, (3) a modular and scalable solar power system providing
economical power to remote areas by electrical engineering seniors at Grove City College, and (4) a water
purification system in Guatemala by Messiah College students.
General pedagogical aspects of these projects are documented and discussed in-depth in a parallel ASEE
paper [iv]. Here we turn our attention to aspects of special interest to Christian engineering educators. We
discuss (1) the objectives that motivate IH projects, (2) steps to enhance achievement of these objectives,
and (3) a reflective assessment of how well each project fulfilled these objectives. We conclude by
highlighting implications for future IH student projects, taking into consideration good stewardship of
limited monetary and human resources (Mt. 25:14-30).
i
VanderLeest, Steven H. and Nielsen, Edward G., "Global Engineering and the Liberal Arts," Proceedings of the
1998 American Society for Engineering Education (ASEE) Conference, Seattle, WA, 1998.
Duda, Frank T., “Experiences with Identifying Senior Level Engineering Design Projects to Meet Developing
Country Needs,” Proceedings of the 4th Christian Engineering Education Conference (CEEC), June 19-21, 2002,
Montreal, Canada, pp 18-22.
ii
iii
Tsang, E., Projects That Matter: Concepts and Models for Service-Learning in Engineering, American Association
for Higher Education, 2001. Preview: www.aage.org/service/series_new.htm
iv
Green, M.G., Wood, K.L., VanderLeest, S.H., Duda, F.T., Erikson, C., Van Gaalen, N., “Service-Learning
Approaches to International Humanitarian Design Projects: A Model Based on Experiences of Faith-Based
Institutions,” Proceedings of the ASEE Annual Conference, Salt Lake City, UT, June 2004.