UCSC CE and EE Department's fulfillment of ABET Outcome F

	UCSC CE and EE Department's fulfillment of ABET Outcome F Engineering programs must demonstrate that their graduates have: (f) an understanding of professional and ethical responsibility

These courses help fulfill this ABET outcome:

CE 80e via Core Topics 1 through 7
CE121 via Core Topic 6
CE 185 via Core Topics 6, 9 (and to a lesser extent 2 and 3)
EE80t via Skill 9 and Core topics 3, 5, 6, 8
EE128 via Skills 4 and 5 and Core Topics 3, 4, 5, and 6.

In the following section, representatives from each department talk about how their students fulfill this component, how it is monitored, and what the feedback loops are.

The CE department on monitoring and feedback
- The initial take (as written by Richard Hughey)
  The CE department's realization that this outcome was only being taught but not tested, together with discussions with students, has caused us to introduce a new course, CE80e, first taught in Spring of 2003, on Engineering Ethics.
  SOE faculty strongly emphasize the day-to-day personal ethics of giving credit for collaborations and handing in one's own work in many courses, beginning with Required Skill 3 of CE12C, and extending throughout the curriculum. CMPE185, Technical Writing, studies the personal ethics of citation and credit, as well as professional ethics, typically by studying the IEEE code of conduct. Over the past five years, we have additionally emphasized these issues by creating a strong disqualification policy for students with lapses in personal ethics.
  Professional Responsibility is covered as mentioned above in CE80E and CMPE185, as well as in the core laboratory course CE 121, which includes the legal and professional uses of laboratory notebooks and reports, and CE123A, the first quarter of the capstone sequence required of all students beginning 2003-4, which examines professional practices and responsibilities in proposing, designing, and building an engineering project.
  Our coverage of this material is measured in the short-term by tests and examinations in the required courses, by exit and alumni surveys, and by ongoing interactions with current students.
- Final metric and feedback as determined by the Oversight committee
  Our three metrics are:
  1. Quantitative:CE80E Applied Ethics Exam: 90% of enrolled CE students recieve a passing grade on exam.
  2. Quantitative:Incidents of Academic Dishonesty: Fewer than 2% of CE students violet academic integrity each year; 0% have second occurrences.
  3. Subjective:The exit survey results on Question 10: An average of 4 out of 5 must be maintained.
  If any of the three of these is not met, the oversight committee must propose changes to the faculty and the advisory counsil.
The EE department's monitoring and feedback (as written by John Vesecky)
The EE Department strives to fulfill Outcome f concerning understanding of professional and ethical responsibility through faculty awareness and teaching in all courses as well as through specific learning experience, i.e. courses and workshops.
As with all School of Engineering faculty, personal ethics and professional responsibility are emphasized as they bear on academic assignments and tests. This begins with Required Skill 3 of CE12C, taken by all EE students, and extends throughout the curriculum. All EE majors are required to take CMPE 185, Technical Writing, where the ethics of citation and credit are covered along with professional ethics. The School of Engineering uses a strong disqualification policy to make clear its standards concerning the personal ethics of students in performing academic work and taking examinations. A new engineering ethics course, CMPE 80e, has been introduced specifically to instruct students in ethics, both personal and professional.
In addition to CMPE80e and CMPE 185 as discussed above, ethics and professional responsibility are given particular emphasis in capstone design courses EE 125/126 and EE 127/128. For example, EE 127/128 includes an ethics and responsibility workshop that gives background on ethics and its application to both personal and professional activities; an outside speaker, the IEEE code of conduct, and case studies are featured.
Feedback to assure continuous improvement in achieving Outcome f is present over short, medium and long time scales as shown in the EE ABET Feedback Loop Diagram. The shortest time scale is within a given course (over one to six months), medium term is between courses (three to twelve months) and long term is over a student's degree term (two to five years) or longer (four years and more after graduation). The feedback is both formal (class work, examinations and surveys) and less formally through interactions with students, such as during advising sessions and the faculty-undergraduate lunches.