This course covers the design, construction, and testing of field robotic systems, through team projects with each student responsible for a specific subsystem. Projects focus on electronics, instrumentation, and machine elements. Design for operation in uncertain conditions is a focus point, with ocean waves and marine structures as a central theme. Topics include basic statistics, linear systems, Fourier transforms, random processes, spectra, ethics in engineering practice, and extreme events with applications in design.

A two-semester subject sequence (of which this is the first half) that demonstrates the design process through its application to a working model-scale ocean system. Emphasis is on carrying out the design and implementation of the system, including demonstration of its operation in the marine environment. Spring Term: Introduction to the design process and its application to ocean engineering. Design project with students developing system definition and completing its preliminary design. Students are instructed in the design process, embedded systems programming and interfacing techniques, sensors, actuators, and the control of marine systems. Communications skills are honed through written and oral reports and engineering ethics are discussed. Fall Term: Students work as a group to design, plan, construct, test, and operate the model-scale ocean system defined in 13.017. Special emphasis is placed on testing the system in the marine environment and analyzing its performance in relation to the original system specification. The social aspects of engineering are discussed including group dynamics and time management. The specific design project varies from year to year and is announced to the students on the first day of class in 13.017.

A two-semester subject sequence (of which this is the first half) that demonstrates the design process through its application to a working model-scale ocean system. Emphasis is on carrying out the design and implementation of the system, including demonstration of its operation in the marine environment. Spring Term: Introduction to the design process and its application to ocean engineering. Design project with students developing system definition and completing its preliminary design. Students are instructed in the design process, embedded systems programming and interfacing techniques, sensors, actuators, and the control of marine systems. Communications skills are honed through written and oral reports and engineering ethics are discussed. Fall Term: Students work as a group to design, plan, construct, test, and operate the model-scale ocean system defined in 13.017. Special emphasis is placed on testing the system in the marine environment and analyzing its performance in relation to the original system specification. The social aspects of engineering are discussed including group dynamics and time management. The specific design project varies from year to year and is announced to the students on the first day of class in 13.017.

This course covers the complete cycle of designing an ocean system using computational design tools for the conceptual and preliminary design stages. Students complete the projects in teams with each student responsible for a specific subsystem. Lectures cover such topics as hydrodynamics; structures; power and thermal aspects of ocean vehicles; environment, materials, and construction for ocean use; and generation and evaluation of design alternatives. The course focuses on innovative design concepts chosen from high-speed ships, submersibles, autonomous vehicles, and floating and submerged deep-water offshore platforms. Lectures on ethics in engineering practice are included, and instruction and practice in oral and written communication is provided.

This is a preliminary version of a course in Engineering Ethics based that pulls together Connexions modules that were used as part of an Engineering Ethics course taught by William Frey in fall 2006. An Engineering Ethics Bowl competition formed the capstone experience of this course. Frey, Cruz, and Sanchez have reported in detail on the Engineering Ethics Bowl in "The Ethics Bowl in Engineering Ethics at the University of Puerto Rico-Mayaguez," in Teaching Ethics, Volume 4, number 2, Spring 2004: 15-31. The major change in this activity reported in this course is the use of peer review teams to score the competition. This course in Engineering Ethics is being developed as a part of an NSF-funded project, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," SES 0551779.

This course is designed to link two National Science Foundation projects, Computing Cases and the EAC (ethics across the curriculum) Toolkit. Computing Cases has been funded through NSF DUE 9972280 and DUE 9980768. The EAC Toolkit is currently under construction through NSF SES 0551779.

This packet will provide students with the rules and procedures to be adopted for the Engineering Ethics Bowl competitions to be held at the University of Puerto Rico at Mayaguez during the fall and spring semesters of the academic year 2006-7. These rules have been modified from those used in the annual Ethics Bowl competitions held at the meetings of the Association for Practical and Professional Ethics. Robert Ladenson from the Illinois Institute of Technology has developed this competition and works with a team of professors and graduate students to develop and judge the yearly competitions. These procedures have been modified to allow participants to practice the following elements of ethical decision making: problem specification, solution generation, solution testing, and solution implementation. Other packets provides cases, scoring sheets, and frameworks to be used in the competition. This module is being developed as a part of an NSF-funded project, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF SES 0551779.

This module outlines of how to incorporate three frameworks (software development cycle, ethics tests, and feasibility test) into Ethics Bowl case summaries and Ethics Bowl in-depth case analysis. It assumes knowledge of ethics tests, a decision procedure based on the software development cycle, familiarity with problem specification activities, and an understanding of how to carry out a stakeholder analysis. Finally, it provides students a chance to achieve closure on their participation in the Practical and Professional Ethics Bowl, a competition based on the Ethics Bowl held annually at meetings of the Association for Practical and Professional Ethics. Information on the national competition, devised by Dr. Robert Ladenson, can be found at the website of the Center for the Study of Ethics in the Professions, www.iit.edu/departments/csep.

This exercise in Business and Professional Ethics uses the DVD developed by the National Institute for Engineering Ethics, "Incident at Morales" to teach the ethical leadership and social responsibility in business and engineering. It also raises issues of how professionals must work to realize professional standards while operating within the constraints posed by the financial objectives. This derived copy has been developed to go along with the presentation given on engineering and surveying ethics before the Puerto Rico State Society of Professional Engineers and Land Surveyors on November 15, 2007. This activity was co-sponsored by the Puerto Rico Office of Governmental Ethics. As with the original Incident at Morales module, this module has been completed as a part of the NSF-funded EAC Toolkit project, SES 0551779.

This exercise, based on Bernard Williams' "Jim and the Jungle" scenario, helps students see the way they use ethical theories in their everyday reasoning. Williams' scenario is constructed as a classical dilemma--a no win situation that offers two course

This module is designed to teach students about rights by presenting a framework for justifying rights claims and then grounding them in everyday practice. Students learn the framework; key elements are summarized in this module. Then they are assigned a right claim which they validate and contextualize using this framework. This module is being developed as a part of an NSF-funded project, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF SES 0551779.