Institutional Repository
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- Improved Life Cycle Performance for Construction of Big Box Retail
- This project compares multiple construction materials and assemblies in order to find options which will improve the life cycle performance of retail big box structures, using Walmart Supercenters as a specific case study. It utilizes the Athena EcoCalculator to accomplish this task.
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- artiFACT: Art & Cinema Center, Rethinking of Contextuality through Boundaries: M. Enis Aldallal - Master Project - Spring11
- Boundary: Sight and Access: Breaking the programmatic elements into fragments allows responding to different contextual forces. Engaging those forces to create a site-specific design can be achieved by means of porous skin and a dynamic circulation pattern that occupies boundary spaces throughout the site. This provides smoother transition moments between inside and outside on different scales; from collective urban spaces down to the building` skin., Sponsorship: Kulterman, Eva
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- WIDESPAN
- Widespan design.Investigating the integration of windmills into longspan structure and investigating the axial forces of tension to span grater spans using virtual depth concepts with slender lightweight design.
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- Center for Civil Disobedience
- An Architecture to formalize the process of civil disobedience. It raises awareness of the implications of the privatization of public space
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- HIGH RISE BUILDING
- MIXED USE HIGH RISE BUILDING DESIGN COMBINING WIND TURBINE, IN ORDER TO FIND A SUSTAINABLE WAY TO USING CLEAN ENERGY
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- Highrise with windturbine
- This project is high-rise building with wind turbine. Entire mass is applied optimal design through the CFD simulation.High level community floors have a variety of space and ventilation to feel as base ground's activity.
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- WasteLESS Modular Housing
- This project aimed to create efficient housing for the average American with the ability to customize their home to their own needs, lifestyle, and aesthetics. In addition, the feasibility of pre-fabricated portions of the home made this more realistic in terms of cost and the quickness of its construct-ability for each potential home owner.
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- Semantics and further Use-Cases and Evaluation of the C-Saw language
- This report provides supplementary technical details to the conference paper that introduced C-Saw, a language for expressing software architecture patterns. This report provides additional examples of using C-Saw, supplementary evaluation details, and it defines the formal semantics of the language.
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- World Languages and Cultures Club
- Presentation describing a Pillar project completed as part of the Camras Scholars Program at Illinois Tech. Camras scholars are expected to make meaningful contributions to the campus and the Illinois Tech community in three focus areas known as the Camras Pillars: leadership, research, and service. The Camras Scholars Program (CSP) is a student-led organization that oversees and runs the program for current Camras scholarship recipients and alumni.
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- Analysis on the Persisting Effects of Redlining in Chicago Neighborhoods as it relates to Green Infrastructure
- Presentation describing a Pillar project completed as part of the Camras Scholars Program at Illinois Tech. Camras scholars are expected to make meaningful contributions to the campus and the Illinois Tech community in three focus areas known as the Camras Pillars: leadership, research, and service. The Camras Scholars Program (CSP) is a student-led organization that oversees and runs the program for current Camras scholarship recipients and alumni.
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- Camras Scholars Website
- Presentation describing a Pillar project completed as part of the Camras Scholars Program at Illinois Tech. Camras scholars are expected to make meaningful contributions to the campus and the Illinois Tech community in three focus areas known as the Camras Pillars: leadership, research, and service. The Camras Scholars Program (CSP) is a student-led organization that oversees and runs the program for current Camras scholarship recipients and alumni.
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- Beyond the Sole: Where Human Performance Meets Data Analytics
- Presentation describing a Pillar project completed as part of the Camras Scholars Program at Illinois Tech. Camras scholars are expected to make meaningful contributions to the campus and the Illinois Tech community in three focus areas known as the Camras Pillars: leadership, research, and service. The Camras Scholars Program (CSP) is a student-led organization that oversees and runs the program for current Camras scholarship recipients and alumni.
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- Conflicts of Interest in Engineering
- This module begins by examining the Hydrolevel case, and uses this as a way to highlight relevant principles regarding conflict of interest in engineering, and to discuss the importance of these principles for engineers as professionals and moral agents. The module then considers four applications of these principles drawn from the “Opinions” of the Board of Ethical Review of the National Society of Professional Engineers. The module also includes ten short cases to be used in classroom discussion. It also includes professional codes from the National Society of Professional Engineers and the American Society of Mechanical Engineers., Sponsorship: Exxon Education Foundation, The Module Series in Applied Ethics was produced by the Center for the Study of Ethics in the Professions in under a grant from the Exxon Education Foundation. This series is intended for use in a wide range of undergraduate, graduate, and continuing education programs in such areas as science and/or technology public policy, and professional ethics courses in engineering, business, and computer science.
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- Assessing Graduate Student Progress in Engineering Ethics
- Under a grant from the National Science Foundation, the authors (and others) undertook to integrate ethics into graduate engineering classes at three universities—and to assess success in a way allowing comparison across classes (and institutions). This paper describes the attempt to carry out that assessment. Standard methods of assessment turned out to demand too much class time. Under pressure from instructors, the authors developed an alternative method that is both specific in content to individual classes and allows comparison across classes. Results are statistically significant for ethical sensitivity and knowledge. They show measurable improvement in a single semester.
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- 'Ain't No One Here But Us Social Forces' : Constructing the Social Responsibility of Engineers.
- There are many ways to avoid responsibility, for example, explaining what happens as the work of the gods, fate, society, or the system. For engineers, “technology” or “the organization” will serve this purpose quite well. We may distinguish at least nine (related) senses of “responsibility”, the most important of which are: (a) responsibility-as-causation (the storm is responsible for flooding), (b) responsibility-as-liability (he is the person responsible and will have to pay), (c) responsibility-as-competency (he’s a responsible person, that is, he’s rational), (d) responsibility-as-office (he’s the responsible person, that is, the person in charge), and (e) a responsibility-as-domain-of-tasks (these are her responsibilities, that is, the things she is supposed to do). For all but the causal sense of responsibility, responsibility may be taken (in a relatively straightforward sense)—and generally is. Why then would anyone want to claim that certain technologies make it impossible to attribute responsibility to engineers (or anyone else)? In this paper, I identify seven arguments for that claim and explain why each is fallacious. The most important are: (1) the argument from “many hands”, (2) the argument from individual ignorance, and (3) the argument from blind forces. Each of these arguments makes the same fundamental mistake, the assumption that a certain factual situation, being fixed, settles responsibility, that is, that individuals, either individually or by some group decision, cannot take responsibility. I conclude by pointing out the sort of decisions (and consequences) engineers have explicitly taken responsibility for and why taking responsibility for them is rational, all things considered. There is no technological bar to such responsibility., Science and Engineering Ethics.
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- Ethics and Biotechnology - Identifying Issues in the Face of Uncertainities
- The aim of this paper is to delineate ethical issues raised by applications of recombinant DNA technology in agriculture.
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- A Case of "Gray Plagiarism" from the History of the History of Computing
- Claiming as one's own what one knows to be the discovery of another is certainly plagiarism. But what about merely failing to acknowledge the work of another where one does not give the impression that the discovery is one's own? Does it matter how easy it was to make the discovery? This paper analyzes a case in this gray area in academic ethics. The focus is not on the failure to attribute itself but on the attempt of an independent scholar who, believing himself to be the victim of "gray plagiarism”, sought a forum in which to make his complaint. The story could be told from several perspectives. I shall tell it primarily from the perspective of the complainant, an outsider, because I believe that way of telling it best reveals the need to think more deeply about how we (acting for the universities to which we belong) assign credit, especially to scholars outside, and about how we respond when someone complains of a failure to assign credit. My purpose is not to indict individuals but to change a system. This paper updates a case I first described in 1993., Davis, M. (2006). “Gray Plagiarism”: A Case from the History of the History of Computing. Plagiary: Cross‐Disciplinary Studies in Plagiarism, Fabrication, and Falsification, 1 (7): 1‐18.
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- Do the Professional Ethics of Chemists and Engineers Differ ?
- This paper provides a sketch of my general way of understanding professions and then applies that sketch to a specific question, how to distinguish between two very similar professions, chemistry and engineering. I argue that the professional ethics of chemists do differ from the professional ethics of engineers and that the differences are important. The argument requires definition of both ‘ethics’ and ‘profession’ – as well delving into the details of chemistry and engineering., HYLE – International Journal for Philosophy of Chemistry Vol. 8, No . 1 (2002) http://www.hyle.org/journal/issues/8-1/davis.htm
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- Ethics in the Details : Communicating Engineering Ethics via Micro-Insertion
- Work is described on a National Science Foundation grant that supports the development, assessment, and dissemination of “micro-insertion” problems designed to integrate ethics into the graduate engineering curriculum. In contrast to traditional modular approaches to ethics pedagogy, micro-insertions introduce ethical issues by means of a “low-dose” approach. Following a description of the micro-insertion approach, we outline the workshop structure being used to teach engineering faculty and graduate students how to write micro-insertions for graduate engineering courses, with particular attention to how the grant develops engineering students’ (and faculty members’) ability to communicate across disciplinary boundaries. We also describe previous and planned methods for assessing the effectiveness of micro-insertions. Finally, we explain the role that technical communication faculty and graduate students are playing as part of the grant team, specifically in developing an Ethics In-Basket that will disseminate micro-insertions developed during the grant., IEEE Transactions on Professional Communications Vol. 52, Issue 1, pp. 95-108.
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- IIT's Workshops for Integrating Ethics into Technical Courses : Some Lessons Learned
- In 1990, IIT's Center for the Study of Ethics in the Professions received a grant of more than $210,000 from the National Science Foundation to try a campus-wide approach to integrating professional ethics into its technical curriculum; in 1996, the Center received another $100,000 to continue the project, with the emphasis on passing along to other institutions what was learned at IIT; and, in 2000, the Center received a third grant for three years, with the same emphasis, for $244,000. Between 1990 and 2004, more than 160 faculty “graduated” from the workshop and another dozen or so attended as unofficial volunteers. I was the principal investigator under all three grants, but shared the work with three co-PIs, the “we” in what follows. Though I generally prefer to emphasize what we did right, emphasizing what I now think we should have done differently should be more helpful here. There are at least three reasons why that should be so. First, I have already made many presentations, including several in Japan, arguing the (very real) merits of what we did. While repetition can help to make a point, sooner or later, though usually sooner, the effect of repetition ceases to repay the effort. I fear I may have reached that point. Second, I have nowhere before said much about what now seem mistakes —or, at least, lost opportunities. Discussing them here should add to what is known about ethics workshops. Adding to that knowledge seems worthy in itself. Third, you are already committed to ethics across the curriculum. The question before you now is how to carry out that commitment. I believe there is much to learn from our mistakes. We certainly learned much from the mistakes of those whose workshops we studied before undertaking our own. Running that workshop included the following activities: recruiting, scheduling, content, and research. For each activity, I will first briefly explain what we did and then what I now think we should have done., Teaching Ethics, Vol. 7, Issue 2, 1-14