Collection

2022 ASEE - North Central Section Conference

Authors

Arif Sirinterlikci, Robert Morris University

Copyright © American Society for Engineering Education 5summarizes soft skill requirements developed by engineering and non-engineering professors tobe integrated into such engineering content6. Soft skill sets given in the table was broken intothree categories: defining yourself, being a professional, and practicing ethics. Table 3 not onlyinclude the items sketched out in the Four Pillars BOK but also helps students to understand theirown identity including self-motivation and -reflection as well as work ethics that is applicable toproblem solving and critical thinking of different sorts. Table 3. Soft skills integrated into engineering content6Conclusions and Future of Manufacturing EducationAs the

Collection

2022 ASEE - North Central Section Conference

Authors

Jason Berberich, Miami University; Gary Robert Rudemiller, The Paper Science & Engineering Foundation at Miami University; PATRICK JAMES DIXON PE, PMP, DPAS

in 1987, with focused study on process control. Since that time,his career in industrial automation as both an engineer and project manager spanned severalindustries and roles. He had been employed by large vendors of automation products, small systemintegrators, and production facilities, as well as doing contract work for his firm DPAS. From thatexperience, Pat assembled a curriculum to introduce a comprehensive set of topics intended toshow students the breadth of automation. As many students have interest in a career thatmatriculates to leadership, a final day of soft skill topics such as project management are included.The goal is not to develop mastery of the subject matter, but to introduce and provide initial hands-on experiences of