Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ronald Harichandran, University of New Haven; Nadiye Erdil, University of New Haven; Stephanie Gillespie, University of New Haven

]. However, it isn’t clear exactly which part of multi-facetedmentoring and support programs results in this increase. Washington suggests mentorshipprograms develop and increase students’ social community, defined with attributes such asstudents’ connectedness, resilience, communities of practice, social capital, and satisfactionwhich all contribute to retention [10]. Career or industry mentoring programs are typically setup to provide undergraduatestudents workforce preparedness, soft-skill development, and/or career exploration [15,16].While many capstone or senior-design courses integrate industry connections, the industrymentor role typically looks more like a "client” or “advisor” role for the academic project[17,18]. Broader career

Conference Session

Inclusivity at Two Year Colleges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cynthia Pickering, Arizona State University; Mara Lopez, Arizona State University; Gloria Gonzalez; Marcus Garcia, Phoenix College; Caroline Vaningen-Dunn; Katy Pinto

culturally responsive practices. The Canvasframework provides a bridge between course structuring that students are used to and a morefluid job experience, where tasks are assigned but it may be the responsibility of the employee tocapture what they are required to do and figure out how to show evidence of task completion totheir supervisor. The Canvas framework also serves as a template for future externships.Student Leadership Enablement through Soft Skills: The primary means for developing softskills embedded opportunities to practice speaking, teamwork, networking, working with raciallyand ethnically diverse teams, presentation, and writing in the context of the work basedexperience. It is important to set an expectation that each person

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Gail Verdi, Kean University; Lara Letaw, Oregon State University

iterations.AcknowledgementsThis work has been informed by giants in the field of cognition and inclusive design research.The authors would like to especially thank Margaret Burnett and Sarah Perrault of Oregon StateUniversity for their prior work and unwavering support.References[1] E. O. McGee, Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation. Cambridge, MA: Harvard Education Press, 2020.[2] J. A. Leydens, & J. C. Lucena, Engineering Justice: Transforming Engineering Education and Practice. Piscataway, NJ: IEEE Press and Wiley, 2018.[3] C. G. P. Berdanier, “A hard stop to the term ‘soft skills.’” Journal of Engineering Education, vol. 111, no. 1, pp. 13-18, Jan. 2022.[4] C. Henderson, A. Beach, & N. Finkelstein

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, University of Indianapolis; George Ricco, University of Indianapolis; David Olawale, University of Indianapolis; Md Rashedul Sarker, University of Indianapolis

Engineering Education Illinois- Indiana Section. 2018: West Lafayette, IN.4. Olawale, D., J. Sanchez, and S. Spicklemire, Development and Assessment of Professional Skills in STEM Students: A Literature Review. 2018.5. Ricco, G.D., et al., A Report on a New Design Spine Implementation, in IEEE Frontiers in Education Conference. 2019.6. Burning Glass Technologies, The Human Factor: The Hard Time Employers have Finding Soft Skills. 2015. p. www.Burning-Glass.com.7. Technologies, B.G., The Hybrid Job Economy: How New Skills Are Rewriting the DNA of the Job Market. 2019. p. www.Burning-Glass.com.8. Ricco, G.D.S., J., et al., A Report on a New Design Spine Implementation, in IEEE Frontiers in

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Valerie Carr, San Jose State University; Belle Wei, San Jose State University; Maureen Smith

programs. The information from industry that was mostfrequently mentioned by faculty was related to modifying the curriculum to include soft skills,(e.g., communication skills, teamwork, presentation skills) or to amplify the curriculum’s focuson technical skills, such as accurately summarizing data. Another industry message thatresonated with many faculty was the importance of student internships and that GPA matters lessthan having real world skills and work experience. Almost one-third of the faculty also focusedon a specific message from industry about preparing students for interviews. A little over 25%reported that their programs would benefit from strengthening their connections with industry ingeneral. A smaller number of faculty reported

Conference Session

Technology Integration in Manufacturing Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aditya Akundi, The University of Texas Rio Grande Valley; Tzu-liang Tseng, University of Texas at El Paso; Md Fashiar Rahman, University of Texas at El Paso; Richard Chiou, Drexel University

: OnePetro. 10[5] S. Kumar and J. K. Hsiao, "Engineers learn “soft skills the hard way”: Planting a seed of leadership in engineering classes," Leadership and management in engineering, vol. 7, no. 1, pp. 18-23, 2007.[6] Torpey, Elka, “GotSkills? Think Manufacturing: Career Outlook.” U.S. Bureau of Labor Statistics, U.S. Bureau of Labor Statistics, available at: https://www.bls.gov/careeroutlook/2014/article/manufacturing.htm?cid=20&pnum=7 6[7] L.-K. Chan and M.-L. Wu, "Quality function deployment: a comprehensive review of its concepts and methods," Quality Engineering, vol. 15, no. 1, pp. 23-35, 2002.[8] H. H. Tee, "Quality Function Deployment in

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vibhasri Davuluri, University of Michigan; Vibhavari Vempala, University of Michigan; Joi-lynn Mondisa, University of Michigan

complex problems for whichcross-organizational collaboration is necessary, the development of soft skills is essential forteam growth [2-3]. Collaboration should be based on a strong framework that is set up in amanner for a clear path for communication, as well as a diverse group in regards to not onlyskills, levels of expertise, and professional skills, but also team members’ personal identities andbackgrounds, which may help to increase perspectives on the project at hand [1], [3]. Aftercreating such a foundation, it is essential for members to build trust with one another.There are two main implications from the results. First, teams should focus on the continuouspractice of developing interpersonal skills between team members in various

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alyson Eggleston, The Citadel; Robert Rabb, The Citadel; Ronald Welch, The Citadel

the use of symbols (words). Strongcommunication (professional) skills are clearly linked to being an effective leader [8].Research shows that a gap between employer expectations and university beliefs aboutemployability has been steadily growing for the last decade. Employers agree thatcommunication and teamwork, so-called ‘soft’ skills, provided more professional andorganizational value than hard skills such as technical expertise [8]. The value asymmetry is dueto training capacity—organizations can train new employees on-site with necessary technicalprotocols, but few have time to train new recruits in developmental communication skills [9].Employers’ perspectives should inform curricular development, and there are real pedagogical

Conference Session

ERM: Lessons Learned from COVID (COVID Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware; Haritha Malladi, University of Delaware

and team members as individuals – is essential for engineering educators.There is evidence that the use of team-based instructional strategies is wide-spread inengineering education [1-7]. In general, teamwork is viewed as an essential means to support thedevelopment of important durable professional skills [8, 9]. Notably, demonstrations of theability to communicate and collaborate effectively within a team are requirements for completinga post-secondary program of study in engineering [10]. Team-based design projects, specifically,are used as a pedagogical tool because they approximate professional conditions and offeremerging engineers opportunities to develop soft skills in the process of applying engineeringknowledge and skills. Despite

Conference Session

Construction Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Fernando Romero Galvao, University of Massachusetts Amherst; Luciana Debs, Purdue University Programs

graduates.Furthermore, our experience prompts questions about Construction Capstone Courses in generalfor future reflections: First, is what we are teaching in the capstone course enough forconstruction companies? Second, what are the primary skills that the construction companiesare looking for? Third, do our students know how to express their opinions in a meeting, write areport, make a presentation, work in a team, and finally, know about ethics and compliance?Further studies could explore an updated analysis of key competencies (from industry andacademics) used in capstone simulations; and a broad study on construction students' writingand soft skills perceptions and performance. Both studies could help guide improvements ininstruction, specifically at the

Conference Session

Multidisciplinary Engineering Division Technical Session - Empathy, Metacognitive Skills, and Perceptions of Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

Simon Ghanat, The Citadel; Dena Garner; Todd Wittman, The Citadel; M. Kristen Hefner, The Citadel; Deirdre Ragan, The Citadel; Thad Le-Vasicek, The Citadel; Emily Bierman, The Citadel; Blakely Adair-Hudson, The Citadel

. © American Society for Engineering Education, 2022 Powered by www.slayte.com Assessing Students’ Metacognitive Skills in a Summer Undergraduate Research ProgramAbstractUndergraduate research experiences are cited to improve soft skills that include oral and writtencommunication skills, leadership, problem solving, and teamwork. Additionally, literature citesincreases in critical thinking skills and retention in the field of discipline, with the latter aspectattributed to the rigorous and ongoing mentoring that occurs between student and faculty in thecontext of these experiences. The objective of this study is to assess the degree to which thissummer undergraduate research program

Conference Session

Engineering Libraries Division Technical Session 3: Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul McMonigle, Pennsylvania State University

discussed.IntroductionInstruction is a primary role for engineering librarians. Information literacy is considered such animportant part of the discipline itself that that the Accreditation Board for Engineering andTechnology (ABET), the official U.S. accreditor for post-secondary engineering and computerscience programs, has made it a part of their standards that all American engineering programsmust follow if they are to obtain and maintain their credentials: Criterion 3.7: [Students must have] an ability to acquire and apply new knowledge as needed, using appropriate learning strategies. [1]The most common way for engineers to acquire new knowledge is by conducting research.Although considered "soft skills", the ability to formulate a research question

Conference Session

Software Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Margaret Ellis; Ryan Gniadek, Virginia Polytechnic Institute and State University; Godmar Back, Virginia Polytechnic Institute and State University; Kirk Cameron, Virginia Polytechnic Institute and State University

observed that collaboration tools suchas Slack helped improve the collaboration experience among students [12]. Davis, et al, also observedsimilar improvements to soft skills from using an Agile methodology on a multi-semester, independentlyguided project [11].Another student had this to say about how they felt more comfortable using Git because of the DevOpspractices adhered to by our project, whereas with class projects they had a less positive experience. Onceagain, this reinforces the findings of Eddy, et al, who found that student comfort with more basic toolssuch as Git increased when more complex DevOps topics were introduced [9].I've done one group project in CS 2114 and we did not know how to use Git. In CSG, I've learned howuseful and

Conference Session

Technology Integration in Manufacturing Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Firas Akasheh, Tuskegee University; Mandoye Ndoye, Tuskegee University; David Shannon, Auburn University; Ryan Pippins, Tuskegee University; Eugene Thompson; Adrian Carter, Tuskegee University; Stephen Baker, Tuskegee University; Brandon Guiseppi, Tuskegee University

skills. Design thinking was used to drive thedevelopments needed to achieve a modular drone that can be easily customized and reconfiguredfor different applications. With the design flexibility offered by AM, students designed and builtdrone arms that can be quickly detached and assembled, both structurally and electrically in one-step while avoiding the need for soldering electric connections at nodes. They also developed anoptional propeller guard, which can be compactly packed, if not needed, as well as a concept for a3D printed power distribution board to replace standard commercially available boards. Anadditional objective of the project is to arm students with desirable soft skills such asinterdisciplinary team skills, leadership

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wayne Johnson, Georgia Southern University; Priya Goeser, Georgia Southern University; Josiah Hacker, Georgia Southern University; Thomas Snyder, Georgia Southern University

relevant to Georgia Southern University and NASA. 3. Enhance Eagle-ROAR participant’s soft skills applied to the presentation of technical content. 4. Leverage Eagle-ROAR participation for the increase in the local community's awareness of NASA related topics and Georgia Southern University STEM education opportunities.Each Eagle-ROAR team was provided with a stock drone and tasked with learning how to fly itand using CAD software to design a 3D printable grappling system that attaches to the drone.The teams also had to design their own payload that was required to incorporate a wire clotheshanger. The drone-based grappling system was required to transport and deliver the wire clotheshanger payload and a separate 3D

Conference Session

Multidisciplinary Engineering Division Technical Session - Integrated Engineering and Interdisciplinary Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammed K Faris, University of Mosul / Iraq; Charles Pierce, University of South Carolina; Gurcan Comert

meeting this objective are: • Enhance additional training and development for soft skills and technology literacy for all students to enhance their competitive position in a fast paced, increasingly global, technology driven workplace; and • Initiate annual signature events for academic programs designed to highlight employment and graduate school opportunities.There is a recognized responsibility for BC to prepare more underrepresented students in STEMin response to diversity and inclusion initiatives in academic graduate programs and theprofessional workplace. To that end, the principal goal of the summer program is to expand thepipeline from BC to graduate schools in the U.S., focusing on those within the

Conference Session

Statics Fanatics 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yemisi Oyewola, Utah State University; Brian Cowburn, Rochester Institute of Technology (COE); Ryan Barlow, zyBooks, A Wiley Brand; Wade Goodridge, Utah State University; Kurt Becker, Utah State University - Engineering Education

Paper ID #36600The Effect of Introducing Biological and EnvironmentalDiscipline-Themed Problems in Statics on Students’ Self-Efficacy and Perceived-Value of the CourseYemisi Victoria Oyewola (Graduate Research Assistant) Victoria Oyewola is a graduate research assistant and a Ph.D. student in the Department of Engineering Education at Utah State University. She has a master’s degree in information science and a bachelor’s degree in Computer Engineering. Her research interests consist of investigating the soft skills acquisition of engineering undergraduate and graduate students. She is also interested in research

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Olukemi Akintewe, University of South Florida; Walter Silva Sotillo, University of South Florida

still meet the course outcome of students' ability to develop an engineering mindset andgain familiarity with design principles.Course methodology utilized a thematic learning approach by using a robotic design project to educatefirst-year students on the fundamentals of engineering. Educational materials covered essential topicsfor conceptual design and fabrication of a robotic car. The introduction of materials occurred throughsynchronous lectures followed by practical online activities. Topics covered include Design Thinking,Computer-Aided Design (CAD), Fabrication method, Programming, Concept sheet generation,Instrumentation, Design Optimization, and some soft skills activities presented in Table 1. The learningoutcomes for this course

Conference Session

ETD - A Technology Potpourri III

Collection

2022 ASEE Annual Conference & Exposition

Authors

Luis Trueba, Texas State University; Anthony Torres, Texas State University

compared to thecontrol (no-intervention) year.IntroductionProject-based learning (PBL) is a teaching method that encourages students to solve challengingreal world problems in groups, while focusing on one major project [2]. PBL can be a veryeffective teaching method because students must learn soft skills such as working in groups,managing time and information, and searching for information necessary to complete the projectsuccessfully in addition to the necessary hard skills, that are related to the course learningoutcomes. PBL in the classroom also provides students an opportunity to begin to think and actprofessionally to solve challenges and pitfalls experienced in design problems that one wouldencounter in the real-world. PBL has been shown

Conference Session

Mechanical Engineering: Student Growth

Collection

2022 ASEE Annual Conference & Exposition

Authors

Daniel Jensen, United States Air Force Academy; Luke Jensen; William Allison; Adam Goodworth; Douglas Fontes

Westmont engineering graduates is very high. This is based on their belief in theprogram’s technical rigor and their perception that the students will have good “soft skills”.They also indicated that the student’s exposure to the Design Innovation process and methodswas a seen in a very positive light.INTRODUCTIONRecruitment, satisfaction during the program and employment opportunities are important forany engineering program. In some ways, these three areas are even more important for programsthat are new or are considering program alterations. While interest in engineering programs anddemand for engineers in industry are both growing, the pool of college applicants worldwide isalso shrinking. This is due to a large extent to decreasing High

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Charles Baukal, John Zink Hamworthy Combustion; Linda Thurman, University of North Carolina at Charlotte; Carter Stokeld

knowledge that can be used in, for example, capstone projects, and not on how toeffectively work on large, multi-disciplinary projects like the types in industry. Another part ofthe problem is that many students do not view professional skills to be as important as technicalskills [6]. In some cases, students don’t associate those professional skills with “realengineering.” In some papers, professional skills are referred to as “non-technical competencies”or “soft skills” [27] which might suggest they are less important than technical competencies andso-called hard skills. Therefore, those students tend to spend less time and energy developingthose skills while in school. However, they find out quickly that professional skills are veryimportant if

Conference Session

Engineering Libraries Technical Session 1: Library Services

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leena Lalwani, University of Michigan; Nancy Allee, University of Michigan

, emphasizing the importance of liaison library services [1, 5, 6, 8, and 9].Church-Duran references the value-add of liaison librarians in partnering, innovating, anddeveloping distinctive library services [5]. Creelman et al. state that “constant change andadaptation” are part of the role of liaison librarians [6]. Allee et al. and Eskridge also callattention to the centrality of liaison roles in building academic partnerships [1, 9]. Eskridgeasserts that “positive relationships are the primary deliverable for liaison librarians, meaning thatthe nuances of building positive relationships – the personality traits and interpersonal dexteritycalled “soft skills” – are some of the most important parts of the job” [9].HS-STEM and Research Division

Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Bahar Memarian, University of Toronto

to bedistorted and or confused. For example, a student may sound professional by following all therules of trade on their project’s façade and masking inappropriate or unethical parts of theirwork. Institutions and administrators may instead want to accept that students are inherentlynovices because they lack experience and failures, and exposure to ethical issues and dilemmasto appreciate the intricacy of professional skills. Moreover, professional skills are intertwinedwith soft skills and personalities, putting some groups into a disadvantaged position. Answeringwhat fuels professional development is challenging because many traits and attributes qualify asprofessional skills [8]. For example, professional skills may be seen as the

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shamita V, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Eileen Fong, Nanyang Technological University

can be used as a learning tool inSTEM education, which can motivate students to find solutions (Svitak, 2014; Burley et al.,2016a, 2016b; Youngblood et al., 2016). However, such a positive outlook on failure isincompatible with the current results-oriented education system that heavily condemnsfailure. Furthermore, the current engineering education curriculum may not adequately equipstudents with the necessary skills to face the ever-changing nature of the 21st century (Pee &Leong, 2006). Currently, the workforce demands individuals possess multidisciplinaryknowledge and both hard and soft skills, such as communication (Tan, 2021). Thus, the usualmethods of teaching and learning may be inadequate to properly equip students with the

Conference Session

First-Year Programs Division Technical Session 1: Student Success Boot Camps, Summer Bridge Programs, and Living Learning Communities

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas Rio Grande Valley; Noe Vargas Hernandez, The University of Texas Rio Grande Valley; Arturo Fuentes, The University of Texas Rio Grande Valley

support ecosystem at UTRGV, but students do not take full advantage of these valuable services. • There are introductory courses (e.g., Intro to Mechanical Engineering); these can play an important role in addressing the skills gap but modifying courses can take some time and effort. • Most of the desired skills are non-technical in nature (i.e., soft skills, professional skills, habits)Based on these considerations, the authors envisioned two approaches: • Curricular Spine: this means modifying existing courses such as Intro to Mechanical Engineering. • Curricular Exoskeleton: this avoids modifying the existing curricular spine by offering educational experiences outside the

Conference Session

PCEE Session 3: Robotics and Design Competitions

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Jason McKenna, VEX Robotics; Yuhan Lin; Raina Oravec; Lauren Harter, VEX Robotics

soft skills such as cooperation andadaptability.”3 This national focus on STEM learning has been accompanied with increasedresearch and innovation in educational settings on how to better incorporate technology into theclassroom for STEM topics.Robotics provides a hands-on way for students to explore STEM concepts, resulting in anincrease in its use in recent years. Studies have shown that Educational Robotics can be aneffective tool to teach CS while also helping to broaden participation goals4,5. Recent advances inEducational Robotics have lowered costs and increased ease of use, making them moreaccessible to students and progressively turned to as a reliable way to learn CS concepts.As such, the connection between CS and robotics is clear

Conference Session

Remote and Flipped Instruction in Mechanics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Kylie Chan, University of Waterloo

for directing theuse of class time. It is up to the educators to provide support to the students and help inprogressing their learning. Overall, the pedagogical model is rather valuable for engineeringcourses as it provides the opportunities to incorporate activities and other active learning toolsthat are best suited for students in engineering. Supporting this notion are three studies, [5], [6],[7] found that the flipped classroom model had a positive impact on the students’ performance[5] in a course along with helping them build the necessary soft skills sought in the workplace[6], [7].Several studies have been conducted in review of the effectiveness of flipped learning on astudent’s experience in engineering courses. Nahar and Chowdhury

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Nayda Santiago, University of Puerto Rico, Mayaguez Campus; Aidsa Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Oscar Suarez, University of Puerto Rico, Mayaguez Campus; Pedro Quintero; Sonia Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Nelson Cardona, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus; Manuel Rodriguez Martinez, University of Puerto Rico, Mayaguez Campus

version of students’ IDPs. B. Formative Stage ActivitiesFormative and growth interventions during years two and three were delivered through threemain activities: formal courses, informal talks and workshops, and action opportunities. Eachterm also included a social activity to reinforce the development of ties among program students,faculty, and staff.The courses in the PEARLS curriculum for these stages included:● INGE-3003 – Undergraduate Seminar: a variable credit elective course of 1 to 3 credits designed to develop students’ soft skills using the affinity research group (ARG) model [18].● INTD-3355 – Information Literacy: a three-credit elective aimed at developing students’ introductory research skills, emphasizing search, retrieval

Conference Session

Aerospace Division Technical Session: Pedogogy and Training

Collection

2022 ASEE Annual Conference & Exposition

Authors

Srikanth Gururajan, Saint Louis University; Samantha Carlowicz; Justin Fantroy, Saint Louis University; haochen rong, Saint Louis University; Claire Schuessler, Saint Louis University

extracurricular experience building RC aircraft.12 of the 18 respondents participated in internships prior to Senior Design and rated thehelpfulness of their internship experiences with an average score of 6.67 on a scale of 1 to 10. Itis interesting to note that many of the comments about internships related to requirementsdevelopment, program management, and soft skills rather than technical skills. Selectedcomments from survey respondents are shown below regarding internship experience: - Having been able to closely interact with and see the requirement development process made the first semester really straight forward since I knew what the expected outcome should be. Would not have known that without an internship

Conference Session

WIED: Support for All in the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Ofori-Boadu, North Carolina Agricultural and Technical State University (CoE); Victor Ofori-Boadu

soft skills (18%), majority (80%) expressed a strong desire formore realistic AEC industrial experiences. Through AEC learning, RPs gained inspiration fromremote role models as expressed by an Architecture RP who stated that, “One memorableexperience that really stuck with me during the Fall semester was learning about Palo Solerithrough the CFA 100 class. Palo Soleri was a 19th century philosopher, architecture anddesigner. Palo was an Italian American architect that was interested in eco-architecture. Meaningthat he felt architecture should be one with nature and that they could coexist in harmony. Welearned about him through not only a discussion, but a film about him and his beliefs. He wasvery interesting to me because he thought outside