Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erin Henslee, Wake Forest University; Adetoun Yeaman, Wake Forest University; Joseph Wiinikka-Lydon, Wake Forest University

empathy) among technical skills relevant to AI professionals (e.g. programming). These wereconsolidated from work by Shmatko et al. (2020) and Long et al. (2020) into ten total technicalcompetencies and “soft skills” cited from their work.Reflective Judgment Model (RJM)To examine student engagement and development of ethical reasoning beyond self-evaluationswe draw from the Reflective Judgment Model (RJM) (King and Kitchener 2004), which is a modelof the development of reflective thinking from adolescence through adulthood. This modelcategorizes responses into three levels: Level 1: Pre-reflective thinking: things are very “black and white” Level 2: Quasi-reflective thinking: recognition of uncertainty, connection between

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rob Sleezer, Minnesota State University, Mankato; Nicolle Revello; Morgan Round; Kristen O'Connell; Benjamin Orlin; Andrew Roberts, Minnesota State University, Mankato

critical, and,furthermore, that higher education “confers much broader cognitive, social, psychological, andskill-based benefits that impact students well before their release. Moreover, these impacts arelikely to mediate the relationship between higher educational experiences on the one hand andpost-release effects on the other” [21].For individuals, inmate education positively influences inmate motivation to seek a better life[22] and provides confidence to seek better relationships [23]. By engaging students in ethicalcommunication, prison educators encourage learning in the so-called “soft skills” needed forsuccess in public spheres [24], [25]. For example, correctional education helps incarceratedstudents develop the critical thinking and

Conference Session

LEES 5: Preparing and Practicing Culturally and Ethically Sensitive Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Franz Newland, York University; Raghad El-Shebiny, York University; Olivia Alsop, York University

; and better student experience,covering mental healthiness, a design for all learners, etc.The world needs empathetic engineers, technology stewards [11], people who are aware of thechallenges the world faces, the multitude of voices needed to tackle the challenges in the worldtoday. There are several studies showing growing challenges for graduates entering theworkforce (e.g. [14],[15], and with regards to practical and communications-related skills insoftware engineering, [19],[20]), and with the global recession from COVID-19 [16], studentsneed to come to the job market with a more well-rounded engineering education. In curricula, wehave often sidelined the graduate attributes related to the so-called “soft” skills ofcommunication

Conference Session

Engineering Ethics Division: Perspectives on Engineering Ethics Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Laurie Pinkert, University of Central Florida; Steven Kuebler

disciplinaryframeworks at large. Without understanding how and when individuals are introduced toframeworks, we lack important information about the disciplinary enculturation process as itrelates to the ethical norms of specific disciplines and interdisciplinary work. This work isespecially important in the context of engineering, which relies on interdisciplinary connectionsASEE 2022 Pinkert L.A..Taylor, L., Beever, J., Kuebler, S.M., Klonoff, E.in particular at the intersections of so-called “hard” and “soft” skills, like ethics andcommunication.Research QuestionsWe are conducting a five year study to improve understanding of how institutional infrastructurecommunicates ethical frameworks and promotes enculturation to disciplinary norms. The studyincludes

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victor Garcia; Peter Golding, University of Texas at El Paso; Diane Golding, University of Texas at El Paso; Irma Torres-Catanach; Nora Cuvelier, University of Texas at El Paso; Crystal Cholewa; Karla Ayala Mendoza

percentage of your budget to all your expenses and save a part for the future.” Self-Discovery• Identity Development• Profession Inspiration “The self-discovery workshop helped me understand more about• Setting Goals different aspects of my life. It helped me realize that other Confidence Building students might share the same struggles.”• Soft Skills• Open Mindset “Now I feel more confident to take care of my mental and• Empowerment physical health and use my strengths and weaknesses to Time Management successfully achieve my goals.”• Identify Priorities• Organization Skills “I have started using a personal planner and downloaded a

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tyrine Jamella Pangan, Tufts University; Chelsea Andrews, Tufts University

so-called“soft skills” (Cech, 2014; Faulkner, 2007). As a result of this dualism, engineering students aremisled into thinking that engineering exists within a vacuum (Johnson et al., 2019; Trevelyan,2014). If their engineering courses focus solely on building their technical skills, students mayenter the professional field with little experience in addressing bigger problems that affectmembers in society beyond the traditional stakeholders they were exposed to in their engineeringprograms, who are often those who hold the most power in society (Leydens & Lucena, 2017).Efforts to introduce the social dimensions of engineering are typically sprinkled into design andcapstone courses (Leydens & Lucena, 2017) or designated to standalone

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacques Richard, Texas A&M University; Janie Moore, Texas A&M University

classroom environmentbecame the format for fall 2020. The Fall 2019 and 2020 implementations of the courses aredescribed each in this section with respect to the original intent of the class.The typical classThe class was designed to be an engineering computation laboratory via an introduction toprogramming in python 23,24 . The typical class laboratory activities are worked in teams of fourwhere students apply the basic programming concepts to solving common engineering problems(e.g., interpolation; analyzing, arranging, controlling repetitive processes; pattern identificationand matching). Many studies 25,22,19,26,27 emphasize the importance of such team problem-solvingin building hard and soft skills (communication, networking, etc.) in

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kayla Ney, University of Nebraska - Lincoln; Heidi Diefes-Dux, University of Nebraska - Lincoln; Emily Stratman, University of Nebraska - Lincoln

aid in the development of professional skills and solving real-world problems.X. AcknowledgementsThis work was made possible by a grant from the National Science Foundation (NSF DUE1503794 and NSF ISS 1552288). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] M. Itani and I. Srour, “Engineering students’ perceptions of soft skills, industry expectations, and career aspirations,” J. Prof Iss. Eng. Ed. Pr., vol. 142, no. 1, 04015005

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff

examination of gendered aspects of new product development,” International Journal of Engineering Education, vol. 20, no. 3, pp. 452-460, 2004.[9] E. Chech, “Culture of disengagement in engineering education?” Science, Technology, & Human Values, vol. 39, no. 1, pp. 42-72, Jan. 2014.[10] C. Berdanier, (2022). “A hard stop to the term ‘soft skills’,” Journal of Engineering Education, vol. 111, no. 1, pp. 14-18, 2022, doi: 10.1002/jee.20442[11] C. Czerniak, W. Weber, A. Sandmann, & J. Ahern, “A literature review of science and mathematics integration,” School Science and Mathematics, vol. 99, no. 8, pp. 421-430, 1999. doi: 10.1111/j.1949-8594.1999.tb17504.x[12] D. Verdín, J. Smith, and J. Lucena, “Recognizing the

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Hamilton, York College of Pennsylvania; Kelly Arcieri, York College of Pennsylvania

Colleges and Employers, 2014.[25] "The top 10 soft skills employers look for," The HR Specialist, 6 May 2014.[26] Y. Benett, "The Validity and Reliability of Assessments and Self‐assessments of Work‐ Based Learning," Assessment & Evaluation in Higher Education, vol. 18, no. 2, pp. 83-94, 1993.[27] J. J. Norcini, "ABC Of Learning And Teaching In Medicine: Work Based Assessment," British Medical Journal, vol. 326, no. 7392, pp. 753-755, 2003.[28] K. Wolf, "Leniency and Halo Bias in Industry-based Assessments of Student Competencies: A Critical, Sector-based Analysis," Higher Education Research & Development, vol. 34, no. 5, pp. 1045-1059, 2015.APPENDIX A -ABET Engineering Accreditation Commission Criterion 3. Student

Conference Session

ERM: Conceptualizations of Engineering and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Fundamentals of Science – a tool/fringe subject. Unusually she had a largenumber of applied scientists in her cohort.This argument about what the additional subjects should be has continued to the present day,particularly as it relates to instruction in the so-called ‘soft-skills’ required by industry. Theyare resented by many academic engineers and students on the grounds that they overloadcourses.Qu 6. Were students satisfied with the liberal studies they received?There was plenty of evidence then, as there is now, that students of technological studieshave more formal contact time in lectures and laboratories than students following otherdisciplines. It might have been expected, therefore, that the addition of subjects distant fromthe main

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katreena Thomas, Arizona State University, Polytechnic Campus

system, my technical accomplishments or my technical like skills never get brought up. It's always like, yes, Gabrielle, is such a great leader, as she's so great with people to the point that I feel like some people, especially minorities, feel like they have to choose in order to be taken seriously as an engineer or as like a technical subject matter expert, [with] going to be involved in culture, creating leadership. Like, I'm not going to be involved in this fluffy stuff because I want my performance appraisal, I want my promotions, I want all these things. To be focused on my brain and not the fluffy soft skills. - GabrielleGabrielle's story elucidates a greater issue of how leadership is

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lois Joy; Nia Yisrael, Jobs for the Future

specifically noted theimportance of learning not to say “no” but instead “I will figure that out.” Others discussedlearning to interpret what clients want even when they lack the terminology or know-how toclearly express those needs. “[The internship] helped me more with my soft skills. Working with people, being able to delegate tasks, making sure that I was able to complete tasks on time and efficiently. It helped me become more of a team player.” MECC Student“I've learned really a lot about balancing and how to set priorities. [There is] bigtime value inlooking a little bit further ahead so that you know what's coming up. It is not uncommon withthis many employees and stuff to have three or four people sending you

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette (COE); Alanna Epstein, University of Michigan; Aileen Huang-Saad, Northeastern University

continue customer Traits of company discovery Why is project inactive Importance of “soft skills” Have you changed your (5) view on value of the Would you like further program? training in these “soft Usefulness (13) skills” (5)Node 4 Refused Refused Not usedNode 5 Not used Not used Not usedNode 6 Not used Not received