Collection

2024 ASEE-GSW

Authors

Shadi Balawi, Texas A&M University; Jonathan Weaver-Rosen, Texas A&M University; Joanna Tsenn, Texas A&M University; Mohammad Waqar Mohiuddin; Carlos R. Corleto P.E., Texas A&M University

aspractical methods for managing conflict.AcknowledgmentThis work is supported by the National Science Foundation Grant EEC-2022275 to createopportunities for revolutionizing the preparation of students. References1. R. J. Marandi, B. K. Smith, R. F. Burch, and S. C. Vick, “Engineering soft skills vs. engineering entrepreneurial skills,” Int J Eng Educ, vol. 35, no. 4, pp. 988-998, 2019..2. R. Reagans and E. W. Zuckerman, “Networks, diversity, and productivity: The social capital of corporate R&D teams,” Organization Science, vol. 12, no. 4, pp. 502-517, 2001..3. P. Pazos et al., “Enhancing teamwork skills through an engineering service-learning collaboration,” in 2020 ASEE

Collection

2024 ASEE-GSW

Authors

Nurcan Bac, Texas Tech University; Roland Faller, Texas Tech University

Tagged Topics

Diversity

number of US students studyingabroad is back up to 188,753 in the 2021/22 academic year.1. The requirement of a global experiencein undergraduate engineering programs at the Whitacre College of Engineering (WCOE) started inFall 20132. Discussions with alumni, WCOE Deans Council members, and employers led the collegeto initiate a global experience as an attempt to empower graduates with soft skills related to workingin multi-cultural teams, respecting differences, and practicing engineering in a global context. Aminimum of 6 weeks global experience requirement included options of study abroad, internships,research, and service abroad. As with every requirement, there were cases where exemptions werejustified in cases of financial hardship, health

Collection

2024 ASEE-GSW

Authors

Sanjoy K. Bhattacharia, West Texas A&M University; Fisseha Meresa Alemayehu, West Texas A&M University; Tyresse Xavier Law, West Texas A&M University; Saman Aria, West Texas A&M University

theories and skills they have learned with the real-world challenges and problem-solving techniques that they will experience in industry. Collaborative capstone projects inparticular, allow students to experience working in a group setting2. This allows students to developteamwork and communication skills and other soft skills that employers today often value overacademic abilities3,4. These projects can help students stand out as desirable employees and potentialleaders in their field or company as well as to improve their ability to grapple with arduouschallenges5,6. Moreover, the incorporation of capstone projects has demonstrated an enhancement inteam collaboration and the ability to cultivate leadership skills through self-directed projects7

Collection

2024 ASEE-GSW

Authors

Abigail Nichole Lehto, Utah State University; Ning Fang, Utah State University

Tagged Topics

Diversity

the end of the paper. Literature ReviewStudent Internship ExperiencesMany studies relating to student internship experiences reported common findings and reportedstudents having overall positive experiences with engineering internships 1,2,3,4,5,6,8. When talkingabout experiences, existing research also focuses on the skills students are learning or utilizing duringtheir internships. The common non-technical (soft) skills students utilized internships to develop orimprove were: communication, teamwork skills, and networking skills 1,3,5,9,14,15. The commontechnical (hard) skills or knowledge students utilized internships to develop or improve were:familiarity with the industry climate and operation