Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Mosier, Oklahoma State University; Heather N. Yates, Oklahoma State University; Laura Kay Emerson, Oklahoma State University; Carisa H. Ramming, Oklahoma State University

Tagged Divisions

First-Year Programs Division (FYP)

these tools into engineering and introduction to engineering courses for team-building and software skills development [9, 10].Games are an option to create active learning and self-efficacy [11]. To create studentengagement in soft skills, a variety of games have been created including “The Two DollarGame” [12], “Marshmallow Dodgeball” [13], “How would you solve it?” and Team JengaGame” [2]. These types of educational games, are also called “Serious Games” (SG) [11]. Theauthors have used soft skill games in the first year engineering orientation course for a variety ofreasons. Using a game like “Marshmallow Dodgeball” provides students with a differentapplication of engineering skills, creates peer-to-peer interaction, and burns off excess

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aysa Galbraith, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Gretchen Scroggin, University of Arkansas; Latisha Puckett, University of Arkansas

Tagged Divisions

First-Year Programs Division (FYP)

students, faculty, and staff at no individual charge [7]. For some offerings, thesevideos are bundled together to form a “LinkedIn Learning Course”. Another option available isto complete a “LinkedIn Learning Pathway”, where several LinkedIn Learning courses withsimilar objectives are combined to create a more in-depth and diverse coverage of a topic. Wedecided on using the LinkedIn Learning Pathways over LinkedIn courses. To promote flexibilityand universal design through choice [8], we offered multiple Learning Pathways to students. Thepathways we chose were centered around traits and tools needed in our current class. 1) Improve Your Teamwork Skills (8 courses, 7h 3m, 260 points) 2) Professional Soft Skills (12 courses, 9h 40m, 304 points

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Doris J. Espiritu, Wilbur Wright College, City Colleges of Chicago

Tagged Divisions

First-Year Programs Division (FYP)

-curricular and extra-curricular activities. The knowledge provided byspeakers will contribute to students making informed decisions when they decide on the fieldthey pursue.II.1.B. The Professional Skills dimension infuses career-based skills to ensure professionalsuccess and increased employability. The National Soft Skills Association study found that only15% of job success is based on technical skills, and the rest are based on soft skills [21]. TheESS students learned career and professional skills as early as their first semester at communitycollege. Skills, including oral and written communication, critical thinking, problem-solving, andteamwork are incorporated into the curriculum and assessed through resume writing, mockinterviews, and

Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gordon Stewart, Roger Williams University; Maija A. Benitz, Roger Williams University; Lillian Clark Jeznach, Roger Williams University; Charles R. Thomas, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

prompt, with a few providing only a briefsentence.Student responses were coded into four theme areas, including the engineering design process(EDP), soft skills, tools, and applications. Within these theme areas, more specific topics wereidentified. The EDP theme includes general mention of the EDP, as well as more specificcomponents such as iteration, prototyping and testing, and gathering information. Under theumbrella of soft skills, topics include teamwork, communication, and time management. Studentresponses also contained mentions of specific tools that were taught over the course of thesemester, and these fell into the categories of organizational tools and CAD modeling. Finally,the theme area of applications was broken into the two areas

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benito Mendoza, New York City College of Technology; Angran Xiao, New York City College of Technology; Muhammad Ummy, New York City College of Technology

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Management Curriculum for Workplace Readiness: Developing Students’ Soft Skills,” J. Manag. Educ., vol. 42, no. 1, pp. 80–103, Feb. 2018, doi: 10.1177/1052562917703679.[17] C. G. P. Berdanier, “A hard stop to the term ‘soft skills,’” J. Eng. Educ., vol. 111, no. 1, pp. 14–18, 2022, doi: 10.1002/jee.20442.[18] M. Caeiro-Rodríguez et al., “Teaching Soft Skills in Engineering Education: An European Perspective,” IEEE Access, vol. 9, pp. 29222–29242, 2021, doi: 10.1109/ACCESS.2021.3059516.[19] N. Y. Madjar, B. Huey, and L. Shor, “Parental Support and Acceptance Determines Women’s Choice of Engineering as a Major,” 2016. doi: 10.18260/p.25852.[20] S. González-Pérez, M. Martínez-Martínez, V. Rey-Paredes, and E. Cifre, “I am done with

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Atheer Almasri, West Virginia University; Todd R. Hamrick, West Virginia University; Carter Hulcher, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Xinyu Zhang, Purdue University ; Lizzie Santiago, West Virginia University

Tagged Divisions

First-Year Programs Division (FYP)

effective communication. Theapplication of the engineering design process and project management skills were reported to beof greater importance in the freshman and senior years, where those skills are employed more inthe curriculum. This data can be evaluated for factors other than self-reported year. Additionalanalysis is planned for major, gender, race, and other factors which may influence the perceivedimportance of these skills and their alignment with ABET accreditation objectives.References1. M. Caeiro-Rodríguez, et al., “Teaching soft skills in engineering education: An Europeanperspective,” IEEE Access, vol. 9, 2021, pp. 29222-29242.2. N. Dukhan and N. Rayess, “On teaching non-technical skills for the engineers of 2020,”QScience

Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathleen Bieryla, University of Portland; Shaghayegh Abbasi, University of Portland; Jordyn Wolfand, University of Portland

Tagged Divisions

First-Year Programs Division (FYP)

Engineering Network, is a student’s ability to usecuriosity, connections, and creating value to solve problems [13]. Many universities in the KEENnetwork have implemented EM activities throughout their curriculum [14]-[16]. Curricularexperiences have been shown to have the largest impact on student’s EM [17]. In the first year,many of the activities center around a design problem [18]-[20]. Students who participated insome of these activities have noted the projects increased communication skills, teamwork,ability to validate designs and examine customer value [18], [21]. In a survey administered toemployers about the importance and proficiency of soft skills for entry-level engineers,communication and teamwork both had high levels of importance, but

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University ; Brainerd Prince, Plaksha University; Vinayak Krishan Joshi, Plaksha University

Tagged Divisions

First-Year Programs Division (FYP)

scientific research abilities, which are critical for their respective future careers.Engineering education is no exception to this academic requirement [1]. The employability ofengineering students today depends on more than just using their technical abilities; in order toeven secure part-time employment and progress in their careers, they also require complementaryprofessional abilities or soft skills [2], [3], [4]. These professional skills include the capacity forinitiative, teamwork, communication, planning and organization, and commercial acumen [5], [6],[7]. Professionals believe that communication skills are one of the most important skills requiredfor employability [8].Writing and more specifically academic writing and communication is an

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Penn State University; Maria Mosley; Jennifer Saltsgiver; Jana Bontrager Auman, Penn State University; Christine B. Masters, Pennsylvania State University; Kellie Scofield; Stephanie Cutler, Pennsylvania State University; Shawna Dory, Pennsylvania State University

Tagged Divisions

First-Year Programs Division (FYP)

students they serve; They developleadership skills, learn about counseling and educational theories, and reflect on their valuableexperiences [3], [7].Learning objectives for the course include: • Articulate different definitions and related sub-themes that could comprise peer advising, peer mentoring, interpersonal communication, and leadership soft skills. • Evaluate the current level of development in soft skills and develop a plan for future reflection, evaluation, and adjustment to said skills. • Demonstrate effectiveness in your role and build confidence in providing advising assistance. • Demonstrate familiarity with resources and opportunities in the College of Engineering and the greater campus and

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leslie Bartsch Massey, University of Arkansas; Chris Cagle

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

fornumber writing and the handling of significant figures, alongside comprehensive treatment ofunit conversions and dimensional analysis. Additionally, the course teaches practical Excel skills,including techniques such as data sorting, filtering, and basic statistical computation, as well asthe creation of charts and graphs.Furthermore, students are introduced to logical functions for data analysis, and are equipped withthe tools of goal seek and solver for the analysis of linear optimization challenges.Complementary to these technical competencies, the course also addresses a suite of soft skills,including an introduction to artificial intelligence and navigation of library resources withemphasis on academic integrity, plagiarism avoidance

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Hicks, Texas A&M University, Kingsville ; Michael Preuss, Exquiri Consulting, LLC; Matthew Lucian Alexander P.E., Texas A&M University, Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University, Kingsville; Mahesh Hosur, Texas A&M University, Kingsville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

potential for improving learningoutcomes for diverse students by helping them connect theoretical concepts with practicalengineering applications [28]. When utilized in introductory level engineering courses, project-based learning has been shown to be beneficial for student performance in subsequentengineering courses [28]. The social component of project-based learning has also beenobserved to be an effective tool in helping students develop and refine soft skills such ascommunication, collaboration, creativity, and critical thinking that will be very important to theirfuture success in a career [3].Assessment MethodsPre- and Post-Participation SurveysPre- and post-participation surveys were developed by the project’s evaluator based

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sonia Travaglini, Stanford University; Aya Mouallem, Stanford University; Sheri D. Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

. Theprogram serves marginalized and non-traditional students, at an education stage of pre-college,as well as Freshman, Junior and Sophomore students enrolled in four-year engineering degrees.Applicants for the fellowship are generally pursuing engineering fields or tangential fields withheavy computational emphasis, such as statistics or bioinformatics. The program focuses onsupplementing students who are transitioning into higher education with the soft skills,networking opportunities, shadowing experiences, and community bonds necessary tosuccessfully launch a career in technology.Communications, application and admissions process designThe LebNet Tech Fellows program is advertised by the communications team through themonthly LebNet Tech Fellows