Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Wu, California State University, Fresno; Yupeng Luo, California State University, Fresno

Tagged Divisions

Design in Engineering Education

] has been gaining popularity and holds the promise of cultivating the desired competency forfuture workforce with breadth and depth [16]. Project-based learning allows students to buildknowledge [17], develop critical thinking, creativity [18] and a number of soft skills (e.g. leadershipand communication) [19]. Aside from student learning process, project-based learning alsoredefines and transforms the role of the instructor. Instead of being the point of authority andsource of solution, the instructor in project-based learning works as a mentor and/or an expertconsultant who helps students formulate their own strategies towards the accomplishment ofproject goals with open-ended, heuristic suggestions while avoid offering the “answer key

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert G. Batson P.E., University of Alabama

Tagged Divisions

Design in Engineering Education

skills before graduation. The term people skills for professionals (synonymous with social skills, or soft skills) refer to a collection of skills including:  Communication skills (verbalization, listening, writing, reading)  Creativity in professional settings  Adaptability to situations encountered on the job  Collaboration (teaming) skills  Leadership skills. So, people skills for professionals are about working with and relating to other people encountered at work. There are two lines of thought about development of those skills in engineering students:  Each student has a Myers-Briggs personality type, and their particular type dictates the ease or difficulty they will encounter as an entry

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology (SES); Christos Christodoulatos, Stevens Institute of Technology (SES); Kate D. Abel, Stevens Institute of Technology (SES); Leslie R Brunell, Stevens Institute of Technology (SES); Sandra V. Furnbach P.E., Stevens Institute of Technology; Vikki Hazelwood, Stevens Institute of Technology (SES); Kishore Pochiraju, Stevens Institute of Technology (SES); Eirik Hole, Stevens Institute of Technology (SSE); Bruce McNair, Stevens Institute of Technology (SES); Thomas G. Lechler, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

content knowledge and project requirements must be included in allcapstone courses to ensure core outcomes are met, especially on the “soft skills”. Disciplinaryengineering programs can supplement with program-specific requirements. The core set may befacilitated by expert faculty teaching common classes. The common set of requirements must berequired and assessed for all projects.  Phase 2  Changes made in response to Phase 1 Phase 2 built on the experience and feedback of Phase 1. In the Fall of 2014 the program wasexpanded to approx. 240 students from 6 engineering programs. For the 2014/5 year, in additionto the multidisciplinary projects, several engineering programs adopted the pilot format for theirdisciplinary capstone projects. A working

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Sánchez-Parkinson, University of Michigan ; Shanna R. Daly, University of Michigan; James Paul Holloway, University of Michigan; Amy J Conger, University of Michigan; Kathleen H. Sienko, University of Michigan; Lorelle A Meadows, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

., & Lohmann, J. (2012). Innovation with impact: Creating a culture for scholarly and systematicinnovation in engineering education. American Society for Engineering Education, Washington, DC.  4 National Academy of Engineering. (2004). The Engineering of 2020. National Academies Press, Washington DC.  5 Crismond, D., & Adams, R. (2012). The informed design teaching and learning matrix. Journal of EngineeringEducation, 101(4), 738-797.6 Del Vitto, C. (2008). Cross-Cultural "soft skills" and the global engineer: Corporate best practices and trainermethodologies. Online Journal for Global Engineering Education, 3(1), 1.7 DeTurris, D. (2012). Assessment Rubric for Global Competency in Engineering Education. Proceeding of the 2012ASEE