Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth J Reid, Virginia Tech

Tagged Divisions

First-Year Programs

werereorganized to better suit the renaming. It was deemed unnecessary to explicitly list each of theGrand Challenges individually. During the data analysis, it became clear that if coverage of theGrand Challenges was included, they were typically taken as a unit. Topics related to theNational Academy of Engineering’s Grand Challenges were collapsed under one outcome,namely “Grand Challenges” (GLIN I.0.0). Page 26.6.3(2) Latent Curriculum/Soft Skills (SOFT) was appropriately renamed as Professional Skills /Latent Curriculum (PROF) due to the negative perception of the term “soft skills.” None of theoutcomes in the category were changed.(3) Academic

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicole Lynn Larson, University of Calgary; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary; Bob Brennan, University of Calgary

Tagged Divisions

First-Year Programs

assessment. He is director of the Individual and Team Performance Lab and the Virtual Team Performance, Innovation, and Collaboration Lab at the University of Calgary, which was built through a $500K Canada Foundation for Innovation Infrastructure Grant. He also holds operating grants of over $300K to conduct leading-edge research on virtual team effectiveness. Over the past 10 years Tom has worked with organizations in numerous industries includ- ing oil and gas, healthcare, technology, and venture capitals. He is currently engaged with the Schulich School of Engineering at the University of Calgary to train, develop, and cultivate soft-skill teamwork competencies in order to equip graduates with strong interpersonal and

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tom O'Neill, University of Calgary; Semin Park, University of Connecticut; Nicole Lynn Larson, University of Calgary; Amanda Deacon, University of Calgary; Genevieve Hoffart, University of Calgary; Bob Brennan, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary

Tagged Divisions

First-Year Programs

-edge research on virtual team effectiveness. Over the past 10 years Tom has worked with organizations in numerous industries includ- ing oil and gas, healthcare, technology, and venture capitals. He is currently engaged with the Schulich School of Engineering at the University of Calgary to train, develop, and cultivate soft-skill teamwork competencies in order to equip graduates with strong interpersonal and communication capabilities.Ms. Semin Park, University of Connecticut Semin Park is a doctoral student in management at the University of Connecticut. She earned her M.Sc. and B.B.A. in the College of Business Administration from the Seoul National University and has had a research experience at the University

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Iryna Ashby, Purdue University; Marisa Exter, Purdue University

Tagged Divisions

First-Year Programs

,such as analytical skills, are effectively acquired in college, other competencies needed fortoday’s and tomorrow’s engineers are lagging behind [10, 12].Cross-disciplinary Competencies and Self-Directed Lifelong LearningTo date, there is a strong move across many nations to include multi-disciplinary competenciesand soft skills into the engineering curriculum (e.g., [13, 14, 15]). Skills developed in humanitiesclasses help boost awareness of the need for multi-faceted requirements faced by professionals inthe real-world working on ill-structured issues or questions. However, this is only one of theaspects that would help professionals adapt and grow after college.Students enter and often leave college as dependent learners who used to rely on

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay A. Weitzen, University of Massachusetts, Lowell; Md Mamunur Rashid, University of Massachusetts Lowell; Stephen Johnston, University of Massachusetts, Lowell; Eric L. Maase, University of Massachusetts, Lowell; David J. Willis, University of Massachusetts, Lowell

Tagged Divisions

First-Year Programs

includes at least 1 or 2 open-ended design projects to give studentsa feel for the type of problems that students solve as engineers. The introductory courses are 2credits and run as some combination of 1 or 2 lectures per week and 2 hours of lab. What thestudents called “soft skills” or “fluff” such as how to get around campus, student clubs andorganizations, et cetera, would be covered by a series of videos that students would watch ontheir own. Topics such as engineering ethics and economics are covered in other requiredcourses. Time management and use of the student tutoring services are integrated into each of thefirst-year electives.Model 2: Skills Modules. The second course model recommended by the committee requires first-year

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Genevieve Hoffart, University of Calgary; Nicole Lynn Larson, University of Calgary; Tom O'Neill, University of Calgary; Matthew James Walter McLarnon, University of Western Ontario; Marjan Eggermont, University of Calgary; Bob Brennan, University of Calgary; Bill Rosehart, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, personality, and assessment. He is director of the Individual and Team Performance Lab and the Virtual Team Performance, Innovation, and Collaboration Lab at the University of Calgary, which was built through a $500K Canada Foundation for Innovation Infrastructure Grant. He also holds operating grants of over $300K to conduct leading-edge research on virtual team effectiveness. Over the past 10 years Tom has worked with organizations in numerous industries includ- ing oil and gas, healthcare, technology, and venture capitals. He is currently engaged with the Schulich School of Engineering at the University of Calgary to train, develop, and cultivate soft-skill teamwork competencies in order to equip graduates with strong

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sydney N Hallman, University of Oklahoma; Chad Eric Davis P.E., University of Oklahoma

Tagged Divisions

First-Year Programs

designedto be technically difficult or time consuming for the students. Homework assignments are createdbased on the course objectives and focus on soft-skills that engineering students get minimalexposure to throughout the remainder of their required curricula. Common assignments eachsemester include a Resume Critique, Graduation Plan, and an Engineering Challenges paperwhere students detail the motivations for completing their engineering degree and the challengesthey anticipate in the coming years. Student comments show that the Engineering Challengesassignment in particular really helped give them a “reality check” and exposed shortcomings intheir study habits or their school-work-home balance. Evaluation techniques for the courseinclude

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Leslie, New York University Polytechnic School of Engineering (formerly Polytechnic University); Gunter W. Georgi, New York University Polytechnic School of Engineering; Alyssa Marie D'Apice, New York University Polytechnic School of Engineering

Tagged Divisions

First-Year Programs

effectiveness. Over theyears, we have noted that teamwork is a particularly difficult aspect to improve, and we are notalone in this regard. For one thing, soft skills like teamwork may take several courses todevelop,7 and so our effort in this course may only be the beginning of a trajectory that results ina successful engineer. Incorporating teamwork in the first year of college also is challengingbecause it runs counter to students’ previous experience. According to one researcher, theindividualistic nature of high-school education, which rewards students for their performance inindividual assessments, like taking tests and presenting oral reports, does not fit in with theexpectation of working on a team.8 Teaching students to work on teams is

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise H Bauer, University of Idaho, Moscow

Tagged Divisions

First-Year Programs

semester, he or she may not have all of their concerns about succeeding inan online course addressed although each introductory course does include valuable informationon time-management, scheduling, college resources, and study skills. Usually, these topics aresecondary to engineering-specific content and many times are only included in the first fewweeks of the semester. Therefore, they get a quick overview of these important “soft-skills” atthe beginning of the semester before they may put them into full use and never revisit them laterin the semester.Due to the described situations, many of the Math 143 students tend to struggle in the onlineclasses and do not know who to ask for help until their first advising appointment, which comesafter