Conference Session

Computer Science, Computer Engineering, and Digital Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mehran Mozaffari Kermani, Rochester Institute of Technology (COE); Reza Azarderakhsh, Rochester Institute of technology

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

linkage of research and teaching in academicwork makes university education distinctive (it was beneficial for the two departments theauthors are affiliated with). Moreover, it certainly helped generating additional researchoutput/knowledge creation and strengthened pathways to postgraduate research (we are currentlyworking on two IEEE Transactions journal papers as a result of such creation). Finally, webelieve our deeply-embedded security research and teaching integration helps develop student asknowledge worker, and engages them in concept of the provisionality of existing knowledge.Deeply-embedded systems methodology, hard skill, and soft skill teaching goals were evaluatedfor graduate students working in the related research area (through

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Teaching, Education, Engineering and Technological LiteracyAbstractIn 2010 James Trevelyan [1] argued on the basis of studies of the work that engineers do thatthe engineering curriculum required to pay more attention to the development of what havecome to be known as “soft skills”, as for example communication and the ability to performeffectively in teams. He noted that engineering courses that taught communication treatedcommunication “only as information transfer” when what was required was a comprehensivedevelopment of social interaction skills. He thought that this could be achieved if studentswere given the opportunity to teach in their courses because “education, like engineeringpractice, relies on special kinds of social interactions

Conference Session

Shaping the Future: Structured Mentoring for Today's Diverse Engineering Student Populations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Alyce Wilson, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Deonte Cooper, Bulls-Eye

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

andEydgahi (n.d.) approach this issue as it relates to curricula, by recognizing that non-STEM fields such as Social Sciences andHumanities “emphasize more on ‘soft skills’ and ‘social service’ and as such have naturally embraced ‘service-learning’” (p. 1). As aresult, integrating academic fields with “service-learning” that emphasizes, “‘technical’ and ‘scientific’ skills such asEngineering…[is] rare”33. Another difference in the definition of service learning provided through an evaluation of Jacoby (1996), who defines servicelearning as a “form of experiential education in which students engage in activities that address human and community needs togetherwith structured opportunities intentionally designed to promote student learning and

Conference Session

Biological & Agricultural Division Technical Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jorge Rodriguez P.E., Western Michigan University; Alamgir A. Choudhury, Western Michigan University

Tagged Divisions

Biological & Agricultural

is acomponent where soft skills were developed12. The project was an open-ended problem whereteam members had to think about safety and functionality, and at the same time team membersdeveloped and applied skills on teamwork, project planning, economics, and communication7.The key difference was the domain where the students had to develop their project, the projectwas not a typical application of what they have learned in their coursework, but at the same timethis project presented the opportunity to illustrate a common situation that students will be facedonce they apply (and get) a technical job. It brings to light one of the message that are usuallyoffered in design courses where open-ended and different application domains are

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vishwas Narayan Bedekar, Middle Tennessee State University; Ahad S. Nasab, Middle Tennessee State University; Walter W. Boles, Middle Tennessee State University

Tagged Divisions

New Engineering Educators

havingthe requisite educational qualifications and strong research experience, the instructor should alsoknow how to effectively communicate with students of various backgrounds and academicpreparations. Roberts et. al. studied and presented observations from three different instructors Page 26.914.2promoting student learning paradigm and soft skills that were balanced with syllabus. Theyobserved that syllabus needs to be accompanied by real-world examples and the most importantlessons such as teamwork, leadership, initiative critical thinking and problem solving learned bystudents were not in syllabus. 1 Swartz has reported recommendations

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

Latest Trends and Implementations in Manufacturing Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ismail Fidan, Tennessee Technological University; Bonita Barger, Tennessee Technological University

Tagged Divisions

Manufacturing

, and then advance quickly with the use of programming andsimulation tools. Hands-on milling and turning practices are the essential part of this course.Student teams design and fabricate a number of real-world machining projects at the end of thesemester.This course is one of the best engineering courses in order to implement the innovation,leadership, and entrepreneurship concepts in the entire curriculum, and it challenges students tograsp a number of industrial soft skills such as problem solving, team work, and analyticalthinking.Although some of the course students find jobs as programmers, machine operators, tooldesigners, and manufacturing engineers, the number of students with a mindset in creating jobswith the latest trends supports

Conference Session

Building Information Modeling (BIM) in Construction Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andre Lucena MA, NAIT; Don Mah P.Eng., Northern Alberta Institute of Technology; Faisal Arain, Northern Alberta Institute of Technology (NAIT)

Tagged Divisions

Construction

the technology. The multidisciplinarynature of BIM training makes it a natural fit for a polytechnic institution where all expertisecould be brought together to train professionals with BIM expertise for industry. A polytechnic institution attracts a diverse group of life-long learners through a practical,hands-on, and outcomes-based approach to education [20]. For training professionals in the BIMdomain with the appropriate skillset that the industry needs, an institution has to be a hub of thetechnical and soft-skills that are required. As an emerging academic discipline, BIM is an area where industry needs skilledprofessionals at both provincial and national levels; and the needs are expected to grow in thefuture. The context

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Saftner, University of Minnesota Duluth; Mary U. Christiansen; Adrian T. Hanson, University of Minnesota Duluth; Jill D. Jenson, University of Minnesota Duluth; Sara Ojard; Rebecca L. Teasley, University of Minnesota Duluth; Emily Woster, University of Minnesota Duluth

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

students improvetheir writing while still covering normal course content. Needless to say, students struggle withtrying to meet standards they have yet to be taught or had the opportunity to practice. The writingguide is meant to help alleviate this problem by offering consistent guidance for studentsbeginning at the freshman year and continuing throughout the degree program.Simply providing the students with the writing guide, however, will most likely not be enough todrastically improve their communication skills. Faculty must also demonstrate to students theimportance of developing these skills as they relate to a successful career in engineering.6 Socalled “soft skills” such as communication, teamwork, information seeking and

Conference Session

Mobile Devices and Apps

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kefei Wang, Gonzaga University

Tagged Divisions

Computers in Education

of the future will have dif-ferent attributes than the stereotypical 20th century engineer. These attributes include the technicalknowledge that all engineers should have and are included in traditional engineering curricula, andother characteristics related to what have often been called soft skills or professional attributes,including communication, leadership, and entrepreneurial skills.” To help instill an entrepreneurialmindset, Kern Family Foundation established a network of colleges called the Kern Entrepreneur-ship Education Network (KEEN) in 2005. Gonzaga University is one of the 19 colleges in KEEN,and it views the entrepreneurial mindset as a critical need in undergraduate engineering education.Considering students in our CS 1 is

Conference Session

Educational Strategies in Architectural Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gouranga Banik, Tennessee State University

Tagged Divisions

Architectural

Page 26.1001.4able to do which resulted in eleven desirable outcomes, no matter what the discipline. Thecriteria can be divided into two categories: “hard skills” and “soft skills” or what is becomingincreasingly better known as “people skills”. Six of the eleven outcomes address the people skillsincluding (Shuman et al., 2005):• an ability to function on multi-disciplinary teams• an understanding of professional and ethical responsibility• an ability to communicate effectively• the broad education necessary to understand the impact of engineering solutions in a global,economic, environmental and societal context• a recognition of the need for, and an ability to engage in lifelong learning• a knowledge of contemporary issuesWhile curriculums

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

ECCD Innovative Teaching Methods & Outreach

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicole Zimmerman, Portland State University; Timothy D. Gulzow, Portland State University; Robert B Bass, Portland State University

Tagged Divisions

Energy Conversion and Conservation

describing design-centric engineeringprojects (DCPs), which we have developed and are in the process of refining. Our DCPsemphasize context-oriented, design-focused coursework, with a strong focus on teamwork andcollaboration. We feel that development of professional “soft” skills and design expertise areachievable through project-based learning (PBL). Our development efforts draw from the currentpedagogical literature on PBL, particularly that pertaining to electrical and computer engineeringeducation.7–10 We are especially interested in efforts related to electrical power engineering.11, 12 Page 26.1515.2For PBL, instructors introduce a relevant

Conference Session

ECCD Innovative Teaching Methods & Outreach

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lynn Albers, North Carolina State University

Tagged Divisions

Energy Conversion and Conservation

; providing the following feedback. “Overall, based on responses to text-entry questions, the interns reported experiences that were beneficial in two key areas: work experience and education. Interns and fellows were able to gain valuable technical/field-related experience as well as experience in business areas not available to them in the classroom setting. This included professional networking, project management, and soft skills. They were able to leverage the experience to secure other non-SEIP internships or to gain full-time employment in the industry. Interns/fellows also indicated that the program enhanced community awareness around energy issues.” 11When the interns (n=215) were asked, “To what extent do you feel that

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Federico Garcia Lorca, Saint Louis University, Parks College of Eng.; Daniel M. Ferguson, Purdue University, West Lafayette; Sridhar S. Condoor, Saint Louis University, Parks College of Eng.

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

study usedtheir reflection as an opportunity to suggest improvements for WIC, present ideas for futurechallenges or express personal preference for one type of WIC competition over another. The author’s personal skills at communication in a team environment also potentiallybiased the analysis process.References[1] Robles, Marcel M. (2012). Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace. Business and Professional Communication Quarterly December 2012 vol. 75 no. 4 453- 465[2] ABET (2015) Criteria for Accrediting Engineering Programs 2015 – 2016. General Criterion 3. Student Outcomes. Retrieved from: http://www.abet.org/eac-criteria-2015-2016/[3] Association of American Colleges &

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robyn Paul, University of Calgary; Lynne Gradon Cowe Falls P.Eng., University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

, “Engineers Learn ‘Soft Skills the Hard Way’: Planting a Seed of Leadership in Engineering Classes,” Leadership and Management in Engineering, vol. 7, no. 1, pp. 18–24, 2007.[2] P. Galloway, “Engineering Education Reform,” in The 21st-Century Engineer: A Proposal for Engineering Education Reform, American Society of Civil Engineers, 2007, pp. 46–51.[3] B. Ahn, M. F. Cox, J. London, O. Cekic, and J. Zhu, “Creating an Instrument to Measure Leadership, Change, and Synthesis in Engineering Undergraduates,” Journal of Engineering Education, vol. 103, no. 1, pp. 115–136, Jan. 2014.[4] S. S. K. W. Fakeh, M. S. Shahibi, A. Jamaludin, M. R. Rahim, J. Paiman, and Z. Ibrahim, “Understanding Leadership Values Among Under Graduate Students in UITM

Conference Session

Supply Chain and Logistics in Manufacturing Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bimal P. Nepal, Texas A&M University; Pradip Kumar Krishnadevarajan, Karpagam University

Tagged Divisions

Manufacturing

, manufacturinggraduates are expected to have soft skills such as communication, leadership, and teamwork5. Inaddition, manufacturing engineers have to deal with multidisciplinary technical skills set such as Page 26.1442.5those from electrical, mechanical, chemical, and electronics engineering and computer sciencefields to be able to work on the shop floor. Similarly, for manufacturing planning, graduates needto acquire supply chain management and logistics skills sets. For example, Mohammed et al6.present a Manufacturing Engineering Technology (MfgET) program of a major university innorth east Indiana which provides their graduates with solid knowledge and

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Andrew Albright, South Carolina Governor's School for Science and Mathematics; Karen R. Den Braven, South Carolina Governor's School for Science and Mathematics; Elaine R. Parshall, SC Governor's School of Science and Mathematics

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

instructional landscape foster possibilities forconnection and collaboration that the traditional classroom precludes, as a wider network existsbeyond the brick and mortar classroom. The Accelerate curriculum enhances these possibilitiesby relying on a broad-based philosophy of course integration that obfuscates abiding distinctionsbetween “hard” and “soft” skills, blends liberal and technical subjects, and—perhaps, mostimportantly—combines a range of populations, talents, and experiences to produce the nextgeneration of engineers. At the heart of the program lie six conceptual strands, or “grandthemes.” Developed in the fall semester of 2014 by Accelerate faculty and administrators, thesethemes reflect and inform the overall mission of integration

Conference Session

Teaching the Business Side of Construction

Collection

2015 ASEE Annual Conference & Exposition

Authors

Suat Gunhan, University of Texas, San Antonio

Tagged Divisions

Construction

business. In this business you are hired for your technical skills, fired for your lack of people skills and promoted for your management skills”.There is no specific undergraduate course dedicated to business development at theConstruction Science Program at the University of Texas at San Antonio. The author makesall the efforts to integrate leadership, business development and other soft skill topics to corecourses.The paper covers the integration of business development topic to the Project Managementcourse. It highlights the scope of the course content. The perception of the students towardsbusiness development was tested with a pre-survey questionnaire before the instruction of thetopic. The same survey questionnaire was conducted

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mohammadreza Ostadali Makhmalbaf, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech

Tagged Divisions

Engineering Leadership Development Division

Construction Management Education‖, InternationalProceedings of the 49th Annual Conference, Associated Schools of Construction, San Luis Obispo, California, April4. Badger, W. W., Walsh, K., & Mayo, R. (2005). Leadership and goal-setting in construction education. InProceedings of Construction Research Congress.5. Kumar, S., & Hsiao, J. K. (2007). Engineers learn ―soft skills the hard way‖: Planting a seed of leadership inengineering classes. Leadership and Management in Engineering, 7(1), 18-23.6. ASCE, The Vision for Civil Engineering in 2025, ASCE, Reston, VA.7. ASCE, Civil Engineering Body of Knowledge for the 21st Century – Preparing the Civil Engineer for the Future, 2 ndEdition, 20088. Skipper, C. O., & Bell, L. C. (2006

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard J. Schuhmann, The Landing School; Andrew Michael Erdman, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Dean H. Lang, Pennsylvania State University, University Park; Jeffrey G. Soper, Montreux School of Business; Donald H. Horner Jr., Jacksonville University

Tagged Divisions

Engineering Leadership Development Division

drive thedevelopment of the program. He/she will need to overcome inevitable resistance from facultywho are concerned that the inclusion of “soft” skills will detract from the classic, technologyfocused engineering curriculum. Further, there needs to be a high level of institutional supportfrom within the college, and even within the university. A new program in leadership willrequire funding as well as capable and experienced faculty. It may also be perceived asencroaching on turf that has a home in the business or psychology schools. These road-blockswill call on the zealot to navigate a successful path. StormingDuring the storming phase, achieving agreement on the learning objectives and pedagogy isessential. The key is to develop a

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tatiana Teslenko, University of British Columbia, Vancouver

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

- Page 26.787.3professionalism, 3.1.9 - ethics and equity, and 3.1.12 - life-long learning1. These new objectivesresulted in the inclusion of the discourse on sustainability and social learning and an in-depthdiscussion of integrative skills (a.k.a. “soft” skills).The New First-Year CourseLater we developed a first-year course with a theme of sustainability, APSC 176: EngineeringCommunication. Its objectives are to provide students with research, critical thinking andadvanced communication skills necessary for success in the study and practice of globalengineering.We believe that a first-year communication course is uniquely positioned for integratingeducation on sustainability (ESD) with graduate attributes. APSC 176: EngineeringCommunication

Conference Session

International Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natalie Marie Villwock-Witte P.E., Western Transportation Institute at Montana State University

Tagged Divisions

International

engineering faculty.” This could be in part becausethere are a limited number of studies that provide recommendations related to the design,implementation and evaluation of effective engineering study abroad programs. Anotherexplanation for the lack of participation identified in her literature review is cost. However, shenoted that the Accreditation Board for Engineering and Technology supports study abroadexperiences because they assist students with developing the “soft skills needed to function inmultidisciplinary teams.” One of the challenges that she identified was that very few studyabroad program opportunities exist in engineering disciplines. This could be in part becausefaculty believe that their work on study abroad programs does not

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

INDUSTRY DAY SESSION: CMC PANEL SESSION TWO

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chiang Shih, Florida A&M University/Florida State University; Gregory John Kostrzewsky, Cummins, Inc; Lin Xiang Sun, Danfoss Turbocor Compressors

Tagged Topics

Corporate Member Council, Diversity

financial support, design project ideas, as well as project mentors. The involvement isalso a path through which the company can influence non-technical expectations and helpdevelop student’s skills in areas including leadership, teamwork, and project management.Project involvement and participation in senior design project reviews give the company anadvantage in identifying those students who demonstrate the “soft” skills well and are highlycapable and motivated. Since 2005, the company has sponsored 20 projects with two currentprojects in 2014-15. These projects include a wide range of topics such as product development,energy usage audit, materials characterization, among others.One or two senior design projects per year are international in

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robyn Paul, University of Calgary; Lynne Gradon Cowe Falls P.Eng., University of Calgary

Tagged Divisions

Engineering Leadership Development Division

,execution, personal drive and teamwork – are essential competencies for any institutionproviding engineering leadership education.A more detailed literature review comparing the results from this study to other similar researchmay provide additional insight. Further research is also required in order to confirm the results,and a wider range of programs should be investigated to include in the analysis. As well, aproximity study of the competencies would assist in grouping them into program components. Page 26.634.9References[1] S. Kumar and J. K. Hsiao, “Engineers Learn ‘Soft Skills the Hard Way’: Planting a Seed of Leadership in Engineering

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

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matias Recabarren, Universidad de los Andes; Claudio Alvarez, Facultad de Ingenieria y Ciencias Aplicadas, Universidad de los Andes; María Ignacia Díaz, Universidad de los Andes

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

fact poses engineering schools a clear necessityto offer a better quality education in order to retain qualified engineering students in the numbersrequired to meet current and future needs for engineers4. In line with improving the quality of Page 26.1166.2engineering teaching, there is a worldwide tendency towards accreditation of engineeringprograms, which requires that engineering schools be successful in developing and clearlyarticulating learning outcomes6 7. Regarding accreditation, it is of special importance to equipstudents with so-called soft-skills such as effective communication and teamwork8, as well as toassess students

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina Kay White, Massachusetts Institute of Technology; Lori Breslow, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Page 26.1621.1 c American Society for Engineering Education, 2015 Understanding Curricular Approaches to Communication as a Global Competency: A Study of the Teaching and Learning of Communication Skills at Three UniversitiesIntroductionAs society grows more global and interconnected, the challenges that must be addressed by thenext generation of engineers are becoming more complex [1-2]. Engineers need deep technicalexpertise, of course, but they also need what have typically been called 21st-century skills, forexample, critical thinking, problem solving, teamwork, and communication. Technicalknowledge and “soft” skills are