Conference Session

Industrial Engineering Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Heriberto Garcia-Reyes, Tecnologico de Monterrey; Cesia de la Garza Garza

Tagged Divisions

Industrial Engineering

Paper ID #12775A Problem Based Learning Framework to Assess and Develop Soft Skills ina Linear Programming CourseDr. Heriberto Garcia-Reyes, Tecnologico de Monterrey Heriberto Garcia is a Professor in the Industrial and Systems Engineering Department at the Tecnologico de Monterrey, Campus Monterrey. He received his B. Sc. on Mechanical Engineering and M. Sc. on Industrial Engineering degrees from the Tecnologico de Monterrey (Monterrey, Mexico). He is PhD in Industrial and Systems Engineering from Florida International University. Professor Garcia is coauthor of the book ”Simulacion y analisis de sistemas con ProModel

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dalton Bishop, Indiana University-Purdue University Indianapolis; Connie Justice, Indiana University Purdue University, Indianapolis; Eugenia Fernandez, Indiana University Purdue University Indianapolis

Tagged Divisions

Cooperative & Experiential Education

apply Living Lab skills/experience? • How often do you apply technical skills from the Living Lab? • How often do you apply soft skills from the Living Lab (communication, professionalism, teamwork, etc.)?Each question was based on a 5-point Likert scale with the choices of Never (1) to Always (5).Table 2 presents responses to these questions: Table 2. Application of Living Lab skills on the job Application of… Never Rarely Sometimes Often Always LL Skills/Experience 0 1 2 5 3 Technical Skills 0 3 1 3 4 Soft Skills 0 1 4

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alistar Erickson-Ludwig, Drexel University ; Rosie Sullivan, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

hours of technical coursework leaving little roomto add new courses, especially those that integrate soft skills.1 The workforce demands technicalskills, and the changing work environment and competitive global market also drives demand forteamwork, ethics, problem solving, and communication within the engineering curriculum.1Previous research2 detailed competence in college graduates and the demands of the workplace,but also noted that a skills gap is present between the technical training and experience ofstudents and the responsibilities of the job. Although other researchers3 reported employersatisfaction with employee skills, it is likely that there is still room to improve upon the skillsstudents acquire in their higher education programs

Conference Session

Focus on the Classroom: Novel Approaches to Course Delivery

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elaine L. Craft, Florence-Darlington Technical College; Donna Kay Chrislip; Rex Allen Parr; Victoria Alexandra Sauber, Arapahoe Community College

Tagged Divisions

Two Year College Division

advances in informationtechnology (IT) applications, nearly all business practices today are “IT-enabled.” There iscontinued demand for skilled ICT workers, but largely only those who possess both ICT skillsand a range of employability (soft) skills that add value to their work. The maturing of IT jobscalls for the integration of employability skills with technical skills.The Boston Advanced Technological Education Connections (BATEC) Workforce Skills Study,along with independent research by industry trade groups indicate more holistic teachingmethods that involve students in complex problems developed from industry input are in order.In fact, the only plausible way to cover competencies in both areas is to develop a problem-basedlearning scenario

Conference Session

Women in Engineering Division: Retention of Undergraduate Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

IndustrialDistribution students into high power careers by creating a space that consistentlyexhibits the achievements and perspectives of Industrial Distribution alumna, as well ascultivates soft skills to create meaningful impact and interactions. These skills can varyfrom proper interviewing skills, work life balance, contract negotiations, changing careerpaths, etc.The idea of SWID came about after a student attended a guest lecture, wherein a maleexecutive shared his career path. The student felt that this presentation was over achinglythe same as the majority of the guest speakers that present their experiences to the studentbody. There was no female perspective. The speakers did not seem to realize that thesediscourses target a very specific number of

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey J. Evans, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Michael Thomas Smith; Sorin Adam Matei, Purdue University Polytechnic Institute; Esteban Garcia

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

A Transdisciplinary Approach for Developing Effective Communication Skills in a First Year STEM SeminarAbstractMany STEM graduates leave school academically prepared in their fields however business leaders havebeen stating that they often lack the more intangible qualities such as teamwork, critical thinking,communication skills, and the ability to manage interpersonal relations. These are often referred to as”soft skills”, yet they are tightly coupled with professional performance. Furthermore, they are allconnected to basic communication skills, commonly referred to as oral and written communication, andtheir close counterparts, listening and reading. Such skills are not only add-ons to a STEM job, they canmake the

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bassant Mohamed Yasser, Qatar University; Mahmoud Abdulwahed, Qatar University; Rashid Alammari, Qatar University; Saud A Ghani, Qatar University; Mazen O. Hasna, Qatar University

Tagged Divisions

K-12 & Pre-College Engineering

products are not wellconnected to outside problems 5. Engineering is an applied science and mathematics field that isto a significant extent problem solving and design oriented, hence engineering design connectstudents to real-world problems 6; Main steps of Incorporating Engineering Design Challengesinto STEM courses are shown in Figure (1) 7 The paper provides an analysis on the impact of engineering design in K-12 student’sperception and attributes towards STEM fields, as well as, impact on 21st century skillsdevelopment. The paper reports on Quantitative analysis investigating the impact of engineeringdesign based experience “Life is Engineering project” on soft skills enhancement and technicaldevelopment of K-12 students. Figure (1) the

Conference Session

Innovations in Manufacturing Laboratories

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wayne P. Hung, Texas A&M University; Adam Farmer

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

soft-skill to students, c) Provide opportunity for lab instructors to be creative and organized, and d) Significantly enhances team communication and cooperation among team members.II.2. Clicker AssessmentClickers started during 1960s in Hollywood to collect opinions on unreleased movies ortelevision shows before spreading into academic areas 6,7. The latest Clickers with multiple-choice and numerical input options had been popular in many disciplines including psychologyand sociology 8, operation management 9, engineering dynamics 10, physics, astronomy 8,11,astrophysics 8, chemistry 12,13, chemical engineering 8, mathematics 14, engineering mechanics 15,and thermodynamics 16. Published literature showed both qualitative and

Conference Session

Systems Engineering Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Timothy L.J. Ferris, School of Engineering, University of South Australia; Alice F. Squires, Washington State University; Fanny Camelia, University of South Australia

Tagged Divisions

Systems Engineering

theeducation provided in the program. The ABET accreditation documentation describe theseachievements as outcomes, for the time of graduation, and objectives, for the defined post-graduation interval. The ABET criteria (d), (f), (g), (h), (i) and (j), half of the full set (a) through(k), relate to the “soft” skills of teamwork, ethics, communication, contextual appreciation, self-development and contemporary knowledge and are easily, and superficially, associated with theaffective domain [1]. However, it is clear that one could study about these areas as an externalfact or learn about them in a manner that embeds them into one’s approach to engineering. Theformer, learn about, outcome treats these areas as cognitive content to be learned. The latter

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Megan McKittrick, Old Dominion University; Pilar Pazos, Old Dominion University; Daniel Richards, Old Dominion University; Julia Romberger

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

, many STEM students see writing aslargely unrelated to their career goals. Many students assume that their “writing career is nowover”5 once they move into courses in their major. Put another way, student perceptions of anengineer’s “community of practice” often do not include writing despite the common presence ofwriting in workplace “communities of practice.” Genre offers a productive way to approach thisdisconnect. Based on the Department of Labor’s definition of workforce readiness skills6, one of themost important “soft skills” is communication. This speaks to the need to resolve the disconnectbetween the perception of writing by students in upper-level undergraduate STEM courses and theskills required by them once they graduate

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Farah I. Jibril, Qatar University ; Bassnt Mohamed Yasser, Qatar University; Mahmoud Abdulwahed, Qatar University; Mazen O. Hasna, Qatar University; Mohieddine A. Benammar, Qatar University; Saud A. Ghani, Qatar University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

career and manage a project which requires developing anumber of soft skills, such as interpersonal, marketing, and communications 14. In order to be atrue engineering leader, engineering students must possess technical and nontechnical soft skills,which would give them an edge in the workplace 13. They must possess skills such as written andoral communication, customer relations, personal initiative, teamwork abilities, organizationalknowledge, and decision making that will facilitate the development of solutions to businesschallenges, to be effective leaders 15.According to the NAE (2004), “engineers must understand the principles of leadership and beable to practice them in growing proportions as their careers advance”. Engineers need

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

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lynne Cowe Falls, University of Calgary; Robyn Paul, University of Calgary; Gord Aker P.Eng. PCC, Logical Leadership

Tagged Divisions

Engineering Leadership Development Division

provided an opportunity forthe presidents to share their respective challenges and lessons learned while at the same time providinginput into the leadership program.Initiative 3:The third and final element of the pilot program provided one-on-one leadership coaching with aLeadership Coach for those Presidents who wanted to focus additional effort on developing theirleadership talent or were experiencing particular and/or unique challenges in their roles.At the end of the one year pilot project, feedback from the participants included requests for formalleadership training for all executive members of CTAs, more soft skills training in the areas of publicspeaking and developing a leadership style, tactical lessons on recruitment, retention and

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cole Hatfield Joslyn, Purdue University, West Lafayette; James Holly Jr., INSPIRE Institute, Purdue University; Morgan M Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Engineering inthe New Century11 are now calling for tomorrow’s engineer to have content knowledge and beskilled in areas beyond those traditionally associated with the engineering profession.Furthermore, organizations within the engineering workforce desire a more expansive educationof the engineer. “Evidence from employers confirms that engineers are being asked to makedecisions that require, in addition to technical expertise, a keen understanding of broad, socio-humanistic contexts and considerations”12. Thus, K-12 educators can use the implementation ofengineering instruction to develop what are normally deemed “soft” skills in their students.Ethics, teamwork, and communication are essential for a sufficient K-12 engineering education5

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

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. That does not mean that thequality of the work is compromised. Only committed students volunteer to work on theseprojects and the faculty closely supervises their work.ConclusionBeing engaged in student organizations provide significant leadership, problem solving,and communication skills that are transferred to the workforce. SWID allows students theopportunity to hone those professional soft skills and creates a forum that opens andencourages dialogue between students and industry. Some of the soft skills that studentsdevelop during their project discussions are asking the right questions, asking leadingquestions, interacting with “different” people – people with various skill levels, skillssets, objectives, backgrounds, needs etc., learning

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Acree Guggemos, Colorado State University; Mostafa Khattab, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

Adaptation & relocation Career focus Emotional intelligence ListeningNote that none of these traits are technical in nature. These are the soft skills that will enhancean individual’s technical skills and propel them to continue growing in their careers.Many universities struggle to update their programs to keep pace with the rapidly changingmarketplace due to shrinking budgets that limit the ability to upgrade facilities or invest in newtechnology, or the long process of new curriculum approval (upwards of a year or more), as wellas a lack of tenure-track faculty with industry experience. These same challenges are true forconstruction management

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Richey, The Boeing Company; Fabian Zender, The Boeing Company; Charles J Camarda, NASA

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

tocollaborate across space and time in an environment with non-optimal data availability requiringthem to make decisions that fall outside the narrowly prescribed theoretical scenariosencountered in school. 9 In addition the dialogue between universities and industry has not yetyielded a balance between the academic foundational requirements and industry requiredapplication to real world problems. The skills gap is constituted of lacks in both “hard” and“soft” skills. 11,12In this paper the focus is on identifying opportunities to further develop these professional(“soft”) skills required by small and large companies alike. Almost all graduates in (STEM)fields will have interactions in a social web comprised of colleagues, suppliers, and

Conference Session

Women in Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shafagh Jafer, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

 Allocate $5,000 additional merit scholarship for every qualified female applicantThe additional funding have been already requested from two external agencies (pending results)to help cover the following costs:  Travel: $2,500 to assist students attending conferences to present their research  Student Salary: $2,000 for student assistants working at the WEI  Scholarships: $2,500 to fund five scholarships ($500 each) for women engineering students with high academic achievement and financial need  Page 26.1745.5 Workshop: $2,000 to host technical or soft skills workshop on-campus)  Outreach activities

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Matthew Wettergreen, Rice University

Tagged Topics

NSF Grantees Poster Session

concept.  Materials on ‘soft skills’ such as communication, teaming, and project planning may be more universally transferrable.  The application of the engineering design process is sufficiently unique for each course to potentially require individualized university-specific introduction videos.  In-class exercises need more context and definition.  Quizzes need to address higher levels on Bloom’s Taxonomy rather than just recall, understanding, and comprehension.  There is currently no consensus on best practices to achieve high compliance of participation for out-of-class activities (watching videos, completing quizzes).Through collaboration with other engineering faculty at the FYEE conference

Conference Session

Women in Engineering Division: Curricular Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

herself, which has been rehearsed and reinforcedover time due to its productive empowerment.A final way Rachel resists the “suck at math” narrative is through active work to counter aculturally dominant belief about the importance of math in engineering. Rachel develops a senseof a bigger “real world” out there that rarely gets represented in her STEM classes, a sense thatengineering jobs rely more on soft skills and cultural understandings and less on math. We seeagency through what bell hooks style “liberatory theorizing” simply in the production of thatcounter-narrative; but remarkably, Rachel actively seeks evidence in the “real world” to confirmher theorizing. She attended networking events (set up by her Women in Engineering program)to make

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

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey S. Goss, Arizona State University; Philip Regier, Arizona State University; Scott Pitasky, Starbucks

Tagged Divisions

Continuing Professional Development

. He has strong relationships with senior officials in the Ministry of Education and Training and the Ministry of Industry, Invalids and Social Affairs, as well as leaders of the high-tech industry in Vietnam. Mr. Goss also has extensive experience in the administration of sub-agreements. Under an existing project funded by USAID and Intel, Mr. Goss has partnered with five major universities in Vietnam to prepare faculty to excel in teaching students to attain technical expertise, English, and the soft skills and competencies to succeed on a global engineering stage. He received his BS in Public Relations and Management from Central Michigan University (Mt. Pleasant, MI) and Master of Arts Degree in Higher

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark M. Budnik, Valparaiso University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

there is no consensus at this stage, it is agreed that innovation isthe key and engineering is essential to this task….”Of the identified soft skills, engineering students are often most challenged to develop and honetheir skills in creativity and innovation. For engineers, creativity may be defined as developingnovel and original ideas with emphasis on their applicability to solving problems2, 3. This Page 26.748.2definition of creativity is more specific for engineering students than for students in other majors(i.e. art, music, creative writing, theater, etc.). For engineers to exercise creativity within theirdiscipline, they must emphasize

Conference Session

Entrepreneurship & Engineering Innovation Division – Innovative Course Offerings

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert S Crockett, California Polytechnic State University; Jonathan L. York, Cal Poly San Luis Obispo; Thomas M. Katona, California Polytechnic State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

innovations, the College of Engineering was an earlyand enthusiastic adopter of the program, serving as both a source of expertise (e.g. fabrication,coding) and as the largest pool of participants. Through involvement and sponsorship of theuniversity-wide Cal Poly Center for Innovation & Entrepreneurship, the program is broadeningand maturing. Engineering students are seeing significant benefits from working with diversemajors on designs that sometimes involve technology in only a minor supporting role. This typeof problem solving develops abstract, innovative “soft” skills that complement the technicaldepth they develop in their traditional curriculum. These skills are critical to producingengineers that can thrive in a global environment. At

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tonatiuh Rodriguez-Nikl P.E., California State University, Los Angeles; Deborah Soonmee Won, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles; Arturo Pacheco-Vega, California State University, Los Angeles; Adel A Sharif, California State University, Los Angeles; Gisele Ragusa, University of Southern California

Tagged Topics

NSF Grantees Poster Session

assessed anintegrated student project that is the overarching theme of engineering curriculumcontextualization at sophomore level. The project is part of the Sophomore Unified CoreCurriculum for Engineering Education (SUCCEEd) program, funded by the National ScienceFoundation that seeks to integrate classes in the engineering core curriculum. The paperdescribes a house remodeling project that is used to integrate four lower division engineeringcore courses, namely, statics, programming, matrix algebra and CAD, and how it can be used tomeet soft skills required by ABET. The manuscript concludes by including program assessmentand recommendations based on what has been learned during project implementation.IntroductionThis article describes the

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Beth Lin Hartmann P.E., Iowa State University; Clinton Stephens, Iowa State University; Charles T. Jahren P.E., Iowa State University

Tagged Divisions

Engineering Leadership Development Division

., & Giralt, F. (2013). Assessment of Engineering Students’ Leadership Competencies. Leadership and Management in Engineering, 13(2), 65-75.21. Passow, H. (2012). "Which ABET Competencies Do Engineering Graduates Find Most Important in their Work?" Journal of Engineering Education, 101(1), 95-118.22. Phani, C.S. (2007, January 8). The top 60 soft skills at work. Retrieved September 8, 2013, from Redif News: http://www.rediff.com/getahead/2007/jan/08soft.htm.23. Posner, B. Z. (2010). Psychometric Properties of The Student Leadership Practices Inventory Retrieved Sept. 15, 2010, from http://media.wiley.com/assets/2232/98/StudentLPIPsychometricProperties_2010.pdf.24. Rice Center for Engineering Leadership (2014). About Complete

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

Engineering Ethics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bill D Carroll P.E., University of Texas, Arlington; Bob P. Weems, University of Texas, Arlington; Bahram Khalili, University of Texas, Arlington

Tagged Divisions

Engineering Ethics

PRACTICES COURSE FOR COMPUTER SCIENCE AND ENGINEERING1. AbstractThe coverage of ethics and professionalism in engineering and computer science programs hasbecome standard since ABET incorporated these and other “soft skills” as student outcomes inEngineering Accreditation Commission (EAC) and Computing Accreditation Commission(CAC) accreditation criteria. Many programs have chosen to incorporate these topics in variouscourses across the curriculum while others have developed standalone courses. The Universityof Texas at Arlington (UTA) Computer Science and Engineering (CSE) Department offersABET accredited programs in computer engineering, computer science, and softwareengineering. Initially, the department chose to cover

Conference Session

Communication as Performance

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine Golder, British Columbia Institute of Technology; Darlene B. Webb, British Columbia Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

engineers and engineering students – had bought intothe stereotype. And if they had, would they assume this perceived lack of social skillswould carry over to their ability to give an oral presentation? Would the audiencemembers suspect the presenters of not having as much technical knowledge or skill astheir peers if they appeared to not fit the stereotype? Would they feel the presenters wereperhaps relying on “soft” skills to hide their lack of technical skills? The authors of this Page 26.571.5paper had heard this stereotype often enough that we felt it was worth investigating.A number of responses from audience members provide