Conference Session

College-Industry Partnerships Division Technical Session II: Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farrokh Mistree, University of Oklahoma; Zahed Siddique, University of Oklahoma; Maysam Pournik, University of Oklahoma; Bryan William Bodie

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

given field, and their level of attainment defines how well-prepared they are to meet jobdemands and excel in the future [16-17]. The general (meta) competencies are skill sets that enable themto function globally, such as to work with others, function in systems and meet organizational demands,and transfer task-specific skills to new challenges or tasks they have not encountered before [18-19].Thus, our goal is to revolutionize our learning community to develop an intentional culture of reflection,wherein members (both students and faculty) develop dispositions of metacognition and self-regulation.The competencies required by future engineers vary from industry sectors and even companies in thesame sector. In addition, recent graduates will

Conference Session

College-Industry Partnerships Division Technical Session I: Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Glenda D Young, Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education; Lee Michael Warburton, AKKA Technologies; Christopher David Ciechon

Tagged Divisions

College Industry Partnerships

, graduate, and faculty member socialization in the academic environment[20-24]. Fewer researchers have utilized the framework in an industry environment or academic-industry partnership context. Although, few researchers have examined the engineering contextdirectly, we highlight one example to illustrate the utility of the framework.Cech et al. [25] used professional socialization to argue that experiences that occur duringprofessional training, e.g. co-op or internship experiences, cause men and women to developdifferent confidence levels about participating in the engineering community. Authors analyzedsurvey responses from 288 students at four institutions to examine behavioral and intentionalpersistence among students who enter an engineering