Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alex Jordan Hanson, Massachusetts Institute of Technology; Peter Lindahl, Massachusetts Institute of Technology; Samantha Dale Strasser, Massachusetts Institute of Technology; Alison F. Takemura, Massachusetts Institute of Technology; Dirk R. Englund, Massachusetts Institute of Technology; Jaime Goldstein, Massachusetts Institute of Technology

Tagged Divisions

Graduate Studies

, pedagogically advantageous, and an efficient use of student time.With appropriate modifications, it may even supply some of the advantages that the communicationcourse offered, namely explicit communication frameworks and peer feedback.1 Importance of communication skills for engineersThe core emphasis of most degree programs in science, technology, engineering, and mathematics(STEM) is to develop “hard technical skills,” often at the neglect of “soft skills” that are alsoessential.This division is misaligned with the reality that engineering graduates report spending roughly64 % of their time on communication-intensive tasks [1]. Accreditation agencies recognize thisimportance, and both British [2] and US (Accreditation Board for Engineering and

Conference Session

Balancing Act: Ideas in Pre- & Post- Surveys and Assessment of Professional Skills

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

)determined that there were gaps in meeting these professional skill outcomes, and as such aprofessional issues course was added as a requirement in the senior year. Many other universitiesoffer similar courses, and the content of these courses has been reviewed. At CU, theprofessional issues course has learning objectives that map to six different BOK2 outcomes:professional and ethical issues, sustainability, contemporary issues, leadership, public policy, andbusiness & public administration. The majority of the topics in the course are often perceived bystudents to be “soft skills”, which they believe are less important than technical outcomes. Thisand other issues presented obstacles to creating a course that would be well received by

Conference Session

Assessment and Liberal Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia; Toluwalogo Odumosu, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

education can be made more relevant tosocietal needs in the new millennium” (Parrish in Ollis, Neeley, and Luegenbiehl, 2004, p. 15).While these goals provided the energy behind the vision of EC2000, there was no clear logicalbridge between the vision and the discrete outcomes, nor between the various outcomes. Another challenge was posed by the language of “soft skills” (vs. “hard skills”) and themental model underlying it. Some of the most tangible evidence of the progress achieved in thelast 15 years is that the language of “professional skills” has become pervasive if not universal inthe literature on engineering education. Although most conversations assume a distinctionbetween “technical” and “non-technical” (or professional skills

Conference Session

Systems Engineering Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mohammed BOUGAA, CentraleSupelec and EISTI; Stefan Bornhofen, EISTI; Alain RIVIERE, SUPMECA; JEAN-CLAUDE TUCOULOU, AFIS ASSOCIATION FRANCAISE D'INGENIERIE SYSTEME

Tagged Divisions

Systems Engineering

-distributed students.ConclusionIn this paper, we presented a solution for SE education, using international standards in a project-based-learning approach. Thanks to this concept, students will learn to not only engineer therequested system, but also to engineer it the right way, using real-life SE practices conveyed bystandardized processes, together with communication, team management, collaboration and re-lated soft skills. The main advantages of our solution are the processes, life-cycle, and projectsadaptation and management components, as well as the shared workspace for students engineer-ing tasks during all the life cycle. Another advantage of the solution resides in its ability to helpin meeting the challenges of a project-based-learning

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Aileen Huang-Saad, University of Michigan; Julie Libarkin, Michigan State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Joseph Frank, Ohio State University; Kelly Lynn Kolotka, Ohio State University; Andrew H. Phillips, Ohio State University; Michael Schulz, The Ohio State University; Clare Rigney, Ohio State University, Engineering Education Department; Allen Benjamin Drown, Ohio State University; Robert G. Stricko III, Ohio State University; Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University

Tagged Divisions

First-Year Programs

-classroom approach, the program incorporates rapiddevelopment of programming and CAD skills, in addition to the soft skills developed fromworking in a challenging and long-term group project.Beyond this groundwork is the project itself, which is based on an interactive robotics course.The course is controlled using a modular network of partially custom hardware and monitoredusing an array of cameras which provide positioning information for robots. Students are loaneda custom controller designed by the program, and access to the program’s store of buildingmaterials from which they can use their team budget to buy components from. Interfacing withthe store using a catalog like website, students are able to order parts as well as submit designsfor

Conference Session

Innovation and Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Scott A. Newbolds P.E., Benedictine College; Patrick F. O'Malley, Benedictine College; Meredith Stoops, Benedictine College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

critical reflections in engineering education effective in assessinglearning outcomes? During this investigation, two additional topics of relevance emerged: c)Factors that contribute to successful implementation of reflection and d) The recognition of theneed for further research on reflection.a) Critical Reflections and Achieving Learning OutcomesThe literature reviewed indicated that educators sought diverse learning outcomes through use ofreflection, with many focusing on the development of skills beyond strict technical abilities, suchas teamwork [9][10]. It is interesting to note, however, that reflection upon these “soft” skills ormore consistent reflection over the duration of the project was, in some cases, associated withresults linked

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

interpersonal skills he developed in his previouscareer helped him in his academic work, describing himself as “much more people-based” thanhe had been prior to working, and explained he felt that relationships with others was key tosuccess. However, he contrasted these benefits of his time working with the challenges ofadapting to the academic rigor of a PhD program: I see people that are coming in but also unsure where they want to work […] and they can struggle a little bit because of that. My work experience helped me in terms of that. It's all the soft skills, the external skills, because you get hurt more on the academic side. It's much harder academically, but it's easier in terms of motivation, managing, and stuff like

Conference Session

Professional Skills Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Abigail Jane Kulhanek; Cheryl A Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

Conference Session

Materials Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hui Shen, Ohio Northern University; Vishal R. Mehta, Ohio Northern University

Tagged Divisions

Materials

results in the last week of thesemester. While the last week is a relatively busy week, the students didn’t have enough time toprepare. Moreover, there was not enough time to give students feedback on their presentationskills. This can be improved next time by assigning the project early and allow more time for thepresentation preparation. If possible, two presentations can be assigned for the project and studentscan use the feedback on their first presentation to prepare for their second presentation. Technicalwriting and presentation are crucial soft skills that undergraduate engineering students areexpected to learn. Despite the relatively low rating, the project activities still helped the studentsimprove their writing and presentation skills

Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Behnaam Aazhang, Rice University; Randal T. Abler, Georgia Institute of Technology; Jan P. Allebach, Purdue University, West Lafayette (College of Engineering); L. Franklin Bost, Virginia Commonwealth University; Joseph R. Cavallaro, Rice University; Edwin K. P. Chong Ph.D., Colorado State University; Edward J. Coyle, Georgia Institute of Technology; Jocelyn B. S. Cullers, Boise State University; Sonya M. Dennis, Morehouse College; Yingfei Dong, University of Hawai'i at Mānoa; Prasad N. Enjeti, Texas A&M University; Afroditi V. Filippas, Virginia Commonwealth University; Jeffrey E. Froyd, Texas A&M University; David Garmire, University of Hawai'i at Mānoa; Jay George; Brian E. Gilchrist, University of Michigan; Gail S. Hohner, University of Michigan; William L. Hughes, Boise State University; Amos Johnson, Morehouse College; Charles Kim, Howard University; Hale Kim, INHA University; Robert H. Klenke, Virginia Commonwealth University; Magdalini Z. Lagoudas, Texas A&M University; Donna C. Llewellyn, Boise State University; Yung-Hsiang Lu, Purdue University, West Lafayette (College of Engineering); Kevin James Lybarger, University of Washington; Stephen Marshall P.E., University of Strathclyde; Subra Muralidharan, University of California, Davis; Aaron T. Ohta, University of Hawai'i at Mānoa; Francisco Raul Ortega, Florida International University; Eve A. Riskin, University of Washington; David M. Rizzo; Candace Renee Ryder, Colorado State Univerisity; Wayne A. Shiroma, University of Hawai'i at Mānoa; Thomas J. Siller, Colorado State University; J. Sonnenberg-Klein, Georgia Institute of Technology; Seyed Masoud Sadjadi, Florida International University; Scott Munro Strachan, University of Strathclyde; Mohsen Taheri, Florida International University; Gary L. Woods, Rice University Department of Electrical & Computer Engineering; Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Brian C. Fabien, University of Washington; Phiilp Johnson, University of Hawaii at Manoa; Robert Collins, Univesrity of Strathclyde at Georgia Tech; Paul Murray

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Conference Session

The Best in DEED

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Emilia Dewi Tanu, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

paper describes the embodiment of these goals byhighlighting several key features of the seminar. We conduct quantitative and qualitative analysisof several data sources (surveys, instructor reflections, field notes, and coursework) to assess theextent to which the embodiment of our values helped us meet our goals. Finally, we describechallenges and identify areas where we were not meeting our goals and describe some of theaspects of the seminar that we plan to revise in the next iteration.IntroductionEngineering education research has increasingly focused on the learning and teaching ofdesign,​1-7​ including design thinking and associated “soft” skills such as communication andteamwork. Another trend is the growing number of schools of

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kyle Dukart, University of Minnesota, Twin Cities

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Skills The Enhancement of Soft Skills 6 4 2 The Strengthening of Problem- 8 4 4 Solving Skills Perceptions of Gain in Student Group and Peer Affinity 9 5 4 Engagement Professional and Disciplinary 10 6 4 Affiliation Community Involvement and 5 3 2 Spirit Perceptions in Gain in Self- Social Confidence 8 4 4 Efficacy Technical Confidence

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Niranjan Hemant Desai, Purdue University Northwest; George Stefanek, Purdue University Northwest

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mehmet Vurkac, Oregon Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

, … the testing of hypotheses, and … the risk of failure” (Ibid.). He givesexamples of art-class projects that are almost identical to undergraduate engineering challengeslike the concrete canoe.The existence of problem-solving in arts curricula is also attested to in Glass et al.’s 2013 articleon Universal Design for Learning24 which discusses the contributions of an arts education tosuch engineering-critical soft skills as “the ability to respond to variability”25, “finding patternsand connections, drawing inferences, … solving problems”26, and being able to generate amultitude of ideas27. These claims are echoed by Louisiana Tech’s Gullat who argues for the roleof an arts education in making students positively disposed to dealing with