Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzette R. Burckhard, South Dakota State University; Joanita M. Kant, South Dakota State University; Francis Arpan; Ross Peder Abraham, South Dakota State University; Gregory J. Michna, South Dakota State University

Tagged Divisions

Educational Research and Methods

respondents and52 percent for the 2015-16 respondents). Some, however, reported negative impacts on theirachievements because of their work: 10 percent (2014-15) and 19 percent (2015-16), and theremainder reported no effect. Thus, while part-time employment reportedly had beneficialresults for many scholarship recipients, such decisions need to be made on a case-by-casebasis, taking balance into account as recommended by the College Board [22].5. Educational enhancement activities The purpose of the educational enhancement activities was to encourage integrationinto peer study groups, to promote socialization and soft skills, to help the participant to adaptto the university community and the surrounding community, and to promote good

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Steven Weiner, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

determinespecific changes in either technical knowledge or the development of soft skills, but theseoutcomes were alluded to frequently.Makerspaces: Engineering Labs Run for Students vs. Community Hubs Run by StudentsAs noted above, university or academic Makerspaces were a prominent area of focus forEngineering Education researchers. Many articles related to these spaces were excluded based ontheir focus on operation or technical capacities. Several studies describe the teaching oftraditional engineering content—especially engineering design—but with a greater emphasis oncollaboration and entrepreneurship [31]–[33].Other articles provide evidence that Makerspaces were being conceived of as places that allowfor different kinds of knowledge production and

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Pervej Jahan, Miami University; Shahnaz J. Aly, Western Kentucky University

Tagged Divisions

Educational Research and Methods

proceedings paper, and multiplepresentations in national and regional conferences. The students also won “Best Paper Award”and “Best presenter” awards as a result of those undergraduate-specific mini research grants. Thestudents also benefitted by learning hands-on and soft skills that helped them in theirprofessional development.DiscussionFrom the table 1 presented in the appendix, one can see the scope of the projects undertaken byundergraduate students under the mentorship of the authors in the areas of architecture andmanufacturing. The table only highlights the funded projects that were completed or are inprogress. In addition, there were a number of students who applied for UR grants under thementorship of the authors but were unfunded due to

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Valentine, RMIT University; Iouri Belski, RMIT University; Margaret Hamilton, RMIT University

Tagged Divisions

Educational Research and Methods

ideas that are proposedby students of different year levels, when-faced by an ill-defined engineering-relatedproblem. This may provide further insight into the thought processes of students during ideageneration, how this may relate to the issue of design fixation, and how idea generationheuristics may able to be most effectively utilised.References[1] Deloitte, "Soft skills for business success," Deloittee Access Economics, 2017.[2] Department of Employment, "Employability Skills Training," Australian Government Department of Employment, 2016.[3] Engineers Australia, "Stage 1 competency standard for professional engineer," Engineers Australia, 28 March 2017.[4] S. R. Daly, E. A. Mosyjowski, and C. M. Seifert, "Teaching

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Miller, University of Virginia; Reid Bailey, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Assessment of Soft Skills and Hard Skills," Journal of Information Technology Education, vol. 11, (1), 2012.[8] L. E. Gueldenzoph and G. L. May, "Collaborative Peer Evaluation: Best Practices for Group Member Assessments," Business Communication Quarterly, vol. 65, (1), pp. 9- 20, 2002.[9] S. Fallows and B. Chandramohan, "Multiple Approaches to Assessment: Reflections on use of tutor, peer and self-assessment," Teaching in Higher Education, vol. 6, (2), pp. 229246, 2001.[10] A. Erez, J. A. Lepine and H. Elms, "Effects of Rotated Leadership and Peer Evaluation on the Functioning and Effectiveness of Self-Managed Teams: A QuasiExperiment," Person. Psychol., vol. 55,(4), pp. 929-948, 2002.[11] D. F. Baker, "Peer Assessment in

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Kirsten A. Davis, Virginia Tech; Barbara G. Ryder, Virginia Tech; Margaret O'Neil Ellis, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods