Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julia Armstrong, Ohio State University; Meris Mandernach Longmeier, Ohio State University

Tagged Divisions

Cooperative and Experiential Education

wisely noted that “planning OHI/O events was always more about the soft skills forengineers than the technical skills which is ironic since the [event] participants are working ontheir technical skills.” Another mentioned that the impact was long-lasting, “A lot of the skills Ilearned through my involvement are directly relevant to my current position as a productmanager. For example - working in teams, leading without official authority, prioritizing andmaking decisions across many different stakeholder needs, building empathy for our "users"(attendees, sponsors, etc). Working on the OHI/O sponsorship team also helped me makeconnections to many companies and industry professionals.” Several indicated that theydeveloped more confidence due to

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

experiential education where student competitors (inthe case of student competitions – there are also competitions for the general public) solvepuzzles and simulated real-world challenges. The competitions build on a significant body ofwork related to experiential education and problem-based learning. Each of these topics is nowdiscussed.2.1. Experiential EducationExperiential education has a long history tracing back to apprenticeships [5]. It has been shownto be beneficial across a wide range of academic levels [6]–[11] and across numerous disciplines[12]–[16]. In addition to its technical benefits, it has also been shown to teach students soft skills[17], improve both creativity [18] and self-image [19] and even increase students’ likelihood

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole McIntyre, University of California, Berkeley; Catherine T. Amelink, Virginia Polytechnic Institute and State University; Jeffrey Bokor, University of California

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

management skills, supervisory skills, and communicationskills. Additionally, the study supports existing literature: the mentoring relationship enhancesgraduate students’ understanding of their own research [9], their mentoring and teaching skills[5], [9], and can be an enjoyable experience [5].The graduate student and postdoc participants of this study recognized that the TTE REUmentoring experience has prepared them for future careers in academia and research.Furthermore, the skills developed through the mentoring experience are important for thedevelopment of well-rounded engineering professors. The impacts explored in this study areespecially important, as the mentoring experience helped mentors develop “soft” skills that arenot easily taught

Conference Session

Construction Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Piyush Pradhananga, Florida International University; Mohamed ElZomor, Florida International University; Gabriella Santi; Arif Mohaimin Sadri, Florida International University

Tagged Divisions

Architectural Engineering, Construction Engineering

intra-disciplinary curriculum, which acts as a nexus to developskills with real-world implications [5]. This approach is student-centered, and it fostersintegrative learning and performance-based assessment; thus, it shows a significant potential toimprove CM pedagogy and develop students’ soft skills [6]. A similar vertically integrativeproblem-based learning framework was implemented between undergraduate CM students andgraduate civil engineering students at Arizona State University in a face to face environment;through such learning framework, students’ soft skills improved, as well as their intent to pursuean advanced degree and to stay in the major [7]. Such an integrative approach has also beenfound to be effective in other studies

Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Oudshoorn, High Point University; Claire Lynne McCullough P.E., High Point University

Tagged Divisions

Liberal Education/Engineering & Society

and flavor of the institution. However, senior academic leadership rec-ognized that securing employment in a liberal arts discipline after graduation can be a challengeand that potential students and parents are looking for degrees in areas that will lead to long-term,secure employment. Furthermore, these potential students and parents want high-paying jobs postgraduation to provide a worthwhile return on their investment [2], [3] in terms of tuition dollarsand time spent earning the degree. There was no disagreement amongst faculty that a liberal artseducations is valuable and provides skills, particularly professional or soft skills, that employersare seeking [4].2.2 Accreditation RequirementsABET accreditation requirements for engineering

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

topic generation and selection occurredduring this year. The impact of this change is assessed from both qualitative and quantitativeperspectives, using student response data to an end-of-experience survey.The survey collected participants’ demographic information and asked them about their reasonsfor participation. It also asked them to identify the benefits that they had sought fromparticipation and whether they had attained them or not. It asked them about their pre- and post-participation statuses, with regards to several key metrics (such technical skills and excitement),and soft skills. The survey also asked participants about the attribution of the gains that theymade to program participation.Participants were asked about participation

Conference Session

Construction Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Piyush Pradhananga; Mohamed ElZomor, Florida International University; Gabriella Santi; Lu Zhang, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering, Construction Engineering

interact effectively[4],[5]. Since Construction managers spend most of theirprofessional life leading and communicating with workforce, developing interpersonal skillsand being able to express their ideas effectively is very significant [6]. Such professionalsmust be capable to seamlessly understand their peers, clients, and stakeholders and vice versa[7],[8].The lack of soft skills in CM professionals is a known and ongoing issue, as evidence fromthe construction industry suggests that fresh graduates are constantly challenged by the lackof basic communication skills needed to “hit the ground running.” [9],[10]. Moreover, whileevidence suggests that communication skills are critical to CM practices, other studies reportthat these skills are being

Conference Session

Student Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Student

specific engineeringcareers, which contributes to a becoming a more knowledgeable and informed engineer. Thisself-knowledge ideally allows students to more accurately select a career path in which they willbe positioned for success.Practically speaking, while internships reinforce classroom content in a novel context, they alsohelp students gain confidence in their career choices. Students are facing ever-increasing collegeexpenses and want to be assured that they will be leaving the institution fully marketable.Internships can play a vital role in assisting colleges with student employment, developingcrucial soft skills, and can be a valuable tool in feedback to validate and update college curriculato meet the demands of industry [22].Conclusion

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth W. Van Treuren, Baylor University; William M. Jordan, Baylor University; Cynthia C. Fry, Baylor University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

views. They are less likely to trust the government, get involved, or even follow the news.Engineering and iGensWhile much has been published regarding iGens in general regarding their preparation andattitude toward college, there is very little available that isolates those students choosing to studyengineering or computer science.Industry tells us new hire engineering students lack the social and essential skills (sometimesreferred to as soft skills) to be successful [10]. Technology has become an impediment todeveloping interpersonal relationships and people skills. iGens would rather communicatethrough technology than in person, a frustration to industry managers, especially when thecommunication concerns conflict. A KRONOS Workforce

Conference Session

Computing and Information Technology Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mia Minnes, University of California, San Diego; Sheena Ghanbari Serslev, University of California, San Diego ; Madison Edwards

Tagged Divisions

Computing and Information Technology

independentlearning (in which the real-world project provided an equal level of improvement) and teamwork. Chillaset al. [26] document the differences in accessibility of each of these experiential learning programs tostudents: students who demonstrate “soft” skills appear more likely to gain internships, which may have thestrongest positive outcomes. The wide range of experiential learning programs implemented in universitiesmay serve as a remedy, allowing students a chance to develop the skills necessary to be hired for aninternship by first completing a local experience with lower barriers to participation. In this work we focuson industry internship programs in which students learn and develop the skills needed for an industryposition in CSE through

Conference Session

Manufacturing Education Curriculum

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tom Borkes, The Jefferson Institute

Tagged Divisions

Manufacturing

, marketable skills in a specific industry orbusiness? Are we evaluating a particular type of post-secondary degree: associate’s, bachelor’s,master’s, or doctorate? Does the achieving of a degree represent a proficiency in competing as anindividual or contributing in a team environment? Has the student learned problem solving,critical thinking, team dynamics, conflict resolution, process development and other general“soft” skills? How many of the skills required in the previous paragraph are taught? Even if someare, is the teaching done in an antiseptic classroom or a real world environment? Are they taughtconcurrently, in sync with teaching the theory, or without regard to the time frame?There is Something Seriously Wrong Here!1. The U.S. world

Conference Session

Software Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter J. Clarke, Florida International University; Mandayam Thirunarayanan, Florida International University; Sai Chaithra Allala, Florida International University; Juan Pablo Sotomayor, Florida International University; Monique S. Ross, Florida International University

Tagged Divisions

Software Engineering Division

manyacademic institutions. Many of these jobs are in software engineering and require the use of a widerange of skills, including both technical and non-technical skills. The technical skills needed foreffective software engineering include: knowledge of the software process and use of a wide arrayof tools to support development. The non-technical (soft) skills include: effective communicationand team management skills. Pedagogy in software engineering courses continue to evolve as newevidence-based approaches become more widespread. However, this evolution tends to lag behindthe pedagogical changes in other STEM disciplines.In this paper we present our experiences of integrating learning and engagement strategies (LESs)into face-to-face (F2F

Conference Session

Integration of Current Issues into Manufacturing

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

Tagged Divisions

Manufacturing

the German manufacturing industry,” J. Manuf. Technol. Manag., 2019.[43] J. . Oosthuizen, “ENTREPRENEURIAL INTELLIGENCE : EXPANDING SCHWAB ’ s FOUR-TYPE INTELLIGENCE PROPOSITION TO MEANINGFULLY ADDRESS THE CHALLENGES OF THE FOURTH INDUSTRIAL REVOLUTION,” in 28th Annual Confrence of the Southern African Institute of Management Scientists, 2016, pp. 370–383.[44] G. B. Cotet, B. A. Balgiu, and V. C. Z. Negrea, “Assessment procedure for the soft skills requested by Industry 4.0,” in MATEC Web of Conferences, 2017, vol. 121, pp. 1–8.[45] A. E. Gudanowska, J. P. Alonso, and A. Törmänen, “What competencies are needed in the production industry? The case of the Podlaskie Region,” Eng. Manag. Prod. Serv

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Pistrui, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; Shuvra Das, University of Detroit Mercy; Ronald Bonnstetter, Target Training International; Eric T. Gehrig, Target Training International

Tagged Divisions

College Industry Partnerships

attributesand professional competencies found in entrepreneurially minded engineers [20]. The doctoraldissertation research of Dietrich (2012) was able to quantitatively distinguish between engineersand entrepreneurially minded engineers in both behavior and mastery of professional skills in theworkplace [21]. Research by Pistrui et al. used the TTI TriMetrix® DNA assessment suite todefine and establish a measurement model of undergraduate engineering education learningoutcomes associated with professional competencies (soft skills) development [22].TTI TriMetrix® DNA assessments are used by organizations for professional development andsocial science research. The TTI TriMetrix® DNA assessment suite is designed to increase theunderstanding of an

Conference Session

Women in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shaundra Bryant Daily, Duke University; Jessica Sperling, Duke University; Megan Gray, Duke University; Medha Gupta, Thomas Jefferson High School for Science and Technology; Amy Arnold, Duke University; Kelly Perri, Duke University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

lot aboutcommunication and collaboration. This was unexpected but definitely a good experience”).Although the summer internship occurred in an applied context, notably, smaller gains were alsoseen in these same skills in an academic setting according to survey data. This suggests that soft-skill gains in an applied setting may carry forward into the classroom.When examining data by program site, we find that self-efficacy and soft skills gains wererelatively lower (though still present) for the Silicon Valley site. In some cases, this may in partresult from a participant selection bias in Silicon Valley. For instance, Silicon Valley participantson average show greater self-efficacy at the program start relative to those from the other

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacob Allen Cress, University of Dayton; Patrick W. Thomas, University of Dayton

Tagged Divisions

Educational Research and Methods

communication activities informed by industryco-curricular partners. Central to contemporary pedagogical approaches such as problem-basedlearning and entrepreneurially minded learning is an aim to engage students in authenticexperiences which integrate technical knowledge with workplace skills connected toprofessionalism, communication, collaboration, and leadership. This aim, however, is oftendifficult to incorporate into the design of engineering curricula, which frequently separatetechnical learning from “soft skills” coursework in interpersonal, professional and technicalcommunication. Recognizing this persistent divide, this paper reports on a descriptive case study[8], [9] employing a backwards design approach to integrate professional

Conference Session

Curricular Advancements in ECE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chad Eric Davis P.E., University of Oklahoma; Paul Moses, University of Oklahoma

Tagged Divisions

Electrical and Computer

reduced, but the more important reason forimplementing groups is the benefits to the students by helping them develop teamwork andcommunication skills. These so-called soft skills are often just as important as the technicalskills and abilities gained in lab courses. Engineering students need to gain as muchexperience working on teams as possible, so they are prepared for the teaming environmentthat is prevalent in industry. When implementing groups in a course, the group selection process is a vital aspectthat people often overlook. The number of people to put in a group is the first question thatneeds to be answered. For this study, two-person groups are used because it works best forthe type of course it was implemented in. However, the

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohsen M. Dorodchi, University of North Carolina at Charlotte; Nasrin Dehbozorgi, University of North Carolina at Charlotte; Aileen Benedict, University of North Carolina at Charlotte; Erfan Al-Hossami, University of North Carolina at Charlotte; Alexandria Benedict, University of North Carolina at Charlotte

Tagged Divisions

Educational Research and Methods

class. Some possible reasons for thesecommon problems are a lack of time management skills (such as procrastination), study skills, orsoft skills. Figure 1: The various dimensions of scaffolding.We argue that one goal of active learning, especially in introductory courses, should be helpingour students develop these proper skills. We hoped that our scaffolding methods would help toaccomplish this by ultimately enhancing students’ soft skills and decreasing the occurrences oflate and missed submissions. Therefore, we decided to use this indicator as our primary metric tomeasure the improvement of our multidimensional scaffolding techniques.We have broken down our scaffolding techniques into various dimensions as shown in

Conference Session

International Research Experiences Intl Div Tech Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ali Mehrizi-Sani , Virginia Tech; Chen-Ching Liu P.E., Virginia Tech; Stephen McArthur, University of Strathclyde

Tagged Topics

Diversity

Tagged Divisions

International

power engineering to the University ofStrathclyde in the U.K. during summer to engage in research projects and research-relatedactivities. We discuss the program need, logistics, design, and evaluation results. Each year, sixnew students participate in the program; they are selected via a nation-wide competition. Ourprimary motivation for this program is to provide students with experience in internationalresearch and help prepare the next generation of U.S. competitive STEM workforce capable ofinnovation. Moreover, the students will develop soft skills such as teamwork, oral and writtencommunication, and time management. Since the operating parameters of the electric grid (e.g.,frequency and voltage levels) are different in Europe from those

Conference Session

Cognitive Skills Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bria M. Booth, Embry-Riddle Aeronautical University; Elif Miskioğlu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Divisions

Educational Research and Methods

Creative team member for her local childrens theater. Her passion for STEAM is shown in her interest in soft skill-developement in engineering students.Dr. Elif Miskioglu, Bucknell University Dr. Elif Miskio˘glu is an early-career engineering education scholar and educator. She holds a B.S. in Chemical Engineering (with Genetics minor) from Iowa State University, and an M.S. and Ph.D. in Chemical Engineering from Ohio State University. Her early Ph.D. work focused on the development of bacterial biosensors capable of screening pesticides for specifically targeting the malaria vector mosquito, Anopheles gambiae. As a result, her diverse background also includes experience in infectious disease and epidemiology

Conference Session

NSF Grantees: First Year Programming (1)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Donald P. Visco Jr., University of Akron; Nidaa Makki, University of Akron; Linda M. Subich, University of Akron; David Steer, University of Akron; Erin R. Stevic, University of Akron

Tagged Topics

Diversity, NSF Grantees Poster Session

prepare them for their shadowing experiences. Trainingincluded sessions on professional soft skills, shadowing procedures, and resume building.Additionally, the program team created a short video for those co-op/intern students who wouldbe shadowed students to watch ahead of their experiences.During Fall 2018 and Spring 2019, the 59 students assigned to the intervention group completeda total of 197 shadowing experiences at 65 different employers. Seven employers hostedshadowing students during both fall and spring semesters. The number of shadowing experiencesranged from 1 - 7, with a mean of 3.54. The variation in the number of experiences was mostlydue to scheduling constraints.Table 1. Demographic characteristics of intervention and

Conference Session

ENT Division Technical Session: Competitions, Challenges, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan Striker P.E., North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Mary Pearson, North Dakota State University; Lauren Singelmann, North Dakota State University; Ellen M. Swartz, North Dakota State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

lauren.n.singelmann@ndsu.edu enrique.vazquez@ndsu.eduAbstractWe present a distributed, scalable, student-driven method for both defining a set of projects andsubsequently assigning students to project teams. This process has been implemented within amixed online/in-person multi-university course comprised of both undergraduate and graduatelevel students who are predominantly, but not exclusively, pursuing engineering degrees. OurInnovation Based Learning (IBL) course seeks to provide students with maximum freedom andresponsibility for their own learning; we seek to radically rethink and reduce the organizationaltasks normally performed by the instructor. Re-assigning these tasks to the students creates newopportunities to learn soft skills such as

Conference Session

Computers in Education Division Technical Session 7: Advanced CS courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zachary Michael Steudel, Baylor University; Cynthia C. Fry, Baylor University

Tagged Divisions

Computers in Education

obfuscation; and will discuss thedesign of the project, the implementation of the design, code obfuscation techniques used, and whichobfuscation techniques were used to produce the mystery executable presented to the class as theirclass project. IntroductionGroup projects in engineering and computer science coursework are a critical part of the educationprocess. Not only do they enforce the concepts being taught, they also provide an environment inwhich essential professional skills (aka, soft skills) can be understood, culminating in a synergisticlearning experience. The value of such group learning has been well documented in bothengineering and computer science courses [1]-[5], and is a cornerstone to the

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

learning,reflection, and peer-to-peer instruction. PLTL was originally developed to focus on teachingtechnical skills [2], but, in our initiative, it was modified to teach soft skills, such as teamwork,leadership, effective communication, among others. Peer leaders were selected among volunteerstudents.A program for LIATS was recently established in the College of Engineering to address thedifferences between the performance of low-income students when compared with the generalengineering population. A cohort of ninety-two (92) students, ranging from 1st. to 3rd. year ofstudy participate in the program. The purpose of this program is to increase retention andimprove graduation rates of students from economically disadvantaged communities as well

Conference Session

ET Curriculum and Programs I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathryn Kelley, Ohio State University; Aimee T. Ulstad, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

Technology Processes I Calculus for Engineering Engineering Engineering Graphics 2 Technology 1 Graphics 1 Calculus for Engineering Electrical Circuits 1 Physics 2 Technology 2We also negotiated with the respective colleges to offer special sections of physics,engineering fundamentals, Excel and chemistry to engineering technology students.The extent of the adaptation ranged from changing a final assignment to offering anentire section geared toward engineering technology students.In addition to math, science, and engineering, ABET requires that students accomplish“soft” skills upon graduation so that they have the ability and understanding to do thefollowing: work as a member of a team, communicate in

Conference Session

Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John H. Callewaert, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Cassandra Sue Ellen Woodcock, University of Michigan; Kevin Cai Jiang, University of Michigan; Stacie Edington, University of Michigan

Tagged Divisions

Cooperative and Experiential Education

Experience as the Source of Learning and Development, Second. Upper Saddle River, New Jersey: Pearson Education Inc., 2015.[2] R. Graham, “The Global State of the Art in Engineering Education,” Massachusetts Institute of Technology, Cambridge, MA, 2018.[3] “Engaged Learning at U-M: Engaged Learning Census (ELC), Undergraduate Class of Fiscal Year 2018,” Ann Arbor, MI, 2018. Available: https://engaged.umich.edu/wp- content/uploads/2019/07/U-M_Overall_Engaged_Learning_Census_FY2018_Results.pdf. [Accessed: 14-Jan-2020].[4] Michigan Engineering, Experiential Learning Faculty Questionnaire Report, January 2019.[5] Burning Glass Technologies, “The Human Factor: The Hard Time Employers have Finding Soft Skills,” 2015 [Online]. Available

Conference Session

Mechanical Engineering Technical Session: Capstone and Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Farid Breidi; Jotam E. Chen, University of Southern Indiana; Madelyn D. Sturgeon; Justin Michael Amos, University of Southern Indiana

Tagged Divisions

Mechanical Engineering

implementation of theoretical knowledge in any discipline and enables a deeper learning experience. Additionally, students get to know how the industry operates and what standard procedures must be followed in the real working environment. These skills are important to any engineering student because according to the Institution of Mechanical Engineers, employers are searching for candidates that acquire soft skills, hard skills, and good character [4]. 2 3. Competitiveness. Challenges, and coming up with solutions to perform better and be the most effective team will lead to a successful career path in engineering

Conference Session

Mechanical Engineering Technical Session: Feeling the Heat - Thermodynamics and Heat Transfer

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Okamoto, San Jose State University

Tagged Divisions

Mechanical Engineering

almosta century, it started to become more popular in the 1970’s. See, for example, Spady’s work [2,3], which examines CBL for public K-12 education.There are many publications that discuss CBL in different settings. Henri, et al. [4] presented acomprehensive review in 2017. They indicate that CBL may be beneficial for the success of adiverse student body and may also serve the needs of industry, which needs a cadre of engineerswho have mastered fundamental engineering skills. Discussions of implementation of a varietyof CBL-related methods in engineering programs have been published, such as [5] and [6]. Somepapers focus heavily on CBL for the “soft skills” embedded within engineering programs, suchas [7]. Studies analyzing a wide range of

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harold Ackler, Boise State University; Heidi Reeder, Boise State University; Abbey Louie

Tagged Divisions

Engineering Leadership Development

. 11, no. 3, 2010.[4]. “Capabilities of Effective Engineering Leaders”, Version 3.7, July 2019. Bernard M.Gordon-MIT Engineering Leadership Program, Massachusetts Institute of Technology,Cambridge, MA. Available: https://gelp.mit.edu/capabilitiesofeffectiveengineeringleaders.[Accessed Jan. 20, 2020].[5]. S. Pulko and S. Parikh, “Teaching ‘soft’ skills to engineers,” The International Journal ofElectrical Engineering & Education, vol. 40, no. 4, 2003. Available:https://doi.org/10.7227/IJEEE.40.4.2[6]. R. Stephens, “Aligning Engineering Education and Experience to Meet the Needs ofIndustry and Society”, The Bridge, vol. 43, no. 2, Summer 2013, pp. 31-34. Available: NationalAcademy of Engineering, https://www.nae.edu/21020/Bridge.[7

Conference Session

Relationships Between Skills and Knowledge Domains

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zhen Zhao, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

encounter in the industry, and Nabi and Bagley[12] suggested that career advisors could do more to foster students’ appreciation for theimportance of communication skills in finding a job.Several studies have looked at both engineering students’ self-efficacy and perceptions ofimportance related to communication skills, albeit separately [6,9-10,12]. Direito et al. [9] andNabi and Bagley [12] asked engineering students and recent graduates to rate their proficiencyand perceived importance related to a variety of technical and professional skills. Itani and Srour[10] asked engineering students to report their ability of certain soft skills and their perceivedimportance on these skills to determine a career choice. All three studies noted a skills