Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carrie Steinlicht, South Dakota State University; Byron G. Garry, South Dakota State University

Tagged Divisions

College Industry Partnerships

practice engineeringdesign and to facilitate the integration of what students have learned throughout theircurriculum”5 ,“to better prepare graduates for engineering practice”6, and “to demonstrate theirabilities to potential employers”7.Shuman et al., broke down the ABET Student Outcomes a-k into the categories of hard skills andprofessional skills. The Student Outcomes that represent professional, or ‘soft’, skills were  an ability to function on multi-disciplinary teams  an understanding of professional and ethical responsibility  an ability to communicate effectively  the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context  a

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Dylan John, Georgia Southern University; Yunfeng Chen, Georgia Southern University

Tagged Divisions

College Industry Partnerships

wage rates (Macilwain, 2013).Therefore, the question to be answered is: how we find an appropriate balance betweenmaintaining the high value and demand for STEM graduates, while also ensuring that STEMgraduates are successful in finding employment. The authors of this paper conducted apreliminary qualitative study to identify some of the critical skills required and traininginvestments for success in STEM related disciplines. Following the preliminary study, theauthors have developed a hypothesis that STEM education should have a strategic focus in theenhancement and development of a redefined STEM: Soft Skills, Technical Skills, Experienceand Managerial skills. Future studies should also be conducted to further explore and verify thevalidity

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University - Florida State University

Tagged Divisions

College Industry Partnerships

technician program graduates, these skills are not oftenincluded in educational mandates; for example, soft skills are not mentioned in Florida’s AMcurriculum frameworks for two-year programs [12], thus indicating a misalignment betweenwhat employers want and what AM curricula include.Concerns over employees’ lack of soft skills have been documented in manufacturingenvironments for decades, and these concerns still exist today. For example, a study conducted in1998 with 54 personnel human directors and 16 managers in Texas Manufacturing firmsforecasted that the State of Texas would see a 34% decrease in the hiring of high schoolgraduates in manufacturing firms because they lacked personal development and groupinteraction skills [13]. In 2007, a

Conference Session

College-Industry Partnerships Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

David Dylan John, Georgia Southern University; Yunfeng Chen, Georgia Southern University; Shahnam Navaee, Georgia Southern University; Weinan Gao, Georgia Southern University

Tagged Divisions

College Industry Partnerships

qualitative interviews with industrypractitioners’ and college students. The list of skill indicators were then validated with literaturereviews and grouped into 4 factors: Soft skills, Technical skills, and Experience and Managerialskills. The skills and groupings were presented for industry practitioner feedback at a researchsymposium prior to conducting the quantitative approach of this study. A survey was developedand tested with a pilot group of industry practitioners. The survey was improved in alignmentwith the feedback received during the pilot study and deployed for data collection. Eachidentified skill indicator was presented with a Likert scale, for industry feedback on theperceived importance in STEM related industries. The mean value was

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas H. DeAgostino, Trine University, Innovation One; Vukica M. Jovanovic, Old Dominion University; M. Brian Thomas, Trine University

Tagged Divisions

College Industry Partnerships

Simulating Real World Work Experience in Engineering Capstone Courses Abstract Experiential learning and cooperative education provide students with the necessary toolsto succeed in the workplace by simulating their future working environment. Various studieshave shown that many graduates have gaps related to their so called “soft skills”, which arerelated to teamwork, time management, working under pressure and tight deadlines. The mainpurpose of the inclusion of the industry expert in senior design discussions is to providemeaningful feedback through a competitive led by industry practitioners. In this simulation, thesenior engineering students take on the role of actual engineering job functions, on a

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

College Industry Partnerships Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

R. Andrew Schaffer, Purdue Polytechnic Institute; John Carlson, Red Gold

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

manufacturing at the ASlevel, and a solid grounding in manufacturing supervision and operations at the BS level.Graduates of this program have enjoyed 100% placement within a variety of local companies,although most are placed in the area of automotive manufacturing.ConclusionA common issue emerged when discussing the MDT degree with employers, that issue being theemployers’ desire for new graduates to be stronger in the so-called “soft skills” of oral andwritten communication and working in a team environment. While the technical andmanufacturing-themed courses built into the various MDT plans of study are crucial, thus far thecompanies with which we are working are willing to trade off some technical courses in order toinclude courses and subjects

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University - Florida State University; Priyanka Prajapati, LPL Financial; Pallavi Ramakanth Kowligi, Florida State University

Tagged Divisions

College Industry Partnerships

associations, labor organizations,educators, and other subject matter experts [1]. The ETA and partners recently updated the 2010DOL AM Competencies [2] with the 2020 AM Competencies [3] to represent competenciesacross a wide range of AM industries and is mean to provide allow new AM technicians,educators, and employers to align competencies (or knowledge, skills, and abilities) to facilitaterecruitment, retention, training, and developing in AM. The Summary of Changes [4] from the2010 and 2020 models does not appear significantly different within the 10 year span, and themajor topic themes or tiers are as follows: 1) Tier 1 includes Personal Effectiveness Competencies (or soft skills) which focus on interpersonal skills, integrity

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

College Industry Partnerships Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

George Stefanek, Purdue University Northwest

Tagged Divisions

College Industry Partnerships

collaboration on mobile app design through pair programming isdescribed by Seyam, and McCrickard (2016) and the development of soft skills and teamdevelopment is described by Brown, Lee and Alejandre (2016).The projects described above in the background section primarily emphasized team collaborationskills for mobile app development that included team programming, teams working side by side,pair programming, and Agile project management as successful team and project methodologiesthat enhanced student collaborative skills that lead to successful development of the targetapplications. Additionally, student team interaction with clients was found to be very helpful tostudents as well as to the clients for the successful completion of projects and in the

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marissa H. Forbes, University of San Diego; Chell A. Roberts, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

-rangeof students from K-12 [2] to doctoral [5]. At the undergraduate engineering level, mentorshipprograms are one way educators are working to close the workforce-readiness gap in graduates[6][7][8].Industry Scholars Mentorship Program (ISMP)The University of San Diego’s Shiley-Marcos School of Engineering (SMSE) Industry ScholarsProgram (ISP) engages a dozen faculty-nominated, highly engaged, and academically excellingsophomore students in a year-long program to foster their development in professional networking,interviewing, emotional intelligence and other “soft skills” not typically taught as part of theengineering curriculum through workshops, site visits and internships. In Fall 2018, we launchedthe Industry Scholars Mentorship Program

Conference Session

College-Industry Partnerships Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Madeline R. Darling, University of Illinois, Urbana-Champaign; Gabriella Rose Dupont, University of Illinois, Urbana-Champaign

Tagged Divisions

College Industry Partnerships

include extracurricular activities completed by thestudent, personal connections to industry personnel, training in soft-skill development, orcompletion of entrepreneurial projects [7].From an advising standpoint, additional insight into correlations between tracks and nextdestinations (graduate school, medical school, industry opportunities) will provide a startingpoint for further discussion on career paths for students. For future studies, we will examinealumni data and obtain qualitative data from industry professionals regarding their perceptions ofthe competencies obtained through a bioengineering curriculum and the different track areas.References1. ABET: Search for Accredited Programs (February 4, 2018) Available: http://www.abet.org2. D

Conference Session

Professional Graduate Education and Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joy Watson, University of South Carolina; Jed S. Lyons, University of South Carolina

Tagged Divisions

College Industry Partnerships, Graduate Studies

engineering. The list of skillsincluded technical skills, such as solving problems and designing experiments, and transferable Page 22.115.2skills (often referred to as soft skills) such as communication, teamwork and professional ethics.The initial draft of the survey was reviewed by a content review panel, which consisted of amechanical engineering and a chemical engineering faculty member. The modified survey wasnext reviewed by eight professors in mechanical and chemical engineering. The wording of somequestions was clarified and additional questions were added at the request of the departmentfaculty. The final survey was created with Class

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shuvra Das, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; David Pistrui, University of Detroit Mercy

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

required for succeeding in theIndustry 4.0 environment. In this report, the authors reviewed all current relevant publicationsand developed a list of technical and soft-skill competencies needed to be successful andproductive in Industry 4.0. The list of soft skills is similar to the other competencies sharedabove. In Table II we list all the identified technical competencies separated as engineering,business and design competencies.Table II: Engineering, Business and Design Elements of Industry 4.0Engineering Competencies Business Competencies Design CompetenciesData Science and advanced (Big Data) Technology awareness Understanding theanalysis impact of technologyNovel

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

Problem, gave the BHI Scholars an excellent understanding and appreciation of their engineering tasks at BHI. The BHI Scholars, during their internship, were treated with extra care because the students were viewed as having a longer term commitment.  The Scholars have learned a significant amount of knowledge and most importantly gained an appreciation for another field of engineering from each other through their work and communication in their interdisciplinary team.  Through several interdisciplinary opportunities, student have further enhanced their soft skills, especially ability to communicate and dialogue with people of other disciplines

Conference Session

INDUSTRY DAY: Industry-Focused Collaboration Techniques

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine Leslie, Engineers Without Borders - USA

Tagged Topics

Corporate Member Council

Tagged Divisions

College Industry Partnerships

field of engineering.The model is depicted as a pyramid consisting of several tiers. The arrangement of thetiers in this shape is not meant to be hierarchical, or to imply that competencies at thetop are at a higher level of skill. Instead, the model’s tapered shape represents theincreasing specialization and specificity of proficiencies covered. Its tiers are furtherdivided into blocks that represent competency areas (i.e., groups of knowledge, skills,and abilities), which are defined using critical work functions and technical contentareas.Foundational Competencies Competency – A cluster ofTiers 1 through 3 represent the “soft skills” and work related knowledge

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

TriMetrix® DNA in acombination of descriptive and multivariate methods and techniques that quantifiedspecific behavioral attributes and professional competencies found in entrepreneuriallyminded engineers [16]. The doctoral dissertation research of Dietrich (2012) was able toquantitatively distinguish between engineers and entrepreneurially minded engineers inboth behavior and mastery of professional skills in the workplace [17]. Research byPistrui et al. used the TTI TriMetrix® DNA assessment suite to define and establish ameasurement model of undergraduate engineering education learning outcomesassociated with professional competencies (soft skills) development [18].The authors used the TTI TriMetrix DNA assessment framework to analyze

Conference Session

Innovative College-Industry Partnerships for the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Samuel P. Clemence, Syracuse University; Sharon W. Alestalo, Syracuse University; Shobha K. Bhatia, Syracuse University; Eric M. Lui, Syracuse University; Ossama M. Salem, Syracuse University

Tagged Divisions

College Industry Partnerships