Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hossein EbrahimNejad, Purdue University

Tagged Divisions

College Industry Partnerships

and undergraduate programs. Further, todate there does not appear to be a single accepted approach or best practice for incorporatingtargeted competencies into engineering curricula. More research into how to address andincorporate targeted engineering competencies into undergraduate curricula is called for.AcknowledgementI acknowledge the contributions of Dr.Mary Pilotte. References1 Parry, S. B. Just What Is a Competency?(And Why Should You Care?). Training 35, 58 (1996).2 Turley, R. T. & Bieman, J. M. in ACM Conference on Computer Science. 271-278.3 Nair, C. S., Patil, A. & Mertova, P. p. m. a. m. e. a. Re-engineering graduate skills - a case study. European

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

based on the following: Soft Skills(S), Technical Skills (T), Experience (E) and Managerial Skills (M).Table 2 – STEM Skills – Student and Industry Perspectives Skill (STEM Area) Students’ Practitioners’ Reference Perspective Perspective Team Work (S) X X “Good team players” (Salleh et al., 2015) “Collaboration” (Kappelman, Jones, Jonhnson, Mclean, & Boonme, 2016)Communication (S) X X “Confident communicators” (Salleh et al., 2015

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joseph Ranalli, Pennsylvania State University, Hazleton Campus; Susan E Chappell, Penn State University

Tagged Divisions

College Industry Partnerships

“professional socialization,” acquisition of workplace skillsand attitudes needed for recent graduates to develop successful professional careers [1].Improving these skills may also influence student persistence toward an engineering degree.Student attitudes toward engineering have been identified as playing an important role inpersistence decisions [2]. Specifically, student perceptions of engineering as they relate to futurecareer success are strong predictors of student persistence [3]. Assisting students to developprofessional skills and establish connections to the workplace while still in school may assistthem to complete their degrees and to achieve better success through their workplace transition.In Hull-Blank et al.’s study on the career self

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eric Holloway, Purdue University, West Lafayette (College of Engineering); William C. Oakes, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

College Industry Partnerships

) highlightsthe following data about sources of academic research funding: The federal government provided 59% ($32.6 billion) of the $54.9 billion of academic spending on S&E R&D in FY 2009. Industry's % of funding for academic R&D declined steeply after the 1990s, from above 7% in 1999 down to about 5% by 2004, but has seen a 5-year increase to about 6% in 2009.While this indicates that industry funded research is relatively low (6% overall in 2009), someUS universities within engineering, especially at large R1 schools, receive a considerably higherpercentage of their research funding from industry than the overall 6% reported by the NSBreport. Using the National Science Foundation’s (NSF) Higher Education Research andDevelopment

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Simeon Ntafos, University of Texas, Dallas

Tagged Divisions

College Industry Partnerships

environment where the size of theprogram requires dedicated staff to manage it. Software tools may be nice to have for SoftwareEngineering projects but are not as “must-have” as supplies and equipment for UTDesignprojects are. .The two senior design programs raises some interesting questions that will have to be dealt with.Among them is academic credit for major degree requirements through properly structuredinternships with some faculty involvement (other universities have already done so, e.g. [9]).References:1. Wong, W.E., “Industry Involvement in an Undergraduate Software Engineering Project Course: Everybody Wins”, Proc. of the 2013 ASEE Annual Conference (2013).2. S. Howe, L. Rosenbauer, S. Poulos, “2015 Capstone Design Survey: Initial

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aaron Carpenter, Wentworth Institute of Technology; James R McCusker PhD, Wentworth Institute of Technology; Durga Suresh, Wentworth Institute of Technology

Tagged Divisions

College Industry Partnerships

partnerships at its best. In 2010 Annual Conference & Exposition, Louisville, Kentucky, June 2010. ASEE Conferences. https://peer.asee.org/15665. [3] D. Peters and A. Lucietto. A survey of types of industry-academia collaboration. In 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, June 2016. ASEE Conferences. https://peer.asee.org/26455. [4] S. Lord, M. Ohland, J. Froyd, and E. Lindsay. An international exploration of electrical and computer engineering education practices. In 2015 ASEE Annual Conference & Exposition, Seattle, Washington, June 2015. ASEE Conferences. https://peer.asee.org/23537. [5] R. Coleman and J. Shelnutt. Fostering university/industry partnerships through sponsored undergraduate

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Blair J. McDonald P.E., Western Illinois University; William F. Pratt, Western Illinois University; Il-Seop Shin, Western Illinois University; Khaled Zbeeb, Western Illinois University

Tagged Divisions

College Industry Partnerships

/or intellectual property, you can expect the contract(s) to be more involved, include restrictions, and significant penalties. There is a real danger of inadvertent disclosure and access to project information must be controlled. Most tier 2+ schools are not initially prepared to accommodate the restrictions and provide the security required. The only way these can be safely done is at a separately controlled area. Additionally, there are usually restrictions on presentation, publication and review.Projects done at the sponsoring company’s facilities. These projects can range from the benign to the really cool high tech. If benign, contracts can be similar to a university sited project. A general

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Marina Bograd, MassBay Community College; Chitra Javdekar, Mass Bay Community College

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

 build a professional network with the possibility of future employment.  A potential long‐term benefit of this experience could be an increased number of off‐site internships.  After past interns see the benefit of the program, they may offer similar opportunities to future interns, thus continuing to influence future curriculum, mentorship and ultimately ensuring an industry‐ready student pipeline.  Acknowledgement This work is supported by the National Science Foundation under grant numbers DUE‐1407160.  Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. References