Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University; Elizabeth Glass, Northern Arizona University

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Diversity

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College Industry Partnerships

Paper ID #32821To Infinity and Beyond: Boosting URM Students’ Career TrajectoriesThrough Professional ExperiencesDr. Fethiye Ozis P.E., Northern Arizona University Dr. Fethiye ”Faith” Ozis is a senior lecturer in the civil and environmental engineering department at Northern Arizona University. Dr. Ozis holds a B.S. in environmental engineering from the Middle East Technical University, Ankara, Turkey and a Ph.D. from the University of Southern California, Los Ange- les. She is a licensed Professional Engineer, Environmental, in Arizona. Dr. Ozis enjoys every dimension of being an engineering educator. She conducts

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Logan Andrew Perry, Virginia Polytechnic Institute and State University; Jeremi S. London, Virginia Polytechnic Institute and State University

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College Industry Partnerships

Paper ID #32470The Transfer of Learning Between School and Work: A New Stance in theDebate About Engineering Graduates’ Preparedness for Career SuccessAbstractMr. Logan Andrew Perry, Virginia Polytechnic Institute and State University Mr. Perry is a PhD student in the Department of Engineering Education at Virginia Tech. He holds a Master’s degree in Civil Engineering from Virginia Tech and a Bachelor’s degree in Civil Engineering from North Carolina State University. He currently studies learning in the engineering workplace and is also working to better understand innovative new teaching strategies for engineering education.Dr

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

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College Industry Partnerships

learningopportunities. This enhanced understanding not only benefits employers’ hiring practices, butalso it can help Career and Technical Education (CTE) programs improve curricula and expandlearning opportunities to best meet students’ and employers’ needs. In this study, we triangulatedindustry competency model content with rural employer perspectives on new advancedmanufacturing (AM) professionals’ desired competencies (i.e., the level of skill sophistication ina particular AM work area). To extract competencies for entry-level AM rural jobs, we used adeductive approach with multiple methods. First, we used Natural Language Processing (NLP)to extract, analyze, and compare the U.S. Department of Labor’s AM 2010 and 2020Competency Models because they reflect

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anne M. Lucietto, Purdue University, West Lafayette ; Diane L. Peters, Kettering University; Meher Rusi Taleyarkhan, Purdue University, West Lafayette ; Shelly Tan, Purdue University, West Lafayette

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College Industry Partnerships

improved ability to bridge graduation and begin asuccessful career. Existing research does suggest that more industry involvement in curriculardevelopment is needed, as there is still a gap22 between what industry expects23 and what recentgraduates are perceived to deliver24. For example, the manufacturing sector has seen recentchanges in the form of digital upgrades and the addition of artificial intelligence to advancedmanufacturing25 requiring students to now be more tech-savvy to succeed in this field25.Increased involvement from industry, in this case and many others, would ultimately bebeneficial both for meeting curricular recommendations and for appropriately equippinggraduates to enter the workforce.Furthermore, evidence suggests that

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

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Diversity

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College Industry Partnerships

mentorship program.For this 2020-2021 cohort, we changed mentorship models for the program, leaving behind atraditional one-on-one mentorship model (pairing each student with a mentor to work together fora year) and testing out what we call a “flash mentorship model.” The flash mentorship model isdesigned to facilitate short (i.e. 20-45 minute), one-time (or more, if they choose) meetings or“career conversations” between each mentee and a range of mentors, enabling students to engagein diverse mentorship experiences during the program. The students select their mentors from apool of industry professionals that we curated from the SMSE industry advisory board, theircolleagues, and select SMSE alumni. In this paper, we share our flash mentorship

Conference Session

College Industry Partnerships Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Pistrui, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

Tagged Divisions

College Industry Partnerships

relation to its mission to help students succeed in their nascentprofessional engineering careers. Engineering students at Detroit Mercy are required to havethree one-semester long co-ops as a graduation requirement and must seek a co-op at the end ofthe freshman year. The TTI survey is designed to help students get a better understanding ofthemselves, thus making them better prepared to communicate effectively with prospectiveemployers during the job search and interviews. The TTI survey is administered at the beginningof freshman year in order to help students answer basic questions that should be expected inemployment screening and interviews, questions such as “tell me about yourself” and “what aresome of your strengths and weaknesses?”The TTI

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shruti Misra, Unviersity of Washington; Denise Wilson, University of Washington

Tagged Divisions

College Industry Partnerships

ofreal-world experience as a factor in the ENGINE student experience is not surprising. Similarly,given the generally important role that faculty and teaching assistants (TAs) play in studentlearning as well as the importance of grades to undergraduates, the emergence of instructionalsupport and assessment as factors in the capstone design experience is also justified. Andfinally, the fourth factor, task value serves as an indication of students' motivation to participatein the ENGINE capstone experience. Task value draws from expectancy-value theory and hasbeen demonstrated to be a distinct contributor to academic engagement and effort [26, 27] aswell as educational and career aspirations [28].RQ2: Was there a difference in student perceptions

Conference Session

College Industry Partnerships Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eric G. Barnfather Jr., Purdue University at West Lafayette ; Kelly A. McFall, Purdue University at West Lafayette ; Anne M. Lucietto, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

shared [6]. An appropriate examplewould be a simple start-up procedure of an air-compressor or the numerous valves required for aboiler start-up procedure. It can be listed and distributed among unskilled workers and accuratelyconvey the information. This is most evident in training programs for new hires, where they aregiven facts and nominal operational statistics regarding the utility. Tacit knowledge is gainedthrough personal experience and is not readily articulated or codified as it more closelyresembles intuition [7]. It originates from Polanyi [8], where he describes it as how a personknows more than they can tell. The ‘know-how’ that is owned by seasoned employees wasgained by actively participating in operations throughout their career