Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hang Zhang, Beihang University; Ming Li, Beijing Foreign Studies University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

Paper ID #28593Experiences, Issues and Reflections of School-Enterprise Joint Trainingin Chinese Mainland under the Vision of PETOE Strategy: An EmpiricalStudy Based on Small-N CasesDr. Hang Zhang, Beihang University Hang Zhang is a Ph.D. student in Beihang University, Beijing, China. Hang Zhang also works as a lecturer in University For Science & Technology Beijing. She received her B.S. in English Linguistics from Tian- jin Foreign Studies University in 2002, and M.S. in Higher Education from Guangxi Normal University in 2009. She studied as a visiting scholar in School of Education, Indiana University Bloomington,USA

Conference Session

Innovative College-Industry Partnerships for the Future

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathleen F. Gygi, University of Washington; Jennifer A. Turns, University of Washington

Tagged Divisions

College Industry Partnerships

engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teaching decisions, and the application of ideas from complexity science to the challenges of engineering education. Page 22.1720.1 c American Society for Engineering Education, 2011 “I just thought I did insignificant tasks”: Using E-portfolios to Understand Co-op and Undergraduate Research ExperiencesAbstractThis paper discusses initial work with having engineering students in optional

Conference Session

College-Industry Partnerships Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bobbi J. Spencer, Texas State University; Vedaraman Sriraman, Texas State University; Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University

Tagged Divisions

College Industry Partnerships

career. In academia, thus, understanding anddesigning programs to enhance professional identity is vital to the successful placement ofgraduates into industry. This study will use Higgs’ [1] definition of professional identity as aperson developing “the attitudes, beliefs and standards which support the practitioner role andthe development of an identity as a member of the profession with a clear understanding of theresponsibilities of being a… professional.”As students apply and intentionally pursue a degree in a specific discipline towards becoming aprofessional, they are acting as agents per Bandura’s [2] social cognitive theory of agency intheir own future and make decisions according to their self-reflections, identified desires

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

College Industry Partnerships

assessment survey that sought to identify pain points for theprogram, growth trajectories, and desired outcomes, initial offerings of this course used aProject-based Learning (PBL) approach to provide sophomore-level exposure to authenticdocuments. PBL-approaches to teaching feature opportunities for reflection, knowledgescaffolding, and confronting the boundaries of one’s knowledge [15]. Studies in STEM-specificPBL approaches suggest that low- and intermediate-performing students, as well as minoritystudents, demonstrate statistically significant performance gains when provided with anexperiential teaching approach, but the reasons for this success are not well understood [16].Students’ work culminated in four projects submitted throughout the

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2012 ASEE Annual Conference & Exposition

Authors

Martin Edin Grimheden, Royal Institute of Technology

Tagged Divisions

College Industry Partnerships

handle contact with, for example, the Product Owner. The Product Owneris a representative of the product to be developed, which can be an external customer orsomebody with an interest of the final product [1-4].The Scrum Team works in short development cycles, called sprints. Each sprint spans aperiod of typically a couple of weeks or a month. Each sprint starts with a preparatory task todefine the tasks to be undertaken in the sprint and ends with a delivery to the customer orproduct owner followed by a session called the Sprint Reflection to discuss and proposeimprovements for next sprint. The product is defined in a Product Backlog (which replacesthe traditional documents of requirement specification). The product backlog is agreed

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brandon M. Fulk P.E., Purdue University-Main Campus, West Lafayette (College of Engineering); Seyedali Ghahari, Purdue University-Main Campus, West Lafayette (College of Engineering); Kyubyung Kang, Purdue University, West Lafayette (Construction Engineering and Management); Makarand Hastak P.E., Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

College Industry Partnerships

working on his Master’s in Civil Engineering. Mr. Fulk’s current research and interests reside in the preparation of future leaders of the construction industry. He has spent time evaluating current practices, cataloging industry needs, and reflecting on how students learn by digesting research provided in the field of Engineering Education.Mr. Seyedali Ghahari, Purdue University-Main Campus, West Lafayette (College of Engineering) Ali graduated in B.Sc. Railway Engineering from IUST in 2011, and received his M.Sc. in Construc- tion Engineering and Management from AUT in 2013. He received his second M.Sc. in Construction Materials from Purdue in 2016. Ali has been a researcher at the Concrete Technology and Durability

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

 results from the combination of grasping and transforming experience” (Kolb 1984, p. 41).  Kolb’s experiential learning theory describes how students absorb and use information and is commonly shown in a four stage cycle ‐ concrete experience, observation of and reflection on that experience, formation of abstract concepts based upon the reflection, and testing the new concepts.1  A number of studies have shown the benefits of experiential learning and various models of integrating the concepts in the college curriculum. 2 A common way of providing experiential learning to college students are internship and co‐op experiences.  In Liberal Education and America’s Promise [LEAP] report, developed by the American Association of Colleges and

Conference Session

Professional Graduate Education and Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald J. Bennett, Univeristy of Saint Thomas; Elaine R. Millam, University of Saint Thomas

Tagged Divisions

College Industry Partnerships, Graduate Studies

-III, the final in the series. The student would report on the results of the action learning projectat that time, share what they had learned in their leadership of that project, and how they hasimpacted their organization through their leadership of the team. Finally, the students wereasked to continually update their plans to reflect new learning, new progress and newinformation about themselves, integrating new knowledge and lessons from experience.At that time, much remained to be done in order to know the overall impact of this innovativedesign. As we looked to the future, we had some hunches about overall outcomes. It was ourintention to continue to monitor the individual and collective outcomes as the students movedforward in their

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology ; Jerry Carl Hamann, University of Wyoming; Rachelle Reisberg, Northeastern University; David L. Whitman P.E., University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

College Industry Partnerships

experience – perhaps a reflection of the latter’s potentiallack of current and real-world understanding or the realization that useful knowledge can also begained in the working environment. Co-op students’ GPAs were also found to decrease lessbetween the second and third years than those of non-co-op students. The finding regarding theimpact of co-op on work self-efficacy is claimed in this study to have opened up the so-called“black box of co-op,” which articulates the practices and behaviors of cooperative education thatshape its contribution to the undergraduate experience.Among the demographic variables, a relatively high GPA was found to be an inducement topersist in engineering and in school. It was also found, at the second survey point of

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vladimir I. Prodanov, California Polytechnic State University, San Luis Obispo; John Greene, Maxim Integrated

Tagged Divisions

College Industry Partnerships

University’s ‘learn-by-doing’ philosophy. The samephilosophy also extends to most of the digital systems and computer design courses in thecurriculum which are taught in a ‘studio’ classroom format.In the following, we will briefly review the current role of alumni in aligning educationaloutcomes with industry needs. While the discussion is concerned with the current practices in theelectrical engineering department at Cal Poly, the literature suggests they also reflect thepractices of other similar programs.Within the context of program accreditation by The Accreditation Board for Engineering andTechnology (ABET), alumni contribute in two important ways:  By serving on Industrial Advisory Boards (IAB);  By responding to alumni surveys;While AIB

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lori M Houghtalen, Abilene Christian University; Timothy Kennedy P.E., Abilene Christian University; Raymond Earl Smith, Abilene Christian University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

. Entering the 2015-2016 academic year,program faculty envisioned a capstone design experience that would engage student teams in ayear-long, professional level design project sponsored by an industry client. The first two yearsof the capstone design program have been inarguably successful, and in this paper we identifyand reflect on the keys to our success. The intention for writing this paper is to ensure thesuccess of the program is repeatable, and to assist other programs, especially those residing insmall liberal arts universities, in starting or revising their own senior design experience.Our key factors in assembling a successful industry-sponsored capstone design program havebeen: (1) faculty buy-in and involvement, (2) engaged industry

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hoda Baytiyeh, American University, Beirut; Mohamad K. Naja, The Lebanese University

Tagged Divisions

College Industry Partnerships

’ demographics and information related to their process of locating a job.Participants were requested to use a 5-point Likert scale to rate five factors that may have helped Page 22.317.3them in the transition process such as an internship, final project, or career centers. Participantswere also asked to rate 10 factors on a 5-point Likert scale reflecting the challenges they mayhave faced when they started their career.Five open-ended questions were included at the end of the survey asking participants to share theparticular aspects that would have facilitated a smoother transition process. For example, theywere asked to describe if their summer school

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

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 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

given field, and their level of attainment defines how well-prepared they are to meet jobdemands and excel in the future [16-17]. The general (meta) competencies are skill sets that enable themto function globally, such as to work with others, function in systems and meet organizational demands,and transfer task-specific skills to new challenges or tasks they have not encountered before [18-19].Thus, our goal is to revolutionize our learning community to develop an intentional culture of reflection,wherein members (both students and faculty) develop dispositions of metacognition and self-regulation.The competencies required by future engineers vary from industry sectors and even companies in thesame sector. In addition, recent graduates will

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jen Symons, University of Portland; Kate Rohl, University of Portland

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

time they were willing to dedicate to advising a capstone team. All facultyinterviewed agreed that the project topic was important to the success of a capstone project, butnot for the reasons assessed in the survey. They indicated that student passion and engagementfor the topic were of primary importance to a project’s success. Furthermore, one interviewedfaculty member reflected on their own experiences as a student being engaged by interactionswith passionate faculty in their prior engineering education.Table 1: Survey responses related to faculty incentives for advising capstone projects. Responses are reported aspercentages of the total number of responses. Strongly

Conference Session

Curricular Innovations in College-Industry Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Josh Tenenberg, University of Washington, Tacoma

Tagged Divisions

College Industry Partnerships

an emphasis on intrinsic motivation9 to encourage participation by faculty,industry fellow, and students. I then present an evaluation of the model based on data collectedfrom interviews with industry fellows, self-reflection by the instructor, and post-course surveysof students to argue that all three of the challenges mentioned earlier are addressed. Finally, Iprovide an argument for why Industry Fellows is novel as compared to other models foracademic-industry collaboration, such as guest speakers and student internships. I conclude by Page 22.866.2summarizing the model and its key characteristics. In the balance of this paper, I use the

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl A. Carrico P.E., Virginia Tech; Katherine E. Winters, Virginia Tech; Samantha Ruth Brunhaver, Stanford University; Holly M. Matusovich, Virginia Tech

Tagged Divisions

College Industry Partnerships

inadequate for the research questions 12. The focus of this manuscriptis on the qualitative interviews, as the findings are meaningful in themselves in addition toinforming the survey.To answer our first research question, we conducted a content analysis of the transcribedinterviews to determine ECPs’ initial career choices and the prevalence of each 13. This contentanalysis relied on a priori codes of “graduate school” and “workforce”. To answer the secondresearch question, we coded the data for ECPs’ reflection about remaining on their planned path(“doing what they thought they would be doing”) using emergent themes. Using tables andcounts of codes, we then quantitized the qualitative data with regard to career pathways. Contentanalysis and

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

provide this framework. 4. Mode of Assessment: Standardized tests or general exams are useless. Student assessment should be based on their individual reflection of their own learning progress and their contributions to the collective learning process. 5. Source of Knowledge and Information: Our students have numerous information sources (books, articles, search engines, blogs, MOOCS etc...). We cannot act as subject matter experts any more. But we will need to play the role of integrator/mentor/coach so all the information can be optimally used. 6. Setting for Learning: Learning is a social activity. We have to open our campuses and invite students in to use this space as a place for meetings and encounters, for discussion

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego; Leonard A. Perry, University of San Diego

Tagged Divisions

College Industry Partnerships

5students who had engaged in an internship were required to present lessons learned from theirexperience and reflect on how the ISP impacted their summer professional experience. Whilenot all students engaged in a summer internship program, it was later captured how thisinternship program might have had an effect on the student learnings from the program. Somestudents secured internships through direct industry contacts of the ISP, while others securedinternships through personal connections.The third and final term (Fall) of the first ISP cohort aimed to expose students to additionalprofessional skills through similar workshops to those of the Spring term. However, differingfrom the spring semester, these workshops were held primarily at industry

Conference Session

Innovative College-Industry Partnerships for the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard Harris, Northeastern University; Bala Maheswaran, Northeastern University; Rachelle Reisberg, Northeastern University; Chet Boncek Jr., Raytheon

Tagged Divisions

College Industry Partnerships

; Sciences or College of Business • Average GPA: (Overall College Average of 2008 Summerbridge Participants: 3.130GPA) • 3.0 – 4.000: 80% • 2.5– 2.999: 10% • 2.0 – 2.499: 0% • 0.0 – 1.999: 10%Average GPA: TBD BACK TO THE BEGINNING WHERE IT ALL STARTED AND WHERE ARE THEY NOW!!!!The following spreadsheets reflect those students who came through the Summer BridgeProgram experience, have completed their degree requirements and have selected to go tograduate school and/or enter the engineering work force.Fig.2 reflects the 2003 URM engineering students who chose to participate in Summer Bridgewith a lower combined SAT of 1168 and the URM

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tuoyu Li, Zhejiang University; Zicong Zhao, Zhejiang University; Yujie Wang, Zhejiang University; Chen Li, Zhejiang University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

physical distancebetween a university and its partner. UIC Local (%Local) measures the percentage of UICpublications of a university collaborating with industry within a 100-km radius from the centerof the city in which the university (or its main campus) is located. This indicator can reflect therelative propensity to engage with partners nearby or within the same urban agglomeration.The UIC Foreign (%Foreign) is the percentage of UIC publications that involve a partnerlocated abroad, which reflects the internationalization of a university in its collaborations.The 2018 data cover 148 universities in China, 308 in the EU, and 175 in the U.S. The publicationsare classified into five broad fields: “Biomedical and Health Sciences,” “Life and Earth

Conference Session

College Industry Partnerships Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohammad Al Mestiraihi, Utah State University; Kurt Henry Becker, Utah State University ; R. Ryan Dupont, Utah State University; David K. Stevens, Utah State University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

internal consistency was determined for eachquestionnaire (Cronbach's alpha = 0.77–0.85) and reflected good validity; therefore, nofurther changes were made before the questionnaires' broader distribution.2.3 Statistical analysis After collecting data from the returned responses, the Statistical Package for theSocial Sciences (SPSS) (version 23) was used for analysis. The results are presented aspercentages, means, standard deviations, and frequencies.2.4 Results The following sections show the study results of the courses' importance as evaluatedfrom the academic and non-academic perspective. Participants in the questionnaires ratedwater courses in terms of importance on a 5-point Likert scale (5 is important, 1 is

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

the challenging time of the pandemic and/or the program being held entirelyvirtually, or whether we would have experienced the same faltering engagement if this programwere running in a typical in-person, non-pandemic academic setting.An additional challenge we are facing is a lack of diversity in our mentorship pool, across gender(just two of the mentors in the ISMP TEAM group are women) and engineering discipline, as wellas an underrepresentation of black, Indigenous, and people of color (BIPOC) program participants.This lack of diversity is similarly reflected in the SMSE advisory board and alumni pools fromwhich the program mentors were selected, and is a critical challenge that the SMSE is working toaddress. That said, the students

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Hoe, University of Texas, Tyler; Mukul Shirvaikar, University of Texas, Tyler

Tagged Divisions

College Industry Partnerships

sophisticated semiconductor test equipment.4 A recent survey of leaders from thesemiconductor industry underscores the desire for more universities to introduce material intotheir curriculum that more closely reflects the practices of industry, such as test programdevelopment.5This paper will discuss the partnership between The University of Texas at Tyler and SPEAAmerica to introduce test engineering into the BSEE curriculum. SPEA is major manufacturer of Page 22.965.2advanced automated test equipment (ATE) and has donated to our institution a high performance

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego

Tagged Divisions

College Industry Partnerships

event (Dec 2018) to which all mentorsand mentees were required to attend. This event aimed to serve as a physical check-in with programparticipants, an opportunity to obtain feedback on the pilot program, and make necessary changes for theSpring semester as needed. Mentors and mentees were invited to revisit their initial goals stated in Oct2018. An interactive exercise guided mentors and mentees through a series of peer-to-peer reflections: - Reflect on the role you’ve played thus far. What has worked for you in your mentorship relationship? - Reflect on the role you’ve played thus far. What hasn’t worked for you in your mentorship relationship

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

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

there appears to be a small positive gaintowards graduation moving the line above average readiness. Additional connection wasobserved when RQ1b was explored. As Table 3 reflects, there appears to be a strong correlation(ρ = 0.913, p = 0.087) between the mean readiness response and the number of professionalexperiences a student has. A t-test was used to compare overall (mean) readiness of the students who had no professional experiences to the group of students who had one or more experiences(p = 0.236, t = 1.189, df = 280).RQ1c explored “Does the self-reported level of the practice readiness differ across variousprofessional experiences? Which experience is the most impactful?” A total of 498 experienceswere

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark Angolia, East Carolina University; John Pickard, East Carolina University; Leslie Pagliari, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

reflection of the socioculturalinfluences that are a tenant of the Industry Fellow model. Even when using video technology forvirtual classes, it is difficult to replicate the personal interaction of a true face-to-face class.Table 3. Industry Fellow (IF) Impact on Learning Survey Question Original “Light”* Original “Heavy”* Replication Study IF material: comprehension 94% 91% 82% IF material: retention 94% 91% 76% All material: comprehension 94% 91% 82% All material: retention 94% 91% 70%* Original survey question

Conference Session

College-Industry Partnerships Division Technical Session I: Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Niranjan Hemant Desai, Purdue University North Central; George Stefanek, Purdue University, North Central

Tagged Divisions

College Industry Partnerships

average student grade) reflected that the course was successful insharpening the professional skills of engineering students.An undergraduate project-based learning engineering pilot program 6 was investigated in 2010 toinvestigate the impact of this type of learning on student attainment of ABET identifiedprofessional competencies. In the pilot program, students did not take classes but spent their timesolving complex industry problems that were not well-defined like theoretical textbookproblems. It was found that graduates emerged with integrated technical/professional knowledgesupported by ABET competencies. This initial study indicated that the aforementioned project-based learning program was more beneficial to students’ attainment of

Conference Session

College-Industry Partnerships Division Technical Session II: Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

David Schmueser, Clemson University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

final step was to have OEM engineers lecture on the importance and relevance of theintegration of analysis and experimental techniques. The students’ reflection on collective learningwrapped up the course, and helped to prepare them for competence and relevance in their ownautomotive engineering careers.Course Project PreparationIn order to accomplish the previously described course objectives, two of the faculty membersworked in collaboration with a professional engineer and two additional participants from theOEM research lab. A test setup mimicking the OEM laboratory was constructed (Figure 2), andall components were checked for safety as a practice run was performed in attendance of theprofessional engineer. With the support of the

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan Gallagher, Montana State University; Natalie Marie Villwock-Witte P.E., Western Transportation Institute

Tagged Divisions

College Industry Partnerships

upon graduation reflect this emphasis.Respondents expected most or all graduates to be able to: identify and assess safety risks (88%);communicate the importance of safety to a broader audience (80%); identify and implementregulatory safety requirements (71%); develop a safety plan (66%); implement a safety plan(63%); and assess the effectiveness of safety measures (59%). These skillsets map back tocompetencies outlined in the ARTBA certification exam blueprint and reveal that some topicsgain more emphasis at the degree level than others.The authors utilize survey results to develop recommendations on how professional certificationsin general can be used by education providers as “industry benchmarks” to drive curriculumdevelopment. In