Conference Session

College Industry Partnerships Division (CIP) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaitlin Tyler, ANSYS, Inc.; Bridget Ogwezi, ANSYS, Inc.

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College Industry Partnerships Division (CIP)

education, especially at the pre-university and first year level.Dr. Bridget Ogwezi, ANSYS, Inc. ©American Society for Engineering Education, 2024 Understanding the Impact of Industry Sponsorship for Student Teams: a Case StudyMotivation: the rapidly-changing job landscape and its impact on student preparednessThe rapidly changing job landscape is causing significant challenges for educators and industryalike. The World Economic Forum (WEF) published their Future of Jobs 2023 Report[1], whichhighlights the impact technology has on various career sectors. Technology, digitalization, andsustainability are highlighted as sectors with some of the fastest-growing roles and analytical

Conference Session

College Industry Partnerships Division (CIP) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Reem Khojah, University of California, San Diego; Alyssa Catherine Taylor, University of California, San Diego; Isgard S. Hueck, University of California, San Diego

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Diversity

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College Industry Partnerships Division (CIP)

Engineering Education, 2024 Industry Perspectives on Professional and Design Skills of Bioengineering Senior StudentsAbstractProfessional and design skill development is an essential part of engineering education [1], yet,according to industry feedback, many students struggle to satisfactorily develop these skillsduring their time as undergraduates [2], [3]. Despite numerous approaches to improve students’preparedness for the work environment through academia-industry collaborations (see [4]), theperceptions of industry experts on strengths and weaknesses of current senior engineeringstudents remain widely unspecified in the literature. In this work, we are using a systematicapproach and framework to examine the

Conference Session

College Industry Partnerships Division (CIP) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nga Hin Ben Fong, Purdue University at West Lafayette (COE); Patrick Brunese, Purdue University at West Lafayette (COE)

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Diversity

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College Industry Partnerships Division (CIP)

thathave the biggest impact to the conventional 4th year senior design project model as shown inFigure 1. Director of Industry Relations A. Industry Partnership B. Capstone Project C. Benefits of Project D. Roles of People Industry Sponsor Student Faculty Fig. 1: Relationship Among Team for

Conference Session

College Industry Partnerships Division (CIP) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chun Kit Chan, The University of Hong Kong; H.H. Cheung, University of Hong Kong; Match Ko, University of Hong Kong; Chun Kit Chui, University of Hong Kong; LEI YANG, The University of Hong Kong

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Diversity

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College Industry Partnerships Division (CIP)

expected outcomes, limited support, and shortfall in contemporary technicalknowledge and hands-on competency. To establish an effective industrial collaboration, theFaculty of Engineering at the University of Hong Kong has established the Tam Wing FanInnovation Wing (a.k.a. the HKU Inno Wing) [1]. This center is designed to engage studentsin real-life projects, providing them with hands-on experience.We propose and implement the Inspire-Equip-Showcase (IES) framework to prepare studentsfor successful industrial collaboration. In the 2023/24 academic year, a cohort of studentsunderwent pre-collaboration training activities under IES with a focus on the theme of AI androbotics. The training covered fundamental competencies such as Robot Operating

Conference Session

College Industry Partnerships Division (CIP) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin L Burson, Purdue University at West Lafayette (COE); Eric Holloway, Purdue University at West Lafayette (COE)

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Diversity

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College Industry Partnerships Division (CIP)

. Coupled with the U.S. semiconductor manufacturing market sharedropping significantly over the past two decades [1], the U.S. government has passed the CHIPSand Science Act [2], dedicating $52.7 billion to U.S. semiconductor research, manufacturing,development, and workforce development. Included in the $52.7 billion allocated in the CHIPSand Science Act is $13.2 billion dedicated toward research and development and workforcedevelopment in universities across the nation [2]. Although many students have valuabletechnical skills and experiences when approaching employers looking for employmentopportunities [3], many students still struggle to properly communicate and relate their skills andexperiences to real-world experiences when meeting with

Conference Session

College Industry Partnerships Division (CIP) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eileen Fong, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Shamita Venkatesh, Nanyang Technological University

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College Industry Partnerships Division (CIP)

themes. Both sets of codeswere compared, and similar codes were grouped and re-titled based on coding themes. Inter-rateragreement was reached during the analysis.Results and DiscussionPreliminary analysis suggested eight emergent themes: (1) problem-solving, (2) transferability ofknowledge, (3) ethical consciousness, (4) sustainability, (5) self-efficacy, (6) knowledge,information, and literacy, (7) gaps and improvements, and (8) misconceptions. Table 1 shows thethemes and examples of participant responses for each theme. The frequencies of codes relatedto each theme are also provided. Of the total number of codes generated for each theme, thenumber of codes generated by males (M) and females (F) are also shown.Table 1. Themes and examples of

Conference Session

College Industry Partnerships Division (CIP) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kerrie Danielle Hooper, Florida International University; Trina L. Fletcher, Florida International University; Edward Collins, National Society of Black Engineers; Rochelle L Williams, Graduate Fellowships for STEM Diversity; Ahlam Alharbi, Imam Abdulrahman Bin Faisal University

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Diversity

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College Industry Partnerships Division (CIP)

strategiespracticed, including ethical and equitable collaborating and networking with professionals fromacademia, non-profit, industry, and other higher-education-based institutions during the earlyphases of our study. We applied concepts from design thinking, systems thinking, communityengagement, and collaboration ethics while focusing on the collaborative element in thoseconcepts. We describe the team engagement, dynamics, characteristics, and methods for playingto each team member's strengths. Additionally, we share the challenges and constraints faced bythe team during years 1 and 2 of the project and the changes implemented as a result. The overallresults were assessed regarding team performance and progress toward the project. Results alsoinclude

Conference Session

College Industry Partnerships Division (CIP) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Walter W Schilling Jr., Milwaukee School of Engineering; Derek David Riley, Milwaukee School of Engineering

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College Industry Partnerships Division (CIP)

during this timeframe. [1] [2]This disruption significantly impacted relationships with advisory boards. On many campuses,advisory boards aid capstone design courses. Advisory board members sponsor senior designprojects, provide technical assistance to students on projects, and provide input to engineeringprograms on the larger, strategic directions the programs should be taking. Some advisory boardmembers also help with assessment and continuous improvement in the programs. When thepandemic hit, much of this stopped, as interaction was limited to impersonable virtual meetings.For many campuses, the timing could not have been worse, as it occurred midway into the springsemester, right as many advisory boards were preparing to meet and students

Conference Session

College Industry Partnerships Division (CIP) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Christina A. Pantoja, Campbell University; Joyce B. Main, Purdue University at West Lafayette (COE)

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Diversity

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College Industry Partnerships Division (CIP)

. Through narrative inquiry and a novel,boundary-spanning framework, we explore the career stories of women who have leftengineering after having worked in industry. We make sense of the participants’ career decisionsby considering their career journeys through the lens of the unfolding model of turnover, a theoryfrequently used by organizational psychologists yet not fully applied to the study of women’sengineering career decisions. In this paper, we describe the engineering career journey of Louise,one of three participants from our larger study [1]. We invite you to come alongside us as weexplore Louise’s engineering career story through the shocks (jarring events), scripts (plans ofaction), and image violations (violations of goals and values

Conference Session

College Industry Partnerships Division (CIP) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Florence Emilia Castillo, University of Texas at Dallas; Yvette E. Pearson P.E., University of Texas at Dallas; Sherri S Frizell, Prairie View A&M University; Sheryl Skaggs, University of Texas at Dallas; Tiffany Bisbey, The George Washington University

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Diversity

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College Industry Partnerships Division (CIP)

inalignment with team science-based strategies. MTS are comprised of individual teams with theirown goals, tasks, and mandates that are interconnected and work collaboratively toward a larger,common goal [1]. Attitudinal (cohesion, trust, commitment), behavioral (coordination,communication, shared leadership), and cognitive (situational awareness, shared mental models)competencies support MTS effectiveness [2], [3]. Multisector MTS are even more complex, asteam members bring aspects of their organizational culture as well as their personal andprofessional lived experiences into the MTS, and if priorities and practices are not well aligned,team function and effectiveness can suffer. Thus, for multisector MTS to work, they must beginwith a foundational

Conference Session

College Industry Partnerships Division (CIP) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lina Zheng, Beihang University; Ying Lyu, Beihang University

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College Industry Partnerships Division (CIP)

educational collaboration. Finally, we present the conclusions andimplications lines for future research.1.2 Literature review(1) What defines UIC in terms of motivations and channelsSince the 1980s, collaboration between universities and industry has intensified and attractedincreasing attention from both policy-makers and educators and practitioners (Etzkowitz,1998). While UIC has a long history (Bower, 1993), diversified interests in facilitating UIC toencourage knowledge and technology exchange (Arvanitis, Kubli, & Woerter,2008; Siegel,Waldman, & Link,2003), inspire open innovation (Perkmann & Walsh,2007), simulate theproduction of new knowledge and technology (Freitas, Geuna, & Rossi,2013), and enhanceorganization’s knowledge

Conference Session

College Industry Partnerships Division (CIP) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohamed Razi Nalim, Indiana University-Purdue University Indianapolis; Nirmala Priyanka Manthripragada, Indiana University-Purdue University Indianapolis; CLIFF CAMPBELL, Indiana University-Purdue University Indianapolis; Sabya Mishra, The University of Memphis; Clayton Nicholas, Indiana University

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College Industry Partnerships Division (CIP)

administrative costs, the consortium will bring together diverse private and public sectorstakeholders to conduct research on commercial vehicles, freight supply chain networks, andpertinent information systems to accelerate the adoption of automated and electrified systems totransport people and goods efficiently and flexibly. It is particularly focused on attracting diversestudents to be trained in trucking technologies, and on focusing research on societal andeconomic challenges related to trucking.Introduction and BackgroundTrucking is a critical sector, supporting the supply chains of many other sectors and movingnearly every product consumed in the U.S. This linchpin of the economy employed over 8million, including 3.5 million drivers [1], as of

Conference Session

College Industry Partnerships Division (CIP) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

J. Eliseo De León, New Mexico State University; Patricia A. Sullivan, New Mexico State University; Sara Patricolo, New Mexico State University

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College Industry Partnerships Division (CIP)

student career-readiness through augmented self-directed micro-credential learning.Sara Patricolo, New Mexico State University ©American Society for Engineering Education, 2024Building Leadership Capacity in Rising Engineering Professionals through Engagement asCareer Mentors: Influencing a Self-Directed Learning Mindset.Engineers navigate an interconnected yet dynamic ecosystem throughout their formative,academic years and as they advance along their professional careers. Mentoring is widelyrecognized as a means of cultivating leadership skills for current and future leaders.1 Theintegration of industry-led mentoring has been identified as an important asset that enriches careerdevelopment of undergraduate

Conference Session

College Industry Partnerships Division (CIP) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan C Cooper, University of Connecticut

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Diversity

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College Industry Partnerships Division (CIP)

valuable foundation for ongoing investigations into thepotential benefits of incorporating career competencies in engaging engineering students andbuilding lifelong learners.IntroductionCareer skills are one of the key learning outcomes students hope to gain during their academiccareers. The narrative many university programs rely on is that getting a degree will lead to betterwork outcomes 1 . As faculty, we are the second most likely source of career advice for students 1 .By discussing career skills in the classroom, we can create more equal opportunities for studentsthat may not have existing professional networks from their family and friends. Specificallyaddressing perceived career barriers to first generation college students 2 .Connecting