Conference Session

Community Engagement Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Francis Xavier McAfee, Florida Atlantic University; Diana Mitsova, Florida Atlantic University; Summer Scarlatelli, Museum of Discovery and Science

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

have collaborated to achieve research uniformity across both the environments; we are coordinating better in this 3rd year).Research Design:The main goal of this study is to understand how interdisciplinary instruction affects students’ability to identify, formulate, and solve problems, function on multidisciplinary teams, engagewith contemporary issues, communicate effectively in writing, verbally and visually, developappreciation of the impact of planning and engineering solutions in a variety of societal contexts,and develop understanding of their professional and ethical responsibilities. Soft skills, such ascommunication, team spirit, leadership, sociability, time management, documentation,presentation, ethics, negotiation, etc., are

Conference Session

Community Engagement Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Derek Breid, Saint Vincent College; Lawrence Machia, Saint Vincent College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

in the context of project-based learning (PBL). When properlyimplemented, PBL can greatly increase the sense of engagement among students, while alsoimproving retention of course concepts and the development of related soft skills[5].Incorporation of PBL techniques has been successfully demonstrated for a wide variety ofprojects and settings in thermal and fluid engineering courses, including the design of abrewery[6], HVAC equipment[7], and thermal insulation devices[8]. In addition, the inclusion of“real-world” clients has been shown to have positive impacts on student engagement in courseprojects[9].The course had been taught in a traditional lecture format in the previous year (Fall 2015). Theintent for 2016 was to restructure the course

Conference Session

Community Engagement Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Q Retherford, University of Tennessee, Knoxville; J. A. M. Boulet, University of Tennessee, Knoxville; Chris Wetteland, University of Tennessee, Knoxville

Tagged Divisions

Community Engagement Division

are often formed by coupling a series of different firmswith the necessary expertise through a contractual relationship. The faculty assumed that studentswould gravitate to the work that was “theirs” and support the broad needs of the project that mightnot be directly related to their engineering discipline. Then, the development of ‘soft skills’ wouldnaturally grow as communication, time management, and delegation of work would grow inresponse to the project needs.COE Capstone Course Management ApproachWhile multi-disciplinary projects are considered valuable educational experiences, and are evenconsidered pivotal in emulating real-world design circumstances, implementation of a college-wide capstone program is challenging. To overcome the

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Mercedes Ward, University of Utah; Tariq Banuri, University of Utah; Sajjad Ahmad, University of Nevada, Las Vegas; Rasool Bux Mahar P.E., Mehran University, Pakistan; David Lawrence Stevenson, University of Utah; James A. VanDerslice, University of Utah; Kamran Ansari; Abdul Latif Qureshi

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

 capacity building not only in terms of technical skills but also soft skills such as effective communication and management. Indeed, in order to achieve the SDGs, higher education must do more than train a high quality workforce; it must both prepare and inspire highly skilled individuals to be innovators—and most importantly, agents of change—in their  institutions  and  industries.  But  to  nourish  the  momentum  of  change  begun  through  its degree and research programs, higher education must be a catalyst for establishing a Community of  Practice by  stimulating  cooperation  among  academia,  business,  and  government,  including providing  opportunities  for  training  and  continuing  education  of  the  water  sector  and