Displaying all 5 results
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sara E. Lego, Pennsylvania State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
, ethics, and respect that directly impact their future successwithin their careers [13]. In fact, there is a growing awareness that, in addition to application oftechnical knowledge, capstone courses’ primary efficacy is their role in allowing students tohone and practice teamwork skills while simultaneously fostering proficiency in other non-technical areas like independent learning and critical thinking [14]-[15]. In a 2021 studysurveying 489 companies who employed engineers, Hirudayaraj et. al. [16] found that, of 26“soft” skills linked to career success, industry firms rated entry level engineers as beingproficient in only two of them (“global and cultural awareness” and “social responsibility”). In
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
-changing digital landscape are needed. Workforce development and shortages are significantwith needs for talent at all levels. For engineers in particular, workers need to be able utilize andadvance technology, excel in the interdisciplinary nature of complex engineering problems,within interconnected digital spaces, make decisions, and be versed in ‘soft skills’ required forcollaboration and communication.Traditionally, undergraduate and graduate engineering education has been siloed according todisciplinary departments. Students navigate their education through a series of courses intendedto prepare them via methods and tools that define the discipline. This approach is based largelyon 20th-century needs. While team-based and project-based
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
make sure that I'm leading a great example.The three participants shared many stories testifying to their resilience and persistence in the faceof many personal and academic challenges, some of which were even beyond their control.However, they kept a growth mindset while dealing with those challenges, endured times ofuncertainty and turbulence, and maintained hope and faith. They depended on their intellectualastute and bicultural adaptability and utilized pragmatic and creative problem-solving skills andother soft skills, which are often considered as lacking among typical engineering students. Mostimportantly, they showed an unwavering commitment to their engineering career andprofessional success. For example, Calvin admitted that he had a