Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohsen M. Dorodchi, University of North Carolina at Charlotte; Nasrin Dehbozorgi, University of North Carolina at Charlotte; Aileen Benedict, University of North Carolina at Charlotte; Erfan Al-Hossami, University of North Carolina at Charlotte; Alexandria Benedict, University of North Carolina at Charlotte

Tagged Divisions

Educational Research and Methods

class. Some possible reasons for thesecommon problems are a lack of time management skills (such as procrastination), study skills, orsoft skills. Figure 1: The various dimensions of scaffolding.We argue that one goal of active learning, especially in introductory courses, should be helpingour students develop these proper skills. We hoped that our scaffolding methods would help toaccomplish this by ultimately enhancing students’ soft skills and decreasing the occurrences oflate and missed submissions. Therefore, we decided to use this indicator as our primary metric tomeasure the improvement of our multidimensional scaffolding techniques.We have broken down our scaffolding techniques into various dimensions as shown in

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Fatin Aliah Phang, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Mimi H. Hassim, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

at the end Based on the analysis of interviews with one student from each category, factors thataffect the change of student perceptions from the beginning until the end of the semester wereextracted and summarized in Table 4. The main factors that can sustain the positive perceptionare: a) the students felt that CPBL has improved their time management b) CPBL has exposed them to the future application of knowledge they have learnt for workplace problem solving c) the students are clear of the concept definitions Page 25.557.13 d) CPBL helps to increase students’ soft skills e) the students gained deeper

Conference Session

Cognitive Skills Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bria M. Booth, Embry-Riddle Aeronautical University; Elif Miskioğlu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Divisions

Educational Research and Methods

Creative team member for her local childrens theater. Her passion for STEAM is shown in her interest in soft skill-developement in engineering students.Dr. Elif Miskioglu, Bucknell University Dr. Elif Miskio˘glu is an early-career engineering education scholar and educator. She holds a B.S. in Chemical Engineering (with Genetics minor) from Iowa State University, and an M.S. and Ph.D. in Chemical Engineering from Ohio State University. Her early Ph.D. work focused on the development of bacterial biosensors capable of screening pesticides for specifically targeting the malaria vector mosquito, Anopheles gambiae. As a result, her diverse background also includes experience in infectious disease and epidemiology

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

learning,reflection, and peer-to-peer instruction. PLTL was originally developed to focus on teachingtechnical skills [2], but, in our initiative, it was modified to teach soft skills, such as teamwork,leadership, effective communication, among others. Peer leaders were selected among volunteerstudents.A program for LIATS was recently established in the College of Engineering to address thedifferences between the performance of low-income students when compared with the generalengineering population. A cohort of ninety-two (92) students, ranging from 1st. to 3rd. year ofstudy participate in the program. The purpose of this program is to increase retention andimprove graduation rates of students from economically disadvantaged communities as well

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Anna Pereira, Michigan Technological University; Michele Miller, Michigan Technological University; William Helton, Michigan Technological University; Leonard Bohmann, Michigan Technological University; Chris VanArsdale, Michigan Technological University

Tagged Divisions

Educational Research and Methods

higher forthe leadership and communication attributes.It is interesting to note that all the significant traits were “soft” skills. In the cases where namegender was significant, the women were always rated higher on average than males. It is alsoworth noting that a career fair may not be an accurate representation of the engineering field.One possible reason is recruiters may be directed to focus on the recruiting of more women andminorities. For example, government agencies actively recruit females and minorities in aneffort to increase representation of both in the workplace. Besides government agencies, otherrecruiters may focus on recruiting women. McIlwee and Robinson suggest that since themajority of graduates in engineering are male

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University, Polytechnic campus; Tahzinul Islam, York University

Tagged Divisions

Educational Research and Methods

entertainment industry. Connolly et al. [14]distinguishes serious games from traditional games in that the former seeks to educate, while thelatter prioritizes entertainment.The positive impacts of Serious Games have been well documented ever since the advent of themodern personal computer, however, a very renowned study by Connolly et al. [14] noted that thepositive impacts, while acknowledged, is still lacking in coherence. Notable positive effects ofSerious Games studied in prominent studies include boosts in creativity , entrepreneurship [18],soft skills [19], communication and interpersonal skills [20], satisfaction in learning [21] andstudent motivation [22]. Digital versions of Serious Games also benefit from variousconveniences. Most notably

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gloria Washington, Howard University; Marlon Mejias, University of North Carolina, Charlotte; Marlon Mejias; Legand L. Burge III, Howard University

Tagged Divisions

Educational Research and Methods

informed judgments incomputing practice based on legal and ethical principles”, and 3) “function effectively as amember or leader of a team engaged in activities appropriate to the program’s discipline”are soft skills that most undergraduate computing programs believe help students havelongevity in their software careers [1]. Tech companies hiring undergraduate softwareengineers state that soft skills like ability to listen effectively, empathize with others, and beagreeable and cooperative during team discussions [2] are skills that new graduates oftenlack. Undergraduate computing capstone courses and sometimes software engineeringcourses are usually a student’s first introduction to both working on a team-based project,creating a prototype

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olusola Adesope, Washington State University; Oluwafemi J. Sunday, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Candis S. Claiborn, Washington State University

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Diversity

Tagged Divisions

Educational Research and Methods

. M. , Mitchell, T. D. (2015). Learning Communities: Foundations for First-Year Students’ Development of Pluralistic Outcomes. Learning Communities Research and Practice, 3(2), Article 2. Available at: http://washingtoncenter.evergreen.edu/lcrpjournal/vol3/iss2/2[9] Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: Vol. 2. A third decade of research. San Francisco, CA: Jossey-Bass.[10] J E Froyd and M W Ohland, “Integrated engineering curricula,” Journal of Engineering Education, vol. 94, no.1, pp. 147–164, 2005.[11] Mikko-Ville Apiola and Mikko-Jussi Laakso. 2019. The Impact of Self-Theories to Academic Achievement and Soft Skills in Undergraduate CS Studies:First

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matias Recabarren, Universidad de los Andes; Claudio Alvarez, Facultad de Ingenieria y Ciencias Aplicadas, Universidad de los Andes; María Ignacia Díaz, Universidad de los Andes

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Diversity

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Educational Research and Methods

fact poses engineering schools a clear necessityto offer a better quality education in order to retain qualified engineering students in the numbersrequired to meet current and future needs for engineers4. In line with improving the quality of Page 26.1166.2engineering teaching, there is a worldwide tendency towards accreditation of engineeringprograms, which requires that engineering schools be successful in developing and clearlyarticulating learning outcomes6 7. Regarding accreditation, it is of special importance to equipstudents with so-called soft-skills such as effective communication and teamwork8, as well as toassess students

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina Kay White, Massachusetts Institute of Technology; Lori Breslow, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Page 26.1621.1 c American Society for Engineering Education, 2015 Understanding Curricular Approaches to Communication as a Global Competency: A Study of the Teaching and Learning of Communication Skills at Three UniversitiesIntroductionAs society grows more global and interconnected, the challenges that must be addressed by thenext generation of engineers are becoming more complex [1-2]. Engineers need deep technicalexpertise, of course, but they also need what have typically been called 21st-century skills, forexample, critical thinking, problem solving, teamwork, and communication. Technicalknowledge and “soft” skills are

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sivakumar Krishnan, Vishnu Educational Development and Innovation Center

Tagged Divisions

Educational Research and Methods

focused on student-centeredlearning, outcome-based education, active learning approaches, learningassessment, use of educational technology resources, research methods etc.while the topics for student training covered soft skills includingcommunication, self- discovery through personality tests, thinking style testsetc. These topics were offered mainly as activity-based workshops in whichthe faculty or students worked in small groups.Since the beginning of operation of the VEDIC, faculty from the educationalinstitutions of SVES have been participating in programmes organized atVEDIC. VEDIC has conducted more than 150 workshops for faculty, facultyleaders and non-teaching staff so far which were fully funded by the SVESand total faculty attendance

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eden Fisher, Carnegie Mellon University; Indira Nair, Carnegie Mellon University; Mustafa A. Biviji, E2RG

Tagged Divisions

Educational Research and Methods

aversion were presented as Personal Attributesthat can inhibit innovation.Concerning important Skills for innovation, students cited a speaker who emphasized,“You should be cataloguing and capturing expertise and ensuring we have adequateexpertise in those fields where we have to make decisions”. Soft skills were alsohighlighted, including management and leadership skills, developing strategy, the abilityto make decisions with imperfect data, communication skills, and developing anunderstanding of the holistic approach.The Process for Innovation was highlighted in different ways. One team suggested‘understanding the customer through the creation of a story’. This was related to different

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hector Zuniga-Robles, Universidad Andres Bello; María Elena Truyol, Universidad Andres Bello

Tagged Divisions

Educational Research and Methods

in Chile. His interest in education led him to obtain a master’s degree in Higher Education Teaching from the University Andres Bello. He currently is a PhD candidate from the Doctorate in Education in the University Benito Juarez, Mexico. He teaches undergraduate courses for careers of Geology and Mining Engineering in several universities and is a professor of a Postgraduate program in Geomining. His research interests include the importance of soft skills in engineering students and the use of different methodologies in on-line teaching. He also is interest in training professors on topics related to on-line teaching.Dr. Mar´ıa Elena Truyol, Universidad Andres Bello Mar´ıa Elena Truyol, Ph.D., is full professor

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cristi L. Bell-Huff, Georgia Institute of Technology; Todd M. Fernandez, Georgia Institute of Technology; Kali Lynn Morgan, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

. (2007). Engineering as lifestyle and a meritocracy of difficulty: Two pervasive beliefs among engineering students and their possible effect. Proceedings of the American Society for Engineering Education Annual Conference, Honolulu, Hawaii.[6] Boyes, M. C., & Chandler, M. (1992). Cognitive development, epistemic doubt, and identityformation in adolescence. Journal of Youth and Adolescence, 21(3), 277- 303.[7] Itani, M., & Srour, I. (2015). Engineering students’ perceptions of soft skills, industry expectations, and career aspirations. Journal of Professional Issues in Engineering Education and Practice, 142(1), 04015005.[8] Trevelyan, J. P. (2011, October). Are we accidentally misleading students about

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

William Oakes, Purdue University

Tagged Divisions

Educational Research and Methods

learning in engineering education can be broken into the professional skills (whatsome called “soft” skills) and the technical skills, More evaluation has been done on theconnection of service-learning with the professional skills. Evaluations from the PurdueEPICS Program showed students reported learning teamwork and communication as partof their participation of engineering design teams21. A study of students participating onglobal design projects at WPI documented their development in the areas of life-longlearning and showed gains based on their experiences33. There has been a great deal of Page 14.381.5research around the impact on students

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Pervej Jahan, Miami University; Shahnaz J. Aly, Western Kentucky University

Tagged Divisions

Educational Research and Methods

proceedings paper, and multiplepresentations in national and regional conferences. The students also won “Best Paper Award”and “Best presenter” awards as a result of those undergraduate-specific mini research grants. Thestudents also benefitted by learning hands-on and soft skills that helped them in theirprofessional development.DiscussionFrom the table 1 presented in the appendix, one can see the scope of the projects undertaken byundergraduate students under the mentorship of the authors in the areas of architecture andmanufacturing. The table only highlights the funded projects that were completed or are inprogress. In addition, there were a number of students who applied for UR grants under thementorship of the authors but were unfunded due to

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Valentine, RMIT University; Iouri Belski, RMIT University; Margaret Hamilton, RMIT University

Tagged Divisions

Educational Research and Methods

ideas that are proposedby students of different year levels, when-faced by an ill-defined engineering-relatedproblem. This may provide further insight into the thought processes of students during ideageneration, how this may relate to the issue of design fixation, and how idea generationheuristics may able to be most effectively utilised.References[1] Deloitte, "Soft skills for business success," Deloittee Access Economics, 2017.[2] Department of Employment, "Employability Skills Training," Australian Government Department of Employment, 2016.[3] Engineers Australia, "Stage 1 competency standard for professional engineer," Engineers Australia, 28 March 2017.[4] S. R. Daly, E. A. Mosyjowski, and C. M. Seifert, "Teaching

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lilian Maria de Souza Almeida, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education; Idalis Villanueva Alarcón, Utah State University

Tagged Divisions

Educational Research and Methods

. In a systematic review including 52 studies (27 quantitative and 25qualitative) addressing what competencies engineers need and which are the most important,Passow and Passow (2017) indicated that communication is among the 16 generic competenciesthat are essential to engineering practice, and that engineers spend more than half of their workday (55% - 60%) communicating. Nathans-Kelly and Evans (2017) added that not only iscommunication essential, but it can no longer be seen as a distinct element of the engineeringpractice as proposed by the misleading dichotomies hard skills versus soft skills, or technicalskills versus professional skills.The Accreditation Board for Engineering and Technology (ABET) introduced in 2000 and haskept

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Miller, Ohio State University; Laura Hirshfield, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

. Zhang, Aimao. "Peer Assessment of Soft Skills and Hard Skills." Journal of Information Technology Education: Research 11 (2012): 155-68.

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey Owen, University of Saskatchewan; Debora Rolfes, University of Saskatchewan

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

identities based, in part, on shared experienceswithin their discipline, and, as Sullivan and Kedrowicz25 argue, their identity is, in part, basedon the trivialization or rejection of skills regarded as “soft,” such as communication. Thatengineering identity has traditionally rejected the importance of learning effectivecommunication skills is a commonplace.26 Sullivan and Kedrowicz25 contend that thedesignation “soft skills” still ensures the marginalization of communication among students: “Inthe broader context of language and meaning, “hard” and “soft” convey which disciplines havescientific and educational value and gender difference. When communication is repeatedlynoted as “soft,” easy, or something everyone can do … it often loses its

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Miller, University of Virginia; Reid Bailey, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Assessment of Soft Skills and Hard Skills," Journal of Information Technology Education, vol. 11, (1), 2012.[8] L. E. Gueldenzoph and G. L. May, "Collaborative Peer Evaluation: Best Practices for Group Member Assessments," Business Communication Quarterly, vol. 65, (1), pp. 9- 20, 2002.[9] S. Fallows and B. Chandramohan, "Multiple Approaches to Assessment: Reflections on use of tutor, peer and self-assessment," Teaching in Higher Education, vol. 6, (2), pp. 229246, 2001.[10] A. Erez, J. A. Lepine and H. Elms, "Effects of Rotated Leadership and Peer Evaluation on the Functioning and Effectiveness of Self-Managed Teams: A QuasiExperiment," Person. Psychol., vol. 55,(4), pp. 929-948, 2002.[11] D. F. Baker, "Peer Assessment in

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Rohde, Purdue University, West Lafayette; Jared France, Purdue University, West Lafayette; Brianna Benedict, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

took the path less traveled to ensure I had a differentiated value proposition as a job candidate -- namely to hone my soft skills and business acumen in concert with the highly advanced technical skills I acquired... This combination proved invaluable toward taking the step from engineer, to engineering sales, to growing and selling a start-up, to ultimately starting my own venture capital firm.Claiming to be unconventional or nontraditional positions these alumni as differing from the normsin engineering. However, the quantitative data showing the prevalence of various career pathwayssuggest that these norms may be more of a shared expectation than based in reality.Discussion and ConclusionsIn this paper, we

Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

James Trevelyan, University of Western Australia

Tagged Divisions

Educational Research and Methods

, theseaccounts are not necessarily widely read by engineering academics. Sheppard and hercolleagues concluded that engineering practice consists of problem solving, specializedknowledge and integration of process and knowledge. However, our own research suggeststhat these are significant components of a much greater whole which is difficult, at first, toperceive. Engineers do solve problems, but they also do many other things as well. (Eventhe engineers whom we have interviewed and studied find it difficult to understand theprocess in which they spend their working lives.)Our own research has revealed significant weaknesses in the contemporary understanding ofengineering practice. For example, while learning soft skills such as communication has

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Hala Alfadhli, University at Buffalo; Lucas Wickham, University at Buffalo; Ashley Cummings, University at Buffalo; Randy Yerrick, Fresno State University

Tagged Divisions

Educational Research and Methods

literatureincluding competencies that are more often deemed professional competencies or “soft skills,” likecommunicate effectively and coordinate efforts (i.e. teamwork). While a key finding of their meta-analysis is that “engineering practice requires coordinating multiple competencies to accomplisha goal” they also found that competencies important to practice are not aligned to the learningoutcomes that engineering curricula are built around [10].The lack of alignment between learning outcomes of the curriculum and the competenciesnecessary for practice are reflected in literature that graduates are underprepared for professionalpractice. Korte, Sheppard, and Jordan [14] suggested an expansion and emphasis on theprofessional competencies of critical

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia Gail Headley, University of Delaware; Amy Trauth, University of Delaware; Haritha Malladi, University of Delaware; Jenni Buckley, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, civil,biomedical, electrical, and mechanical engineering [1-7]. Considered a critical instructionalstrategy for aiding students in developing durable professional “soft” skills [8, 9], team-basedlearning involves collaborative interactions among students to achieve a common design goal.To be sure, the ability to function on teams and communicate effectively are two process skillsthat all engineering students should acquire as a result of completing a post-secondary programof study in engineering [10]. In engineering, team-based learning often occurs through product orprocess design projects. While the details of team-based design projects may vary by discipline,in general, they have three features. First, they present an open-ended problem to

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Kirsten A. Davis, Virginia Tech; Barbara G. Ryder, Virginia Tech; Margaret O'Neil Ellis, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

interpersonal skills he developed in his previouscareer helped him in his academic work, describing himself as “much more people-based” thanhe had been prior to working, and explained he felt that relationships with others was key tosuccess. However, he contrasted these benefits of his time working with the challenges ofadapting to the academic rigor of a PhD program: I see people that are coming in but also unsure where they want to work […] and they can struggle a little bit because of that. My work experience helped me in terms of that. It's all the soft skills, the external skills, because you get hurt more on the academic side. It's much harder academically, but it's easier in terms of motivation, managing, and stuff like

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Scott Charles Streiner, University of Pittsburgh; Erin McCave, Clemson University; Svetlana V. Levonisova, University of Southern California; Rachel Elizabeth Savage; Mary E. Besterfield-Sacre, University of Pittsburgh; Gisele Ragusa, University of Southern California; Lisa Benson, Clemson University; Cheryl Matherly, The University of Tulsa; Larry J. Shuman, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Kevin Andrew Richards, Northern Illinois University; Angelika N Zissimopoulos, Purdue University, West Lafayette; Dawn Laux, Purdue University

Tagged Divisions

Educational Research and Methods

skills (12.4%) and communication skills (13.2%) represents an increase fromprevious studies. Feedback from recruiters and employers demonstrates the importance ofembedding “soft skills,” like teamwork and communication, into the educational experiences ofstudents in order to prepare them for future demands.6Teamwork Skills Can Be Developed Through Collaborative Learning ExperiencesAlthough there are varying names and strategies, generally collaborative learning represents aninstructional method where students work together to accomplish structured tasks. Kaufman,Felder, and Fuller7 described five conditions that need to be met in the design of collaborativelearning experiences: “positive interdependence, individual accountability, face-to

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Mark H. Somerville, Franklin W. Olin College of Engineering; David E. Goldberg, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

thempursue their personal goals. Rather than learning only about how a computer works, this teamused the opportunity to develop many of the “soft skills” or nuances of engineering. Theydeveloped teamwork skills, explored the tradeoffs of different design methods, found ways touse their engineering skills to help their fellow students, and learned how to conduct backgroundresearch on a topic that they had never seen before. Learning Team 2 experienced mixed success. The team struggled to find an identity thatcaptured the imagination and motivations of the members, but many of the members discoveredthat success in education is achieved more by effort rather than by ability. The team pursuedharder challenges as the semester progressed, despite an