Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eckehard Doerry, Northern Arizona University; James Dean Palmer, Northern Arizona University

Tagged Divisions

Educational Research and Methods

student grades basedon individual performance. Despite the minimalist philosophy shaping the evolution of ourapproach, truly effective use of the system developed requires substantial time investment by theinstructor; we close by outlining an online system we are developing to largely automate theteam management process. Benefits of automation include real-time feedback to instructor andteam members, automated flagging of potential trouble, and automatic documentation ofcontributions/performance for individual team members.1.0 IntroductionThe past decades have brought a growing awareness of the value of integrating training in abroad range of “soft skills” – including teaming, project management, and oral and writtencommunication – into the

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Candice Stefanou, Bucknell University; Michael J. Prince, Bucknell University; John Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brook Sattler, University of Washington; Ashley Ann Thompson, University of Washington; Jennifer A. Turns, University of Washington; Deborah Kilgore, University of Washington

Tagged Divisions

Educational Research and Methods

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Kristin E. Oliver, Texas Tech University

Tagged Divisions

Educational Research and Methods

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth Wertz P.E., Purdue University, West Lafayette; Meagan C. Ross, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Michael Fosmire, Purdue University Libraries, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, Ph.D., University of Southern California

Tagged Divisions

Educational Research and Methods

.   2  Engineering Inquisitiveness: Students’ level and depth of curiousity about engineering processes,how things work, and diverse problem solving approaches within and beyond the discipline.Instrument Design and Testing There are total of forty items on the ECPII with 3-6 items per subscale (described above).This item distribution and scale total is supported by item response theory for designing difficultto observe (soft skill) constructs, as is the case of engivering creativity and innovation. The table (1) below provides sample items for each of the Table 3: Reliability Coefficients subscales. Subscale Cronbach’s A minimum of two

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

:- To learn to identify needs, predict trends, and recognize novel technical opportunities; “spot surprises”- To experience exploring possibilities and delivering specific innovations : “immersing them, giving them a real life experience”; “maintaining a high level of interest and excitement”; “we need more ‘do whatever it takes’”- To learn and practice hard and soft skills and understand underlying principles: “in my lab, first you are going to be learning technique. You have to be able to generate data in a reproducible way, then you need to understand and be able to interpret data and only then can you think of being innovative”; “one of the capabilities that really benefits students tremendously is breadth of