Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Samantha Lee Russell, Grand Canyon University; Maria Zafonte, Grand Canyon University

Tagged Divisions

Educational Research and Methods

they entered anengineering program. A large gender gap was found, particularly in females’ initial attitudes thatreflected lower confidence in their knowledge and abilities that would help them in the field.Recently, there has been a greater acknowledgment that many engineering soft skills, such asleadership and managerial functions, have been learned on the job in the past, but should insteadby an explicit part of the engineering curriculum due to their importance [4].Often students do not fully recognize the skills that they need to be successful engineers. Part ofthe reason for this is that engineers mostly work behind the scenes and do not generally interfacewith the public, thereby creating some mystery about what the work of an engineer

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anthony Ferrar, Temple University; Pete Watkins, Temple University

Tagged Divisions

Educational Research and Methods

successfulstudent leaving this course will develop a working Android, iOS, or Web-based App.” Studentslearned ten key programming skills including Variables, Data Types, Console I/O, Functions,Debugging, Operators, Conditional Code, Flow Control, Loops, Objects. In addition, studentsemployed integrated development environments for their final projects. Students were given achoice between these three platforms based on interest and resource availability (for example,developing for iOS requires access to an Apple computer).The third learning objective focused on developing the soft skills required to flourish asengineers: “A successful student leaving this course will create a personal learning network.”Students learned to work effectively in teams

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joshua Earnest, National Institute of Technical Teachers' Training and Research (NITTTR), Bhopal, India; shashi kant Gupta, National Institute of Technical Teachers' Training and Research, Bhopal, India; Susan Sunny Mathew, National Institute of Technical Teachers' Training and Research, Bhopal, India; Sthuthi Rachel Joshua, Ramrao Adik Institute of Technology

Tagged Divisions

Educational Research and Methods

the last semester.However, a few universities may have an additional course as a ‘minor project’ in the lastbut one semester, which is rare. Due to above reasons, the employability levels of theengineering graduates drastically deteriorated over the past years. To address this problem,the micro–project was introduced in every course, from the first to the last semester in this‘Competency–Focused OBC’. As the students move to higher semesters undertaking thedifferent types of micro–projects, some of the social skills and attitudes (see section 3.1)which are ‘embedded’ in the micro–projects also get developed. This is due to the‘repeatability’ factor which is the key to any skill development. The ‘soft skills’ are alsoacutely required by the

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lena B. Gumaelius, KTH Royal Institute of Technology; Anette Kolmos, Aalborg University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

graduates for Industry”, 2010. Available: www.heacademy.ac.uk/system/files/graduates-for-industry-loughborough.pdf[8] R. Graham, “The global state of the art in engineering education” 2018. Available: https://jwel.mit.edu/assets/document/global-state-art-engineering-education[9] S.G. Walesh, “More Coaching—Less Osmosis: Teaching Soft Skills to Hard Scientists”, Journal of Management in Engineering, Vol.13, Issue 4, 1997.[10] D.J. Snowden & M.E. Boone, “A Leader’s Framework for Decision Making”, Harvard Business Review, 69-76. 2007.[11] R. Hadgraft & A. Kolmos, “Emerging learning environments in engineering education”, European Journal of Engineering Education, In progress, 2019.[12] A. Rosén, A-K. Högfeldt

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

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

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