Conference Session

ERM Technical Session: Professional Formation & Career Aspirations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashley Ater Kranov, Washington State University; Edwin R. Schmeckpeper P.E., Norwich University; Steven W. Beyerlein, University of Idaho

Tagged Divisions

Educational Research and Methods Division (ERM)

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Buten, University of Michigan; Jack Boomer Perry, University of Michigan; Aaron W. Johnson, University of Michigan

Tagged Divisions

Educational Research and Methods Division (ERM)

., vol. 95, no. 2, pp. 139–151, Apr. 2006, doi: 10.1002/j.2168-9830.2006.tb00885.x.[3] J. Trevelyan, The Making of an Expert Engineer, 0 ed. CRC Press, 2014. doi: 10.1201/b17434.[4] ABET, “Criteria for accrediting engineering programs,” Baltimore, MD, 2024. Accessed: Oct. 27, 2024. [Online]. Available: https://www.abet.org/accreditation/accreditation-criteria/criteria- for-accrediting-engineering-programs-2024-2025/[5] H. Chaibate, A. Hadek, S. Ajana, S. Bakkali, and K. Faraj, “A Comparative Study of the Engineering Soft Skills Required by Moroccan Job Market,” Int. J. High. Educ., vol. 9, no. 1, p. 142, Dec. 2019, doi: 10.5430/ijhe.v9n1p142.[6] M. S. Rao, “Enhancing employability in engineering and

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Animesh Paul, University of Georgia; Racheida S Lewis, University of Georgia; Nyna Jaye DeWitt, University of Georgia

Tagged Divisions

Educational Research and Methods Division (ERM)

professional structured IEP graduates practice equips Kingdom s, 2 PhD interviews graduates with students) technical and soft skills for growth.

Conference Session

ERM WIP V: Assessing & Developing Competencies in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Catalina Cortazar, Pontificia Universidad Catolica de Chile; Matias Lopez, Pontificia Universidad Catolica de Chile; Amanda Allendes, Pontificia Universidad Catolica de Chile; Andrés Ignacio Guevara, Pontificia Universidad Catolica de Chile

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. Desarrollo de habilidades blandas y el uso del Sistema de Gestión del Aprendizaje en la elaboración de proyectos prácticos en una asignatura introductoria de Ingeniería Telemática. Cuaderno de Pedagogía Universitaria, 15(29), 44-53, 2018.[14] J.C. Neri and C.A. Hernández. Los jóvenes universitarios de ingeniería y su percepción sobre las competencias blandas RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo vol. 9 issue 18 pp: 768-791, 2019. Published by Centro de Estudios e Investigaciones para el Desarrollo Docente A.C[15] H. Karimi and A. Pina. A. Strategically Addressing the Soft Skills Gap Among STEM Undergraduates. Journal of Research in STEM Education, 7(1), 21–46, 2021. https://doi.org

Conference Session

ERM Technical Session: Quantitative Instrument Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexa Ray Ronsairo Fernando, National University, Philippines; Nurzal Effiyana binti Ghazali, Universiti Teknologi Malaysia; Fatin Aliah Phang FASc, Centre for Engineering Education, Universiti Teknologi Malaysia; Nor Farahwahidah Abdul Rahman, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods Division (ERM)

future engineers in dynamic andcomplex environments. Appendix D shows the updated competency model after Round 1.The findings align with the central theme of merging human ingenuity with technologicaladvancement, as highlighted by various studies. Similar to Adel [1], the findings emphasize theneed for technical and soft skills, particularly in human-machine collaboration and programming.Like Güğerçin and Güğerçin [26], the findings identified cognitive efforts, complex problem-solving, leadership and social impact, technology and development skills, and management skillsas critical competencies. Broo et al. [10] and Carayannis and Morawska-Jancelewicz [11] alignwith the inclusion of lifelong learning, multidisciplinarity, sustainability