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- Engineering Technology Division (ETD) Technical Session 6
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- 2023 ASEE Annual Conference & Exposition
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He Shen, Northwestern Polytechnical University; Aren Petrossian; Joseph Anthony Vizcarra; Eva Schiorring, StemEval; Mark Tufenkjian, California State University, Los Angeles
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Engineering Technology Division (ETD)
. Many of these students may not have opportunities forpractical engineering training without this course. In a survey conducted at the end of the course, studentsreported improvement in all of the following three areas: (1) knowledge and skills in and out of theirmajors, (2) self-efficacy in solving complex problems in diverse team settings, and (3) soft skills such asleadership, collaboration, and public speaking. Many students indicated the course offered very valuablereal-world experience during their engineering education. Students also commented that this courseexperience is challenging but inspiring and motivating for them to pursue engineering careers. Theirresponses to open-ended questions revealed a high level of engagement and
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- Engineering Technology Division (ETD) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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Kuldeep S. Rawat, Elizabeth City State University; Mehran Elahi, Elizabeth City State University; Bijandra Kumar
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Engineering Technology Division (ETD)
for skilled workers across a range of energy sectors because ofretirements, infrastructure growth, and changing energy technologies [1]. Science, technology,engineering, and mathematics (STEM) education and a diversified workforce are the essentialbuilding blocks to accomplishing the U.S. Department of Energy's mission. Further, theConsumer Energy Alliance has indicated, STEM education is a must for the next generation ofenergy workers as a STEM bachelor's degree nearly doubles the likelihood of working in theenergy industry. Currently, the energy industry is facing three key workforce challenges: (i)technical and soft skills gap, (ii) lack of awareness of job opportunities, and (iii)underrepresentation of minorities and women. The adoption
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- Engineering Technology Division (ETD) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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Joie Marhefka, The Pennsylvania State University; Dalynn D. Park; Laura E. Cruz, The Pennylvania State University
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Engineering Technology Division (ETD)
]. Student learning and development during theinternship experience occurs in the professional, academic, personal, and civic domains and caninclude knowledge, skills, and attitudes/values in each domain [1]. Specific examples of waysstudents benefit from internships include improving technical and soft skills, gaining confidenceand an understanding of how the industry works, getting opportunities to interact withprofessionals, and acquiring real world experience [2]–[4], [6], [8]. Much of the existingresearch focuses on these benefits to students, while attention to other aspects of buildingeffective, reciprocal internship practices is more limited.Benefits of InternshipsThere are few studies, for example, that focus on the benefits of the
- Conference Session
- Experiential Learning in ET Programs I
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- 2024 ASEE Annual Conference & Exposition
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Billy Gray, Tarleton State University; Gloria M. Fragoso-Diaz, Tarleton State University; Olugbenro Ogunrinde, Tarleton State University; Tyler Rider, Tarleton State University
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Engineering Technology Division (ETD)
theinformation gathering section and ends with result documentation in the result analysis anddocumentation section. According to [12], this framework has been used by other researchers buta further research work was done to develop a proposed framework for soft skill application inlinear programming using PBL activity sequence. The author stated that, the PBL activitysequence proposes a feedback loop that allows the students to learn as they work using a setmetric and rubric to assess each work stage. LP integration with PBL is grounded in the desire toafford students with authentic and real-world solving experiences that helps to bridge traditionalpractice knowledge providing a systematic approach for modeling and solving decision makingproblems [12
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- Engineering Technology Division (ETD) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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Carmen Cioc, The University of Toledo; Sorin Cioc
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story pedagogy will continue because it fills a gap in the learningenvironment. It offers something different and allows students to express their creativity andlearn from each other in this alternate learning space.Potential adapters should always begin with the course’s learning goals and objectives. Thisshould include examining the integration of soft skills such as communication, collaboration, andcreativity. The assessment should be feasible within course conditions. For example, in smallerclasses, students may be able to work individually, whereas in larger courses, collaborative teamsmay be required. The story guidelines should be flexible while enabling individualized learningthrough multiple types of stories for the same content. As
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- Engineering Technology Division (ETD) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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Vassilios Tzouanas, University of Houston; Lisa Deane Morano, University of Houston
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in soft skills by working in aninterdisciplinary team.AcknowledgementsThis project was supported by USDA NIFA funding, award number 2019-38422-30259. Wewould like to acknowledge Evelyn Martinez and Misael Calderon for the germination graphincluded in this document. We would also like to acknowledge all the previous SUSTAINstudents whose work is photographed in this paper. The external evaluation of the grant programwas conducted by Integrated Learning Innovations, Inc.References[1] Bogoslowski, S., Geng, F., Gao, Z., Rajabzadeh, A.R., Srinivasan, S., “Integrated Thinking -A Cross-Disciplinary Project-Based Engineering Education” in Auer, M.E., Centea, D. (eds)Visions and Concepts for Education 4.0. ICBL 2020. Advances in Intelligent Systems
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- Experiential Learning in ET Programs II
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- 2024 ASEE Annual Conference & Exposition
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Anne M. Lucietto, Purdue University ; Dyane Roesel, Purdue University
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and effective assessment methods are crucial forstudents to understand their progress and areas for improvement. They appreciate a learningenvironment that offers constructive feedback and fair evaluations.Individual perspectives can vary widely, and not all engineering technology students will sharethe same views. Additionally, the specific program, institution, and cultural context can influencehow students perceive their learning environment.Engineering Technology FacultyEngineering technology faculty members typically believe that students need a combination oftechnical knowledge, practical skills, critical thinking abilities, and soft skills to succeed in theirchosen field [35]. Here are some common beliefs and priorities that