Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Olukemi Akintewe, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Anna Maria Bateman, University of South Florida; Lynn Chisholm, University of South Florida

Tagged Divisions

First-Year Programs

students for successful careers inengineering by developing essential soft skills. This paper reports the approach taken to improvean engineering course by incorporating a PD component. This is a 3-credit first-year engineeringfoundations laboratory course, which focuses on the fundamentals of design processes. In its firstiteration, over 500 first-year students performed three sequential assignments to complete themodule. These students methodically engaged in a career readiness process within a program thatdocuments achievement while promoting their academic growth. The intent is to presentprofessional contexts as part of their undergraduate experience.The PD module in this course is initiated by students’ automatic enrollment in the

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology; Ludvik Alkhoury, New Jersey Institute of Technology; Nicole Bosca

Tagged Divisions

First-Year Programs

) software, making the partswith 3D printers, creating an Arduino code to control the action of their device, and finallywriting a voice interface (given a skeleton code) to actuate the servo motors on the device usingvoice commands. For example, students use voice to turn a fan on or off, change its speed, andenable oscillation.Ours is a unique approach towards not only integrating new emerging technology into theclassroom but also finding new ways to engage students and help them learn new skills. Uponcompletion of this pilot, students are expected to have expanded their technical knowledge aswell as soft skills such as communication, collaboration, and listening skills. They will havelearned how to personalize Voice technology, and the

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Devin R. Berg, University of Wisconsin-Stout; Tina Lee, University of Wisconsin-Stout; Elizabeth Anne Buchanan, University of Wisconsin-Stout

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

masculine whilehumanities, social sciences, and “soft skills” such as communication and ethics are often seen tobe more feminine [20]. These patterns might explain why women entered the class more awareof social and environment issues and likely account for the women in our study being more opento a class about social justice, volunteering, and how engineering can be used to help others thanmen were (see also [20] for a discussion of men’s resistance to communication skills instructionin engineering). It is important to note, however, that socialization may not directly account forall aspects of how gender differences are expressed through student perceptions. There is someevidence that correlations between empathy or care and social or

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

J.w. Bruce, Tennessee Technological University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

First-Year Programs

”, Proc. 2007 ASEE Midwest Sectional Conference, 2007.[5] R. Christensen, G. Knezek, and T. Tyler-Wood, “Student perceptions of Science, Technology, Engineering, and Mathematics (STEM) content and careers”, Computers in Human Behavior, Elsevier Press, 2014.[6] R.M. Felder, G.N. Felder, M. Mauney, C.E. Hamrin, and E.J. Dietz, “A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes, J. Engr. Educ., vol. 84, no. 2, pp. 151-163, 1995.[7] M. Itani and I. Srour, “Engineering Students' Perceptions of Soft Skills, Industry Expectations, and Career Aspirations,” J. Prof. Issues Eng. Educ. Pract., vol. 142, no. 1, 2016.[8] B.N. Geisinger