Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Okan Caglayan, University of the Incarnate Word; Sreedevi Ande P.E., University of the Incarnate Word; Erik Coronado; Max Joseph Martinez, University of the Incarnate Word; Samuel Jacob Handowski

Tagged Divisions

First-Year Programs

presentations made by the guestspeakers from various industries, such as Southwest Research Institute, Boeing, Rackspace, andFirst Year Engagement Office at UIW. Their presentations emphasized the followingskills/attributes that students need in order to be successful in college and career:  Time management – class attendance, planning, class assignments.  Networking and communication – soft skills, participation in student clubs, gaining information about internships.  Creativity and problem solving – applications of MATLAB5 used in industry by STEM experts.The outcome of the second objective was achieved by developing and implementing technicalsolutions to problems in computer programming, robotics, and presenting the

Collection

2018 ASEE Conferences - Conference for Industry and Education Collaboration / San Antonio proceedings

Authors

Claudio Brito; Melany Ciampi

idea was to offer an extra course and invite students to enroll the course. However as ithad in a first moment a low number of interested students the coordination of the project decidedto offer also as internship opportunity. This idea reached the desired goal and a larger number ofstudents enrolled the course/internship opportunity.There are some “soft skills that are required once the students will be facing a real workingplace. A positive attitude because it is a valuable interpersonal skill. Writing well is another one, Proceedings of the 2018 Conference for Industry and Education Collaboration Copyright ©2018 American Society for Engineering Education

Conference Session

Women in Engineering Technical Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

girls in Guilford county. She has also worked with the STEM of the Triad home-schooled children at Winston-Salem, North Carolina. In 2017, Dr. Ofori-Boadu established the REAL Professional Development Network for developing the leadership, networking, and other soft skills of undergraduate students at NCAT. She is married to Victor Ofori-Boadu and they are blessed with three wonderful children. c American Society for Engineering Education, 20181 Improving Middle-School Girls’ Knowledge, Self-Efficacy, and Interest in ‘Sustainable Construction Engineering’ through the STEAM ACTIVATED! ProgramUniversities provide informal educational opportunities to cultivate

Conference Session

Energy Conversion and Conservation Division Technical Session on Energy Efficiency and Power Grid Security

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert J. Kerestes, University of Pittsburgh; Zhihua Qu, University of Central Florida; Damla Turgut, University of Central Florida

Tagged Divisions

Energy Conversion and Conservation

students’ academic careers.IntroductionThere are several studies which detail the benefit of student collaboration and networking [1],[2]. However, there are not always adequate opportunities for students to network andcollaborate with other students and faculty outside of their home institution. Therefore a summerprogram was developed by the FEEDER (Foundations in Engineering Education for DistributedEnergy Resources) Consortium, in hopes to not only increase the ability for students to networkand collaborate, but to expose the students to a wide variety of technologies that they could notsee otherwise. This strengthens several of the soft skills that are very important in thedevelopment of a young engineer’s career, but are often times

Conference Session

Aerospace Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tian Tian, University of Central Florida; Ronald F. DeMara P.E., University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Aerospace

potential benefits of CBA include user-authenticated,consistent, and fair testing, while facilitating auto-grading and statistical analysis of assessmentresults. Ideally, CBA could increase the frequency and value of formative feedback withinEngineering courses, relative to conventional paper-based exams which are prevalent. However,since multiple-choice question formats are inherently restrictive, an open challenge facing CBAis how to fully assess skills within Engineering disciplines. Specific assessment needs includefree-form design approaches, abstract concepts, analytical formulas, plots/graphs, problem-solving skills, and soft skills. These require innovations for realization within the quiz deliverycapabilities of today’s Learning Management

Conference Session

Computing Technology Applications-II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vuk Marojevic, Virginia Tech; Antoni Gelonch-Bosch, Universitat Politècnica de Catalunya; Jeffrey Reed, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

environment (ALOE) to provide a practical learning environmentthat facilitates developing many of the needed technical and soft skills without the inherentdifficulty and cost associated with radio frequency components and regulation. We define sixlearning stages that assimilate the standardization process and identify key learning objectivesfor each. We discuss our experiences when employing the proposed methodology at BarcelonaTech in Spain, compare the approach with an equivalent class at Virginia Tech in the US andmake the following observations: (1) The complexity of standards need to be abstracted andpresented in a form suitable for a given class. (2) Educating about cellular communicationsstandards is most effective when students are immersed

Conference Session

IED Technical Session: Preparing Programs for the Future

Collection

2018 ASEE Annual Conference & Exposition

Authors

Houshang Darabi, University of Illinois, Chicago; Fazle Shahnawaz Muhibul Karim, University of Illinois, Chicago; Samuel Thomas Harford; Elnaz Douzali, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago

Tagged Divisions

Industrial Engineering

research are available indicating the importance of integrating various skillsfrom the job market into the engineering curriculum. Chikumba, S. et al. discusses the benefit ofintegrating hard technical skills and technologies with the soft skills required by IndustrialEngineers to satisfy the marketplace [3]. The University of Florida produced a study on the“talent paradox” in which students cannot find jobs because they do not possess the skillsrequired by companies and companies cannot find the right employees because of the lack ofskills in applicants [4]. One article outlines a course for engineering students in their lastsemester. This course aims to bridge the skills gap from school to real life situations [5],[6]. TheU.S. Department of

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzette R. Burckhard, South Dakota State University; Joanita M. Kant, South Dakota State University; Francis Arpan; Ross Peder Abraham, South Dakota State University; Gregory J. Michna, South Dakota State University

Tagged Divisions

Educational Research and Methods

respondents and52 percent for the 2015-16 respondents). Some, however, reported negative impacts on theirachievements because of their work: 10 percent (2014-15) and 19 percent (2015-16), and theremainder reported no effect. Thus, while part-time employment reportedly had beneficialresults for many scholarship recipients, such decisions need to be made on a case-by-casebasis, taking balance into account as recommended by the College Board [22].5. Educational enhancement activities The purpose of the educational enhancement activities was to encourage integrationinto peer study groups, to promote socialization and soft skills, to help the participant to adaptto the university community and the surrounding community, and to promote good

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lexie Mitchell, Colorado School of Mines; Leslie Light, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

. London: Bloomsbury Publishing (1998).[11] T. Pearce. “Building personal skills into a master of engineering degree.” Proc. GlobalCongress on Engng. Educ., Cracow, Poland, 369-372 (1998).[12] R. Cross, R. Rebele, & A. Grant. “Collaborative Overload.” Online.https://hbr.org/2016/01/collaborative-overload. Jan-Feb. 2016. [Accessed: Feb. 4, 2018].[13] J. Walther, S.E. Miller, & N.W. Sochacka. (2017). “A Model of Empathy in Engineering asa Core Skill, Practice Orientation, and Professional Way of Being.” Journal of EngineeringEducation, Vol.106(1), pp.123-148.[14] B. Penzenstadler, G. Haller, T. Schlosser., & G. Frenzel (2009). “Soft skills required: Apractical approach for empowering soft skills in the engineering world.” Proc

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Steven Weiner, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

determinespecific changes in either technical knowledge or the development of soft skills, but theseoutcomes were alluded to frequently.Makerspaces: Engineering Labs Run for Students vs. Community Hubs Run by StudentsAs noted above, university or academic Makerspaces were a prominent area of focus forEngineering Education researchers. Many articles related to these spaces were excluded based ontheir focus on operation or technical capacities. Several studies describe the teaching oftraditional engineering content—especially engineering design—but with a greater emphasis oncollaboration and entrepreneurship [31]–[33].Other articles provide evidence that Makerspaces were being conceived of as places that allowfor different kinds of knowledge production and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Renee Cole, University of Iowa; Juliette M. Lantz, Drew University; Suzanne Ruder, Virginia Commonwealth University; Gilbert J. Reynders III, University of Iowa; Courtney Stanford, Virginia Commonwealth University

Tagged Topics

NSF Grantees Poster Session

to the modern workplace [3]. Theseskills, which we call process skills due to the early roots of this project in the Process OrientedGuided Inquiry Learning (POGIL) community [4], are also referred to as transferable skills,professional skills, workplace skills, or soft skills. In STEM fields, a slow paradigm shift towardsstudent-centered learning has begun to extend opportunities to undergraduates to foster learninggains beyond the acquisition of disciplinary content. However, most classroom assessmentapproaches continue to be solely centered on the students’ mastery of content and do not assessstudent performance in the area of process skills. This is of significant concern because of thestrong influence assessment has on students

Conference Session

College-Industry Partnerships Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Madeline R. Darling, University of Illinois, Urbana-Champaign; Gabriella Rose Dupont, University of Illinois, Urbana-Champaign

Tagged Divisions

College Industry Partnerships

include extracurricular activities completed by thestudent, personal connections to industry personnel, training in soft-skill development, orcompletion of entrepreneurial projects [7].From an advising standpoint, additional insight into correlations between tracks and nextdestinations (graduate school, medical school, industry opportunities) will provide a startingpoint for further discussion on career paths for students. For future studies, we will examinealumni data and obtain qualitative data from industry professionals regarding their perceptions ofthe competencies obtained through a bioengineering curriculum and the different track areas.References1. ABET: Search for Accredited Programs (February 4, 2018) Available: http://www.abet.org2. D

Conference Session

Computers in Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Nelson, Iowa State University; Benjamin Ahn, Iowa State University

Tagged Divisions

Computers in Education

gaming environmentsAbstractStudents working on hands on projects have a unique opportunity to exercise and learnengineering skills outside of what they learn in the classroom. However, students also needprofessional skills, or soft skills, that allow them to work effectively on their projects in a teamenvironment. Unfortunately, these skills are often overlooked in the students’ core classes andstudents are usually unfamiliar with these skills. Not having these skills in a project basedprogram can lead to negative outcomes for the students. New technology is rapidly changing, andnew techniques that can be used to teach engineering students these valuable skills have becomeeasier to obtain. Advancements in virtual reality (VR) and augmented

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Todd France, Ohio Northern University; Brittney Lynn Masters, Ohio Northern University

Tagged Topics

FYEE Conference Sessions

, Washington, DC: National Academies Press.[6] Virguez, L., Reid, K., Knott, T. (2016). Analyzing Changes in Motivational Constructs for First-Year Engineering Students during the Revision of a first-Year Curriculum. ASEE National Conference & Exposition, New Orleans, LA.[7] Kumar, S. & Hsiao, J.K. (2007). Engineers Learn “Soft Skills the Hard Way”: Planting a Seed of Leadership in Engineering Classes. Leadership and Management in Engineering, 7(1), 18-23.[8] Riggs, J. B. (2016). Freshman Engineering: Current Status and Potential for the Future. ASEE Annual Conference and Exposition, New Orleans, LA.[9] Chapman, E. A., Wultsch, E. M., DeWaters, J., Moosbrugger, J. C., Turner, P. R., Ramsdell, M. W., & Jaspersohn, R. P. (2015

Collection

2018 FYEE Conference

Authors

Michael Wilson, University of Massachusetts, Amherst

toamalgam the design iterative process to what is possible with software including augmented reality in orderto convey both generative design and generative learning possibilities; project management requiresspecific operations affecting the optimal outcome. The workshop is a design challenge to engage engineering concepts, develop processes, and retainsolutions; the process begins with a sketch, draws on concept inventories, and completes with a teamdiscussion on possible improvements to the approach. The exercise is extremely hands-on and involves amyriad of engineering hard and soft skills to perform under time and resource constraints. Drawing on“How people Learn” the prototype for the workshop attempts to generate outcomes based on

Conference Session

Humanitarian Engineering, Social Entrepreneurship and Communitarian Innovation in the Global South

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martha Janneth Salinas S, Minuto de Dios University Corporation; viviana Garzon, UNIMINUTO; IVÁN DARÍO GARCIA P.E., UNIVERSIDAD MINUTO DE DIOS; Miguel Gonzalez, Universidad Minuto de Dios

Tagged Divisions

Community Engagement Division

Innovation Science Park of UNIMINUTO, developed a STEMRobotics program partnering with i-Carnegie (now Robomatter Inc., a spin-off of CarnegieMellon University), through a project carried out in eight rural schools in Colombia, whichbenefited more than 2,000 middle school and high school students through three years. Theproject included the training of local teachers, the adaptation to the Colombian contextmethodology and of a set of guides, and the implementation monitoring during three years.The main results of this process were the increase in motivation for learning of the studentsand the development of hard and soft skills by both high school students and teachers5.The results of this previous experience led to investigate STEM education [1

Conference Session

Engagement In Practice: Integrating Community Engagement into Engineering Curricula

Collection

2018 ASEE Annual Conference & Exposition

Authors

Maria C. Sanchez, University of Maryland College Park; Dylan Anthony Hazelwood, University of Maryland, College Park; Dave K. Anand, University of Maryland, College Park

Tagged Divisions

Community Engagement Division

“engineering is not just engineering”, the course is an attempt to recognize the importance of theunderstanding that engineers are responsible for the social change that their profession creates.Traditional engineering courses typically focus on the development of technical skills but oftenfail to help students develop the professional or “soft” skills that engineers need today and to createa sense of social responsibility [1]. It was very important to the instructional team that studentsdevelop the needed cultural awareness and that they would be inspired to use their technical skillsto practice social entrepreneurship with the intention of making a difference in their communitiesand society at large. Unlike many courses that engage engineering

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Ken Yasuhara, University of Washington; Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical Engineering

, respectively. In response to “And what about your understanding of what leadership meansin the bioengineering field?” the average student ratings were 4.5 (SD=0.8) and 4.4 (SD=0.8) in2016 and 2017, respectively.Table 3. Student comments regarding development of leadership competencies and understandingof leadership by Bioengineering seniors enrolled in the Bioengineering Honors Seminar.Development of specific leadership “Made me think about my skills, not knowledge. Made mecompetencies in this class consider how to use my strengths and reflect on soft skills I have.”Reflective exercises helped develop “So many opportunities for learning! I think the reflection in thisleadership competencies class was so helpful for

Conference Session

Women in Engineering Technical Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hadil Mustafa, California State University, Chico; Shelby Ann Freese

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

forced them to manage their time better tomeet deadlines. “practicing being clear and concise while meeting time goals/constraints."II: Outreach and Engineering Skills and KnowledgeAside from its influence on social skills, students indicated that outreach helped them polish theirunderstanding of Engineering concepts and forced them to enhance their presentation skills. "Outreach not only helps cement what I already know but also builds soft skills that can also be applied to classes and life. Outreach helped me get my foot in the door for my internship." "Outreach broaden my horizons and helped me to better understand some tough topics."III: Outreach and STEMUpon establishing the outreach event, one of the primary

Conference Session

Assessment of Student Learning – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hani Serhal Saad, Eastern Washington University

Tagged Divisions

New Engineering Educators

classes theassignment came from (pre or post-changes). The assessment was done according to the followingsix criteria: (a) document structure (b) objectives and conclusion, (c) grammar and spelling, (d)quality of writing, (e) depth of analysis and (f) scientific integrity. The results obtained showed anincrease of 8% for categories (a), (c) and (d), an increase of 14% for category (b), an increase of7% for category (f) and a decrease of 3% for category (e). These results suggest that the changesimplemented had a positive impact on the technical writing level of the students. References: 1. C.Prusty, A.K. Dwivedy, and J. Khuntia, “Why and How Do Engineers Communicate?”, IUP journal of soft skills, vol.9, pp 45-50, 2015

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kevin Buffardi, California State University, Chico; William Zamora, Califonia State University, Chico; Colleen Robb, California State University, Chico; David Rahn, California State University, Chico

Tagged Divisions

Entrepreneurship & Engineering Innovation

business people on adaily basis. In the meantime, industry has identified a need for students to gain more “soft skills”including communication across disciplines [14]. To try to reconcile the advantages of FOSS contribution with Agile principles, wefounded an open source consortium in our local community to foster students collaboratingside-by-side with software professionals [15]. Localized FOSS (LFOSS) projects help studentsmodel their communication, behavior, and technical skills from professionals in industry anddemonstrated unique advantages over projects with no external stakeholders [16] and morenatural adherence to Agile than projects with only remote collaboration [17]. However,organizing a local open source organization may be

Conference Session

Engineering Economy Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ona Egbue, University of South Carolina, Upstate

Tagged Divisions

Engineering Economy

do not equip students with the soft skills including communication and collaborativeskills required to face the multi-faceted challenges in the 21st century engineering workforce.There is clearly a need to use active learning methods that promote student learning, engagementand the development of critical skillsThis study describes changes to an engineering economic course aimed at increasing studentengagement by incorporating proven active learning strategies such as project-based andproblem-based learning strategies. This was accomplished by flipping some parts of the courseand spending more class time on discussions, intensive team work and group projects. The planwas to completely flip the course over time so that fundamental concepts

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Bernd Steffensen, University of Applied Sciences Darmstadt

Tagged Divisions

Entrepreneurship & Engineering Innovation

outcomes, so we Deleted: of SEFImust look elsewhere for discussions related to the T-shaped ideal. The closest corollary to the T-shaped ideal has been the discussion since the late 1960s and early 1970s of the relationship Deleted: organizationsbetween so-called “soft skills” and general education versus the technical expertise that is Deleted: educational institutionsviewed as the core of engineering education. Following this thread of intellectual endeavor Deleted: the discussionmakes it easier to see both divergent and parallel developments in the U.S. and Germany

Conference Session

Design and Implementation of Graduate Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meredith Welch-Devine, University of Georgia; Ramana Pidaparti, University of Georgia; K. Paige Carmichael, University of Georgia; Janet E. Rechtman, University of Georgia; Brandy B. Walker, University of Georgia; Julie A. Coffield, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

first cohort of doctoral students participating in thepilot program.Training ModelTraining in professional or “soft” skills, although not new in graduate education, is commonlydone on an ad hoc basis, as a ‘bolt on’ to a student’s program of study. Further, professional skillstraining is often targeted towards career placement and generally offered to students who areadvanced in their graduate studies. While there has no doubt been some success in following thisimplicit approach, we sought to explore how a more explicit approach might better serve STEMgraduate students.The innovative model (see Figure 2) piloted through the GS LEAD program challenges thatparadigm by positioning critical professional skills development [15], [13], [5] at the

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University

Tagged Divisions

Civil Engineering

should beconsidered as a core activity of the engineering design and project development and inseparablefrom other tasks. In some instances, technical communication courses fall behind accomplishingthis objective because these courses are not necessarily constructed to incorporate engineeringdesign and communication of the design elements in written justification that would make theoverall engineering design process a meaningful task rather than just number-crunching anddesign-drawing activity3.Conventional approaches to teach design skills, such as working numerical problems, routineprogramming are not adequate to help students learn the soft skills, i.e., process skills required todevelop a comprehensive solution to an engineering problem4

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University; Kyle D. Squires, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

identify theircultural capital from which to develop their future possible selves as engineers. Throughout thefirst two years, students will be mentored to foster their engineering identity while focusing onsupport for transition to college. Support for transition to college includes encouragement andhelp to form peer learning study groups, study habit workshops, note-taking methods, timemanagement, and financial aid-education. Support for engineering identity development in year1, include opportunities to meet industry professionals, visits to industry sites to learn first-handwhat engineering workplaces look like, engage with engineering leaders through a speakerseries, and attend recurring choice-based 2-hour technical and soft skills building

Conference Session

Works-in-Progress Postcard Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Reginald E Rogers Jr, Rochester Institute of Technology (COE)

Tagged Divisions

Chemical Engineering

Engineering continues to be a strong topic of focus.Students are continually challenged to be mindful of soft skill issues associated with being aprofessional engineer; however, the retention of that knowledge is low. The prevalence ofincreasing student awareness in process safety and ethics beyond the textbook requiresinnovative ways to bridge the discussion between fundamental course content and experientiallearning. Given the time constraints of contact hours an instructor may have for a course, theintegration of practical discussions can be pushed aside to ensure the learning outcomes are met.This, however, can be a disservice to the students as they prepare to take up jobs either in a co-op/internship or full-time position.One approach to

Conference Session

Maps, Metaphors, Tweets, and Drafts

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sean Michael Ferguson, University of Virginia; Rider W. Foley, University of Virginia; John Kofi Eshirow Jr., University of Virginia; Catherine Claire Pollack, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

experiences in and outside of the class and the freedom tomake connections between subject-areas creates an opportunity for understanding meta-cognitivelearning. Analyzing concept maps by students over a time period can yield metrics on highercomplexity scores, more extensive hierarchies, and appreciation of concept linkages andfeedback loops [5]. For example, previous studies that compare post-course maps to pre-coursemaps show that students become knowledgeable about subjects they had little in the way ofexperience with before attending the course [7]. Course specific testing––e.g. topically1 For a better understanding of the use of “professional skills” rather than “soft skills” please see K. Neeley’s ASEEConference proceeding on the gendered and

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

”.Students from the Ruka Project shared that the project “helped [them] understand theculture better when design[ing] for that culture”. Many commented on the synthesis thatthey encountered, such as how “hard and soft skills come together”, “engineeringintersects with the liberal arts” and the “gather[ing] together all of the [design]information helped connect to the country”.Values ThinkingOf the 854 quotes, 214 indicated values thinking. Students commented that the challenge,“did not feel like a class assignment”, that they “got more out of it because it meantsomething [to them]”, and “evoked a real emotional response”. For example, one studentsaid, “I have given lots of 1 minute pitches, but I really cared about giving this one”.Several students

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark J. Povinelli, Syracuse University; Jonnell A. Robinson, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

objectives of the course werelargely achieved. Students acquired both hard skills and soft skills such as empathy and an abilityto articulate ethical obligations of engineering professionals to society at-large. The majority ofstudents reported positive outcomes as related to learning about a real-world contemporaryinfrastructure problem and understanding the role of engineers in solving it; engaging in designthinking approach to engineering; working in multidisciplinary collaborative teams; empathizingwith end users; learning to collect and analyze data in order to answer research questions; andpresenting findings and actionable data to professional partners.Implications for the City of SyracuseOverall, the data collected was useful in piloting a