Conference Session

LEAD Tech Session #2: Assessing and Evaluating Engineering Leadership Development.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zhen Zhao, Arizona State University, Polytechnic Campus; Adam Carberry, Arizona State University; Samantha Brunhaver, Arizona State University, Polytechnic Campus; Jennifer Chandler, Arizona State University

summer programmentors, compared to their colleagues who never mentored in any of the ERC summer programs.The whole and final version of the instrument will be presented at the conference.References[1] L. A. Ellis and A. K. Peterson, "A Way Forward: Assessing the Demonstrated Leadership of Graduate Civil Engineering and Construction Management Students," Leadership and Management in Engineering, vol. 11, no. 2, pp. 88-96, 2011.[2] B. Ahn, M. F. Cox, J. London, O. Cekic and J. Zhu, "Creating an Instrument to Measure Leadership, Change, and Synthesis in Engineering Undergraduates," Journal of Engineering Education, vol. 103, no. 1, pp. 115-136, 2014.[3] S. Kumar and J. K. Hsiao, "Engineers learn "soft skills the hard way": Planting a

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elodie Billionniere, Miami Dade Community College; Farzana Rahman, Syracuse University

will be beneficial in advancing my skills.”• “The most important benefit was learning to tie in technical and soft skills into my past roles so that I can hit the brief of what the potential employer is looking for.”Similarly, at least three-quarters of post-conference survey respondents reported benefits ofattending the NSF RESET conference that aligned with the same three themes: inspiration,networks of support, and skills/knowledge acquisition. Respondents most frequently agreed thatthey had gained new skills or information that will help them advance their careers (87%), feltmore inspired about the opportunities ahead of them (85%), and increased their network (78%).Conclusion & Future WorkOverall, the NSF RESET conference met

Collection

2023 ASEE North Central Section Conference

Authors

Carmen Cioc, The University of Toledo; Noela A. Haughton, The University of Toledo; Sorin Cioc

Assessments. The collaborative work between the authors, two-engineering faculty andone educational faculty, proved the benefits of PBL applied to a different core course, especiallythe improvement of the students’ technical content and engineering skills (Cioc et.al. 2022,2022). Like earlier work by the same authors, a 75–question survey was given at the beginningand end of the semester to test the improvements in those engineering soft skills, includingentrepreneurial skills, communication, collaboration, and teamwork. Responses were based on afive-point rating scale: 1=strongly disagree; 2=agree; 3=neither agree nor disagree; 4=agree;5=strongly agree. Paired two-tailed t tests were performed to assess pre-course and post-coursedifferences.In

Conference Session

Intro to Biomedical Engineering and Vertically Integrated Curriculum (Works in Progress) - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amber L. Doiron, University of Vermont; Jason H.T. Bates, University of Vermont; Ryan S. McGinnis, University of Vermont; Juan Jose Uriarte, University of Vermont; Niccolo M. Fiorentino, University of Vermont; Jeff Frolik, University of Vermont; Rachael A Oldinski

Tagged Divisions

Biomedical Engineering

Year 4 BME Elective (3 cr.) BME Elective (3 cr.) BME Capstone Design I (3 cr.) BME Capstone Design II (3 cr.) approach fostering soft skills such as technical BME Lab II (2 cr.) writing, oral communication, and creativity. Figure 1. Before (red) and after (blue) curricula showing an increase in BME-specific credits (39 vs. We plan to employ active learning 14 credits), design courses in all years, and core within the BME core classes in the form of content taught within BME. hands-on

Conference Session

Solid and Structural Mechanics in Aerospace Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gozdem Kilaz, Purdue University - West Lafayette; Ronald Sterkenburg, Purdue University - West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Aerospace

to creating a stimulatingenvironment but also to enable the roles of the student and the mentor to become more fluid.Traditional teaching settings as classrooms create a rigid separation between the teacher and thestudent which may in turn diminish the sense of learning responsibility a student should possess.Once implemented effectively, hybrid courses offer students interactive environments where theymay engage with each other and their mentors during evaluating and analyzing the courseprincipals. This is a great advantage over traditional settings where students may get accustomedto being spoon fed (Caulfield, 2011). The student centered, experiential learning style empowersparticipants with significant soft skills such as initiative and

Conference Session

Engineering Management Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joan B. Schuman, Missouri University of Science & Technology

Tagged Divisions

Engineering Management

badges should be shared with students, even for soft skills. 5. The addition of mixed methods for analysis would be beneficial for a more complete picture of student attitudes.Future WorkData will continue to be collected and possibly with the addition of semi-structured interviews.If collected, the semi-structured interviews could be analyzed using thematic coding to providegreater insight to student perceptions. One other possible question I could explore is if I observea difference in motivation or attitudes with certain groups of students (based on gender, race, orbackground). Another question that I could explore is if the addition of more badges earlier inthe term would improve motivation

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Gabriella R. Dupont, University of Illinois, Urbana-Champaign

Tagged Divisions

Biomedical Engineering

weaker than non-engineering peers. They cited experiences of being told they were anti-social or notunderstanding societal and cultural norms, which negatively affected them in the clinic. Thestudents made suggestions for engineering and clinical integration in core classes such asPhysiology and Histology and Physical Diagnosis, since those courses were most conducive tointroducing engineering concepts.In the interviews with faculty members and clinicians, we covered three general topics: learning,communication and professional skills, and curricular changes. There was a consensus thatengineers learn by doing, break down problems, and are good with analytical solutions, whilethey tend to have a lack of basic biology background. In terms of soft

Conference Session

Women in Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shafagh Jafer, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

 Allocate $5,000 additional merit scholarship for every qualified female applicantThe additional funding have been already requested from two external agencies (pending results)to help cover the following costs:  Travel: $2,500 to assist students attending conferences to present their research  Student Salary: $2,000 for student assistants working at the WEI  Scholarships: $2,500 to fund five scholarships ($500 each) for women engineering students with high academic achievement and financial need  Page 26.1745.5 Workshop: $2,000 to host technical or soft skills workshop on-campus)  Outreach activities

Collection

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

Authors

Schwarz Schwarz

©2018 American Society for Engineering Education Session CEED 432Conclusion of Eurotech• Eurotech prepares students for the global workforce and improves their intercultural communication and soft skills to compete in tomorrow’s world• Students get in-depth language and cultural exposure during the first semester and real time hands-on experiences in the workforce, as they apply for real co-op openings (no pre-arranged contracts where students risk being under-challenged “making coffee”, etc.)• After meeting excellent role models during their co-op experience, most students consider graduate school (in the US or Germany) after they return

Conference Session

Technical Session VI

Collection

2018 FYEE Conference

Authors

Sheila Erin Youngblood, Cameron University; Irene Camilla Corriette, Cameron University ; Tyler C Bishop, Cameron University

Tagged Topics

Diversity, FYEE Conference Sessions

Results and ConclusionsThough there were many accomplishments during the summer academies these five are the mostnotable.1. The participant group was diverse, including students from rural and urban schools, with 25% being first generation and 50% being from underrepresented groups (women and minorities).2. During the second CU Engineering and Applied Mathematics Summer Academy the applicant pool grew from 40 in the 2016 to 80 in the 2017.3. The academy’s focus on team building and other soft skills helped the students expand their understanding of the necessary skills for both professional and personal success.4. Every student worked successfully in their assigned group.5. In 2016 every team successfully built and launched a rocket

Collection

2019 CIEC

Authors

Immanuel Edinbarough; Anabel Pineda-Briseño; Jesus Alberto Gonzalez-Rodriguez; Adriana Rios Santiago

and Industrial Engineering (MANE) –Engineering Technology program (ENGT), and Tecnologico Nacional de Mexico / InstitutoTecnologico de Matamoros (TecNM/ITM) – Computer Systems Engineering program (CSE).This initial strategy for cross-border collaboration was technology development bycomplementing capabilities within different engineering fields, addressing regional priorities.IntroductionDuring the development of the projects, the students were exposed to different teaching andlearning methods by being immersed in a constructive cooperation between both highereducation institutions. This novel opportunity to train in technical aspects and soft skills, laid aneffective platform to experience multi-disciplinary teamwork.The project was a great

Conference Session

Computer and Electrical Engineering Technology Innovations

Collection

2008 Annual Conference & Exposition

Authors

Omer Farook, Purdue University Calumet; Chandra Sekhar, Purdue University Calumet; Essaid Bouktache, Purdue University Calumet

Tagged Divisions

Engineering Technology

which is assessed based upon itscomprehensiveness and originality. Students are required to master the soft skills ofcomprehensive report writing on a weekly basis and of Technical Project Report writing andproject oral presentation based upon the Team’s Final Project. These classroom practices andlaboratory environment provides a challenging and invigorating environment that prepares themfor a lifelong learning process and career path.Bibliography[1] Microchip Technology Inc. 2355 West Chandler Blvd. Chandler, Arizona, USA 85224-6199 (480) 792-7200 http://microchip.com[2] CCS, Inc. Custom Computer Services, Inc. PO Box 2452 Brookfield, WI 53008 www.ccsinfo.com[3] http://freenet

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Divisions

Educational Research and Methods

and dispositions may be more difficult for students to understand. Italso may be more difficult to accurately measure this particular construct. Accordingly, thesetwo reasons provide rationale for each of the respective results.Discussion and Future WorkThis paper presents research on the pilot results of the newly designed global preparednessindex. Results of this pilot are preliminary as the population sample size is rather small (N=147).The index provides us with insight as to the “soft skill” areas that me must provide training andeducation for engineering candidates if we want our engineering students to be fully prepared towork in global societies. Post pilot, a full, large-scale study should be conducted with the unitwith sample sizes

Collection

1996 Annual Conference

Authors

Constantine A. Ciesielski

Session 3515 Teaching Meeting Skills in the Classroom Constantine A. Ciesielski East Carolina UniversityAbstract The goal of a Construction Management curriculum is to prepare men and women to be marketableand productive to future employers. In addition to formalized core and cognate courses, there is a need toequip graduates with appropriate soft skills including communications. In particular, conducting effectivemeetings plays a significant role in construction management. Learning how to conduct effective meetings

Collection

1997 Annual Conference

Authors

Christopher G. Braun

reach instructional objectives by about 30%. • Promotes equity in achievement. • Appears to be equally effective for knowledge and performance outcomes. • Can be used to teach "soft skills" involving social interactions (leadership techniques) • Interactivity is important. • Lowers instructional costs and appears to be cost-effective.Fletcher also cautions that a summary of research results such as presented in his papermust necessarily slide over many issues of intent, design, implementation, and evaluation.He details several caveats to the above conclusions including that the evaluations of thebenefits are often performed by the developers with a vested interest.Fletcher’s work3 also presents a

Conference Session

Design and Making

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Colin M. Gray, Purdue University; Denise McAllister Wilder NCIDQ, Purdue University; Terri S. Krause, Purdue University

Tagged Divisions

Liberal Education/Engineering & Society

“in service of” technological disciplines rather than being equally valued in aprogram that aimed for true transdisciplinarity. Another potential reason for this reaction amongfaculty relates to concerns about how humanities skills and knowledge are gained and assessed.It was clear that concrete, technical skills could be gained in skill-targeted experiences that maybe chunked and assessed in multiple, relatively easy to define ways. In contrast, the developmentof soft skills requires ongoing exposure and acquisition across multiple course and non-courseexperiences,42 which may create a somewhat subconscious assumption that the focus should beon the STEM-courses, while humanities can be more on a “situational” learning level (e.g., 43

Conference Session

Green and Susainable Manufacturing Practices

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tzu-Liang Bill Tseng, University of Texas, El Paso; Yirong Lin, University of Texas at El Paso; Norman Love, University of Texas, El Paso; Aditya Akundi, University of Texas, El Paso; Duke Mejia Bulanon, Northwest Nazarene University; Hugh Jack P. Eng. P.E., Western Carolina University

Tagged Divisions

Manufacturing

development so it has not been widely implemented incollege. On the other hand, project-based learning has been broadly executed. Project-basedlearning enhances knowledge retention in students since they acquire the fundamental principlesby solving a problem, which provides context to the theory learned while making it more relevant.Additionally, it prepares students for industries as it enhances team working and soft skills. Figure 1: Promotion video of MSEIP project.Special Topic: Green Energy Materials and Engineering (MECH 4395/5390 and IE4395/5390) Green energy materials and engineering is a special topic course that focuses on combiningrenewable energy design and manufacturing while incorporating cyber

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

Women in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University; Dongyang Deng, North Carolina A&T State University; Cheryl Monique Stevens, North Carolina A&T State University; Kayla Gore; Iyshea Borders-Taylor, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

their knowledge gained using the preferred arts.Fifty-nine percent (59%) of the girls made statements about use or development of soft skills suchas teamwork and creativity. During their presentation practice sessions, there was a lot of peerteaching and coaching. The teams were great at negotiating team options and agreeing on a teamapproach to this interesting and exciting arts-infused presentation. Notably, 46% of the girlsindicated that they had fun working and presenting with their teammates.Research Question 3. How did the various research and learning activities impact the self-efficacy of minority middle-school girls?The research and learning activities in this STEAM ACTIVATED! program had an impact onthe self-efficacy of the girls as

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michele Norton, Texas A&M University; Behbood Ben Zoghi, Texas A&M University

Tagged Divisions

Engineering Leadership Development

In 2013, UNESCO-International Bureau of Education, defined transversal skills as “skillsthat are typically considered as not specifically related to a particular job, task, academicdiscipline or area of knowledge and that can be used in a wide variety of situations and worksettings.” Other terms used across literature include soft skills, non-technical skills, leadershipcompetencies, social and emotional intelligence. This research journey aimed to exploreengineering students’ perspectives on developing both the technical or discipline related skillsalong with the non-technical or transversal skills needed to be effective leaders within theirprofessional landscape. In a survey done with large corporations in Canada, researchers foundthat

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Chris Swan, Tufts University; Nathan E. Canney, CYS Structural Engineers Inc.

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

between engineering and human kind as a soft skill because to me that’s the most technical skill, to be able to know what’s right to do when.Another interviewee echoed a similar sentiment with “people talking about the professionalskills, the hard skills and soft skills… we call them professional skills… I think in reality,those skills are much harder to learn.” Both of these educators found that calling ethical andsocietal skills “soft” is a disservice to their complexity since these skills can be the mostchallenging to teach and learn. Another interviewee expressed that even calling these skillsprofessional does not do them justice since they are inextricably part of the engineering. People used to call them soft skills… then people started

Conference Session

IED Technical Session: Preparing Programs for the Future

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nabeel Yousef, Daytona State College; Ron Eaglin, Daytona State College

Tagged Divisions

Industrial Engineering

, interviews and surveys were conducted with 88 industryleaders in Florida. The goal of the survey was to identify the set of skills and competenciesacademia should produce to meet industry requirements in the area. The identified skills andcompetencies were used to guide the research team in the development of a new skilledworkforce oriented curriculum.The survey concentrated on two categories or set of skills, the soft skills and the technical skills.Soft skills included: Communications, team work/collaboration, work ethics,innovation/creativity, global competency, financial literacy, and flexibility/adaptability. Whilethe technical skills concentrated on the depth of technical knowledge, critical thinking andjudgment abilities, and system thinking

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

to not “swoop in” to a communityassuming that they have the perfect solution.Finally, an unexpected, but upon reflection, not surprising theme is the role of gender in EWBwork. It is well-documented that engineering remains a fairly male dominated field, 7 and therehave been initiatives at many institutions, including Stout, to increase the participation of femalesin the field. In contrast, EWB events are about evenly attended by women and men, and womenare leaders in many chapters. Several women, both students and professional members, noted thatEWB has made the difference for them between staying in the field and moving to a differentcareer path since there is more space for collaboration and a value placed on ”soft skills” that areoften

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Michael Chajes P.E., University of Delaware; Lori Pollock, University of Delaware; Kevin R. Guidry; Michael L. Vaughan, University of Delaware; Jeannie S. Stephens, University of Delaware

Tagged Divisions

First-Year Programs

swelling student enrollment and limited human recourses, specifically, that the course mustbe delivered in two, large capacity sections (300-350 students each) by a maximum of threefaculty instructors, who would receive up to half-time teaching release for the course. This work in progress presents the process and logistical details of the redesign of ourFYE course as well as course evaluations from our pilot year (2015) implementing the newcourse. Our course evaluation focuses specifically on student engagement and retention of corecourse concepts, e.g., engineering design process [6] and Engineering Grand Challenges [11].Using historical data from prior year classes, we also examined whether the course preservedFYE “soft” skills such as

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ranjeet Agarwala, East Carolina University; William Juhling McClung, Pitt County Robotics; Tijjani Mohammed, East Carolina University; David M. White, East Carolina University; Merwan B Mehta, East Carolina University; Jimmy Bill Linn, East Carolina University; Tamer Omar, East Carolina University

Tagged Divisions

Community Engagement Division

and 1) enhance their awareness of regional advancedmanufacturing careers; 2) increase their STEAM skills, knowledge and abilities; 3) develop theircompetency in innovation processes; 4) develop their leadership/soft skills; and 5) prepare themfor successful, employment and entrepreneurship1,2,3. To meet these objectives, it is required thatstudents demonstrate effective use of technology in real-world, authentic student-centeredapplications. The CET partnered with several departments on campus, middle schools fromaround 13 surrounding counties, and several local industries. Beginning with these objectives,the CET designed and implemented four primary educational modules/components. They were1) Robotics; 2) 3D modeling; 3) 3D Printing or

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julia Smith, University of Calgary ; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary

Tagged Divisions

Design in Engineering Education

director of the Individ- ual and Team Performance Lab and the Virtual Team Performance, Innovation, and Collaboration Lab at the University of Calgary, which was built through a $500K Canada Foundation for Innovation Infrastruc- ture Grant. He also holds operating grants of over $300K to conduct leading-edge research on virtual team effectiveness. Over the past 10 years, Tom has worked with organizations in numerous industries, includ- ing oil and gas, healthcare, technology, and venture capitals. He is currently engaged with the Schulich School of Engineering at the University of Calgary to train, develop, and cultivate soft-skill teamwork competencies in order to equip graduates with strong interpersonal and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Matthew Wettergreen, Rice University

Tagged Topics

NSF Grantees Poster Session

concept.  Materials on ‘soft skills’ such as communication, teaming, and project planning may be more universally transferrable.  The application of the engineering design process is sufficiently unique for each course to potentially require individualized university-specific introduction videos.  In-class exercises need more context and definition.  Quizzes need to address higher levels on Bloom’s Taxonomy rather than just recall, understanding, and comprehension.  There is currently no consensus on best practices to achieve high compliance of participation for out-of-class activities (watching videos, completing quizzes).Through collaboration with other engineering faculty at the FYEE conference

Conference Session

Women in Engineering Division: Curricular Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

herself, which has been rehearsed and reinforcedover time due to its productive empowerment.A final way Rachel resists the “suck at math” narrative is through active work to counter aculturally dominant belief about the importance of math in engineering. Rachel develops a senseof a bigger “real world” out there that rarely gets represented in her STEM classes, a sense thatengineering jobs rely more on soft skills and cultural understandings and less on math. We seeagency through what bell hooks style “liberatory theorizing” simply in the production of thatcounter-narrative; but remarkably, Rachel actively seeks evidence in the “real world” to confirmher theorizing. She attended networking events (set up by her Women in Engineering program)to make

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tom O'Neill, University of Calgary; Semin Park, University of Connecticut; Nicole Lynn Larson, University of Calgary; Amanda Deacon, University of Calgary; Genevieve Hoffart, University of Calgary; Bob Brennan, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary

Tagged Divisions

First-Year Programs

-edge research on virtual team effectiveness. Over the past 10 years Tom has worked with organizations in numerous industries includ- ing oil and gas, healthcare, technology, and venture capitals. He is currently engaged with the Schulich School of Engineering at the University of Calgary to train, develop, and cultivate soft-skill teamwork competencies in order to equip graduates with strong interpersonal and communication capabilities.Ms. Semin Park, University of Connecticut Semin Park is a doctoral student in management at the University of Connecticut. She earned her M.Sc. and B.B.A. in the College of Business Administration from the Seoul National University and has had a research experience at the University

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey S. Goss, Arizona State University; Philip Regier, Arizona State University; Scott Pitasky, Starbucks

Tagged Divisions

Continuing Professional Development

. He has strong relationships with senior officials in the Ministry of Education and Training and the Ministry of Industry, Invalids and Social Affairs, as well as leaders of the high-tech industry in Vietnam. Mr. Goss also has extensive experience in the administration of sub-agreements. Under an existing project funded by USAID and Intel, Mr. Goss has partnered with five major universities in Vietnam to prepare faculty to excel in teaching students to attain technical expertise, English, and the soft skills and competencies to succeed on a global engineering stage. He received his BS in Public Relations and Management from Central Michigan University (Mt. Pleasant, MI) and Master of Arts Degree in Higher