Conference Session

Programmatic Integration of Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Oudshoorn, High Point University; Claire Lynne McCullough P.E., High Point University

Tagged Divisions

Liberal Education/Engineering & Society

and flavor of the institution. However, senior academic leadership rec-ognized that securing employment in a liberal arts discipline after graduation can be a challengeand that potential students and parents are looking for degrees in areas that will lead to long-term,secure employment. Furthermore, these potential students and parents want high-paying jobs postgraduation to provide a worthwhile return on their investment [2], [3] in terms of tuition dollarsand time spent earning the degree. There was no disagreement amongst faculty that a liberal artseducations is valuable and provides skills, particularly professional or soft skills, that employersare seeking [4].2.2 Accreditation RequirementsABET accreditation requirements for engineering

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

topic generation and selection occurredduring this year. The impact of this change is assessed from both qualitative and quantitativeperspectives, using student response data to an end-of-experience survey.The survey collected participants’ demographic information and asked them about their reasonsfor participation. It also asked them to identify the benefits that they had sought fromparticipation and whether they had attained them or not. It asked them about their pre- and post-participation statuses, with regards to several key metrics (such technical skills and excitement),and soft skills. The survey also asked participants about the attribution of the gains that theymade to program participation.Participants were asked about participation

Conference Session

Construction Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Piyush Pradhananga; Mohamed ElZomor, Florida International University; Gabriella Santi; Lu Zhang, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering, Construction Engineering

interact effectively[4],[5]. Since Construction managers spend most of theirprofessional life leading and communicating with workforce, developing interpersonal skillsand being able to express their ideas effectively is very significant [6]. Such professionalsmust be capable to seamlessly understand their peers, clients, and stakeholders and vice versa[7],[8].The lack of soft skills in CM professionals is a known and ongoing issue, as evidence fromthe construction industry suggests that fresh graduates are constantly challenged by the lackof basic communication skills needed to “hit the ground running.” [9],[10]. Moreover, whileevidence suggests that communication skills are critical to CM practices, other studies reportthat these skills are being

Conference Session

Student Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Student

specific engineeringcareers, which contributes to a becoming a more knowledgeable and informed engineer. Thisself-knowledge ideally allows students to more accurately select a career path in which they willbe positioned for success.Practically speaking, while internships reinforce classroom content in a novel context, they alsohelp students gain confidence in their career choices. Students are facing ever-increasing collegeexpenses and want to be assured that they will be leaving the institution fully marketable.Internships can play a vital role in assisting colleges with student employment, developingcrucial soft skills, and can be a valuable tool in feedback to validate and update college curriculato meet the demands of industry [22].Conclusion

Collection

2017 Gulf Southwest Section Conference

Authors

Raj Desai

used to encourage brainstorming and help enhance creativity. This iswhy innovation, entrepreneurship, and leadership are critical skills for engineering students.Keywords – Projects, Innovation, Entrepreneurship, LeadershipIntroductionPractical innovative projects help students develop their portable skills. Portable skills are skills that cantransfer from one occupation to another, and from school to work. Both soft skills and hard skills helpencourage mobility of employees. This paper outlines the process for teaching these critical skills in ourclass “Introduction to Engineering.” The steps are idea generation, market research including stakeholderanalysis, evaluation, product design and development, product protection, and

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael L.W. Jones, PhD Candidate Faculty of Information, University of Toronto

Tagged Divisions

Student

. Page 23.625.1 c American Society for Engineering Education, 2013 From Serious Leisure to Knowing Organizations: Information and Knowledge Management Challenges in Project-Based Learning Student Engineering TeamsIntroduction Critiques of contemporary engineering education have highlighted issues of limitedapplied and “soft” skills development [5], retention issues in STEM education [13] and concernabout a mismatch with industry demands for graduates [1]. Facing similar challenges, medical and nursing schools have leveraged problem-basedlearning (PBL) strategies where students engage medical cases collaboratively and independently,with faculty serving as

Conference Session

Assessment of Learning in ECE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Youakim Kalaani, Georgia Southern University; Rami Jubrail Haddad, Georgia Southern University

Tagged Divisions

Electrical and Computer

Programs, SACS does not adopt particular outcomes but mandates thatoutcomes are meaningful, manageable, and measurable. SACS also encourage programs not tohave more than six SLOs for effective assessment and to only use direct measures whichsometimes present conflict with ABET outcomes which are more numerous and have norestriction on using additional indirect measures to assess the soft skills. Therefore, combiningboth SACS and ABET criteria into a unified assessment process is not a trivial task but can havetremendous advantage to any engineering program. To this end, the eleven ABET outcomeswere used as performance indicators for the six SACS defined student learning outcomes. TheseSLOs identify the skills categories that Electrical Engineering

Conference Session

The Teacher as Manager: Best Practices for Culminating Design Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University; Kevin D. Hall, University of Arkansas; Ronald W. Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

26% Other“it depends on the project” and“course director, faculty and Figure 10: Primary advisor or mentor of studentsindustry mentor”. Figure 10shows the complete breakdown of responses. Page 25.967.8Course Content and AssessmentEighty-five departments are using the major design experience as an opportunity to teach a widevariety of topics, including the ‘soft skills’ required by ABET. Over 80 percent of the 85departments report teaching project management, teaming skills, oral communication, andtechnical writing or written communication. It should be noted, however, that one schoolreported

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University; Anthony Radzins, Florida Atlantic University

Tagged Divisions

Design in Engineering Education

design. Redefining the problem allows for innovative ideas toflow, taking off from the current inside-the-box thinking. Students who have been involved inthis on-going project have gained experience in multiple non-technical soft skills such ascommunication, time management, problem-solving, and the ability to benefit from constructivecriticism. The status of the project sits in the middle of testing our latest prototype which utilizessprings as a mechanism to make the speed bump more dynamic. The idea is to have themechanism impact fast vehicles while having no impact on vehicles abiding by the speed limit.1. Introduction Ever since the first means of speed reduction were implemented their designs haveremained unchanged and have

Conference Session

Manufacturing Program Innovation

Collection

2005 Annual Conference

Authors

Daniel Johnson

programs in a similar fashion.The Opportunity for Improvement, AKA the Problem:When developing what would be our first set of official PO’s and PEO’s the focus was ongetting the right things included based on the need of our various constituents. Of theconstituents the ones with the primary impact on this list of needs were; RIT, ABET, SME andthe companies that typically hire our graduates. RIT of course has a set of minimumrequirements for a bachelor’s degree, some of which are specified by the State of New York.ABET presents us with A-K, SME with the specifics of the technical specialty and industry inputrestates much of what ABET and SME prescribe and add additional specifics primarily in thetechnical and soft skills area. Describing all of

Conference Session

Leadership in the Curriculum

Collection

2004 Annual Conference

Authors

Doug Schmucker, Trine University

assignments that teach leadership skills without the students at first realizing this intent. Included are examples of assignments, how the assignments are integrated, rubrics used for assessing and evaluating student performance, and the courses in which the assignments are used.The ChallengeLeadership skills have traditionally fallen into the “soft skills” segment of engineering curriculaif they exist in it at all. One prevalent perspective suggests that leaders are born. Leadershipcannot be taught, only given the opportunity to flourish, says this perspective. Yet, both industryand academe call for professionals and graduates with greater team skills, communication skills,ethics training, life-long learning habits, and

Conference Session

Multidisciplinary Engineering Education by Design

Collection

2004 Annual Conference

Authors

April Kedrowicz

Copyright © 2004, American Society for Engineering EducationChanges in Engineering EducationIndustry and accreditation boards alike agree that the emphasis placed on technical skills, thoughnecessary for engineering students, is not sufficient. Specifically, increased attention has beenplaced on so-called “soft skills” including speaking, writing, and teamwork.2-4 For example,interview responses from employers point to the increasing difficulty students have with thetransition from student to professional. This difficulty, employers argue, is largely due to a lackof necessary skill development including the ability to work as a team, the ability tocommunicate, and an awareness of workplace expectations.2 Despite the fact that teamwork is anintegral

Conference Session

Teaching Entrepreneurship to Engineers

Collection

2003 Annual Conference

Authors

Tushar Patil; Ofodike Ezekoye; Justin Cone; Kathy Schmidt, The University of Texas at Austin

notionthat business is about relationships and communication. Through exercises, students areencouraged to develop their questioning and listening skills to guide them in a range of businessinteractions. This short course endeavor complements a larger project within the mechanicalengineering department focused on implementing project-based learning into the curriculum.IntroductionToday’s corporate leaders stress that while they are not necessarily looking for engineers topossess MBA’s in marketing or finance, they are looking for new graduates to possess better“soft skills” (e.g., written and oral communications aptitude; marketing-related knowledge; andfamiliarity with business and financial matters). They note that these soft skills be emphasized

Conference Session

Promoting ET Through K-12 Projects

Collection

2003 Annual Conference

Authors

Thomas Juliano; Ronald Rockland; George Gonzalez; Joel Bloom

and written communication and interpersonal relationships. There was one category of theskills set list oriented to included these “soft skills” such as the ability to organize projects, workin groups, problem solve, communicate and meet deadlines within a team format. Table 2 liststhe skill sets categories and subcategories developed for the first year. A total of 106competencies, comprising seven subcategories, were developed.As an example of the detail within each category and subcategory, the category Dynamicsincluded the following skill sets: Effect of gravity, particle dynamics, motion around a curve,projectiles, mention of Newton’s first, second and third laws, history of Sir Isaac Newton and histheories, and introduction to force

Collection

2000 Annual Conference

Authors

Rosa Buxeda; Ramon Vazquez Espinosa; Jorge I. Velez; Lueny M. Morell

combination of curriculum revitalization with coordinatedopportunities for application and hands-on activities. The courses to be developed and those tobe revised will contain and balance content with “soft skills” development (for example,problem-solving, communication, teamwork). The students completing the course and researchrequirements will receive a certificate in RS/GIS.Basically, students are introduced to the RS/GIS option early on. This is being done throughvarious means: Freshman Student Orientation Week. PaSCoR faculty and advanced undergraduate PaSCoR I6T6òÃQ6DSÃ

Collection

2000 Annual Conference

Authors

Lesley Jolly; David Radcliffe

Session 1353 Strategies for Developing Reflexive Habits in Students Lesley Jolly, David Radcliffe University of Queensland, AustraliaAbstractIt is widely accepted that engineering graduates should not only be technically competent butthey should also be skilled in communication and teamwork, have social and global awareness,be self-directed and have an expectation of life-long learning. However it is much less clear howthese "soft skills" are best developed in undergraduate engineers in the context of their studies.We have worked with over 350 students from freshman to seniors to

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill; Kevin Caves, Duke University; Julie A. Reynolds, Duke University

Tagged Divisions

Biomedical

appreciated the opportunity to work ontheir technical writing, although some felt that the peer review feedback was not helpful and thatthe writing process distracted from their work on the projects. In the future, we plan tostreamline the peer review process and to refine the evaluation rubric so that students providemore effective feedback to their peers. Our goal is to further improve the quality of writing,without compromising the students’ focus on the design and development of their projects.IntroductionIt is essential for engineering students to develop a solid foundation in technical skills as well as Page 22.843.2“soft skills”, such as

Conference Session

SE Tools and Techniques

Collection

2011 ASEE Annual Conference & Exposition

Authors

John C. Georgas, Northern Arizona University

Tagged Divisions

Software Engineering Constituent Committee

computer science foundations and programming skills, but also avariety of competencies having to do with design, the preparation of software-relateddocumentation, and soft skills relating to effective teamwork. In many traditionally structuredcomputer science programs, the acquisition of these software engineering skills is localized invery few points in the already dense computer science curriculum: most commonly in anintroductory software engineering course that precedes a final, senior year capstone course.This curricular structure presents educators with two significant challenges: First, it makes thestudy and application of software engineering skills overly focused within the context of isolated,discrete courses. While understandably driven

Conference Session

Creative and Cross-disciplinary Methods Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Chad A. B. Wilson, University of Houston

Tagged Divisions

Liberal Education/Engineering & Society

communicate effectively o Outcome (h): the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context o Outcome (i): recognition of the need for and an ability to engage in life-long learning o Outcome (j): a knowledge of contemporary issuesENGI 2304 is one of the few courses in the engineering curriculum that covers the “soft skills”required of ABET. Parts of the ENGI 2304 curriculum must be designed to directly fulfill theseABET outcomes, yet the course must still fulfill the other goals, as well.One of the problems with such a technical communications course is that it is essentially a coursewithout content

Conference Session

National and Multi-university Initiatives

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cynthia C. Fry, Baylor University; William M. Jordan, Baylor University; Edmond John Dougherty, Villanova University; Nassif E. Rayess, University of Detroit Mercy; Pritpal Singh, Villanova University; Kenneth F. Bloemer, University of Dayton

Tagged Divisions

Entrepreneurship & Engineering Innovation

, conceptual design and refinement, and businessanalysis as well as detailed design and development. Additionally, this work will develop in thestudents a wide range of soft skills and professional attributes associated with entrepreneurialengineering and measured using the KEEN-TTI Performance DNA2. Just as important, theproposed work will provide the students with a sophisticated understanding of the variouscorporate cultures as they relate to innovation and intrapreneurship.This paper will document the design and development of the HHDN, as well as the earlyimplementation of the dense network. Page 25.1303.2IntroductionImagine a highly creative

Conference Session

Creative and Cross-disciplinary Methods Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Liberal Education/Engineering & Society

on engineering freshmen orientation. Page 25.1132.1 c American Society for Engineering Education, 2012 Revisiting a Liberal Activity in a College of Engineering Engineers as Poets 10 Years laterAbstractTen years ago many people thought for a variety of reasons that encouraging engineers to writepoetry in a college of engineering was a foolish endeavor. These naysayers proclaimed the lackof any value in the pursuit, the foolishness of any endeavor that made use of the weaker right-brained skills (Everyone knew that soft skills were worthless!) and a complete trust

Conference Session

Recruitment, Retention, and First-year Programs in ECE

Collection

2012 ASEE Annual Conference & Exposition

Authors

David Wilczynski, University of Southern California; Gisele Ragusa, University of Southern California; Michael Crowley, University of Southern California

Tagged Divisions

Electrical and Computer

agentprogramming. We teach pedagogic material for the first half of the semester; then in the secondhalf, students form inter-class teams for their main project. The PM class trains students inproject management and other soft skills and then puts them on the line managing the C3/C4teams. Many of the PM students have already taken the C3/C4 sequence, but we have graduatestudents who have not. The projects are sophisticated, requiring significant design, scheduling,and teamwork over an eight week period. In addition, because students in C4 have already takenC3, they are in a position to mentor the younger students even though the projects are differentfrom semester to semester.We have received validation that this approach is working. In class surveys

Collection

2001 Annual Conference

Authors

Richard Schultz; Darryl Sale; Chang-Hee Won; William Semke; Arnold Johnson

American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationteam also introduced the students and faculty to many aspects of group dynamics, a relatively newexperience for the team members.2. Group DynamicsDealing with group dynamics helps students to polish their “soft skills,” which are vitally importantin today’s business world. Soft skills, including oral, written, and interpersonal communications, areoften the most important skills that a person must possess in order to advance one’s career. Workingin large groups as a part of the undergraduate curriculum provides students with a chance to honetheir people skills, which generally occurs only

Collection

2001 Annual Conference

Authors

Jeffrey A. Donnell

: Graphics Press (1983).2. Booth, W., Colomb, G. & Williams, J. The Craft of Research. Chicago IL: The University of Chicago Press (1995).3. Alley, M. The Craft of Scientific Writing. New York NY: Springer Verlag (1990).4. Perelman, L., Paradis, J. & Barrett, E. The Mayfield Handbook of Technical and Scientific Writing. Mountain View, CA: Mayfield (1998).5. Walker, K. Integrating Writing Instruction into Engineering Courses: A Writing Center Model, Journal of Engineering Education vol. 89, no. 4, pp. 369-375.6. Kincy, C.E., Clausen, E.C. Communication Skills for Chemical Engineers: A Practical Approach to Teaching Soft Skills, Innovations in Engineering Education: Proceedings of the 1996 ABET Annual Meeting. Pp. 186

Conference Session

College Industry Partnerships Division (CIP) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eileen Fong, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Shamita Venkatesh, Nanyang Technological University

Tagged Divisions

College Industry Partnerships Division (CIP)

problem-solving during their senior capstone courses,where students learn how to tackle complex problems while applying their technical knowledge,alongside mastering other essential soft skills such as teamwork, critical thinking, andcommunication. However, there has been a shift to adopt a more authentic and experientialapproach to implementing capstone courses in engineering education of late. Industrialpartnerships effectively provide context-specific challenges that are not easily duplicated withinan academic environment. Through collaborating with industry and encountering real-worldchallenges, students can put their theoretical knowledge into practice outside of classroomsettings. Moreover, besides translating their technical skill sets

Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathleen Bieryla, University of Portland; Shaghayegh Abbasi, University of Portland; Jordyn Wolfand, University of Portland

Tagged Divisions

First-Year Programs Division (FYP)

Engineering Network, is a student’s ability to usecuriosity, connections, and creating value to solve problems [13]. Many universities in the KEENnetwork have implemented EM activities throughout their curriculum [14]-[16]. Curricularexperiences have been shown to have the largest impact on student’s EM [17]. In the first year,many of the activities center around a design problem [18]-[20]. Students who participated insome of these activities have noted the projects increased communication skills, teamwork,ability to validate designs and examine customer value [18], [21]. In a survey administered toemployers about the importance and proficiency of soft skills for entry-level engineers,communication and teamwork both had high levels of importance, but

Conference Session

Virtual Design and Construction (VDC) in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sooin Kim, Wayne State University

Tagged Divisions

Construction Engineering Division (CONST)

developing and enhancing students'150 communication skills [45]. First, current BIM programs in higher education have a limited focus151 on soft skills including communications, collaborations, and interpersonal skills [21]. Students152 reported that current BIM courses focus on technical software skills rather than interpersonal skills153 [21]. Most BIM education programs lack communication training for students to convey their ideas154 and findings in technical terminology and professional manner using the BIM workflows [26].155 Moreover, the current industry practices and communication methods are not well-reflected in156 current BIM education [21]. Students often struggle with understanding the technical157 communications in real

Conference Session

CE Capstone: Innovations in Learning & Assessment

Collection

2010 Annual Conference & Exposition

Authors

Charlie Quagliana, University of WIsconsin-Madison; Jeffrey Russell, University of Wisconsin, Madison; Michael Doran, University of WIsconsin-Madison; Rod Hassett, University of WIsconsin-Madison; Greg Harrington, University of WIsconsin-Madison

Tagged Divisions

Civil Engineering

student teams. Page 15.1300.9As part of the real world design project, student teams must present the project to a jury at the 8midterm and final milestones of the semester. Communication skills are a significant key to thesepresentations as they are in the 21st century workplace. Students have been exposed to andexplored a wide variety of soft skills and graphic communication skills in previous courses. TheCapstone course enhances these student skills with three separate class time presentations relatedto graphics, selling ideas, and making effective

Conference Session

College-Industry Partnerships: Bringing Industry into the Curriculum Development and Design Cycle

Collection

2010 Annual Conference & Exposition

Authors

Tammy Baldwin, Schweitzer Engineering Laboratories, Inc.; Marisa Hemingway, Schweitzer Engineering Laboratories, Inc

Tagged Divisions

College-Industry Partnerships

industry-education partnerships that already exist.The program was created in line with traditional and contemporary training delivery methods foradult learners. Even more essential was the need to not only develop technical training for allparticipants but also allow for nontechnical training or soft-skill development. The programsuccess hinges on university partnerships as well. Gaps in knowledge and understanding areidentified in associate-level engineers. Using that knowledge, Schweitzer EngineeringLaboratories representatives work intimately with targeted universities to enhance curriculumand industry research partnerships and also develop essential programming to continue to feedthe pipeline for future engineers. The EDP is hinged on the

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Robyne Bowering, Monash University

Tagged Topics

Invited - Student Development

globally competent and locally relevant.Downey et al.[3] define global competent engineers as those who possess ‘the knowledge,ability, and predisposition to work effectively with people who define problems differentlythan they do.’ Engineering has become a discipline where the social and technical havebecome inextricably intertwined.[4] Engineers need to be technically able and proficient atmanaging relationships and building networks. They need strong social skills (a sub set ofprofessional skills/soft skills/generic skills/transferable skills) in particular:  effective oral communication skills - able to differentiate and cater to different audiences.[2, 5] They need to be able to communicate efficiently in English, the official