Conference Session

Technical Sessions 2

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Guozhen An, City University of New York, Queensborough Community College; David Mannes, City University of New York, Queensborough Community College; Dugwon Seo, Queensborough Community College, CUNY

Tagged Topics

Diversity, Professional Papers

crucial for success in entry-level roles. Based on this, the pedagogy wasrevised to simulate an industrial job environment and incorporate problem-based and project-based learning [5]. This approach aims to train students in both technical skills and soft skills,which are equally important for career advancement. Some of these changes have beenimplemented for the current cohort, and some are still in the process of being implemented forfuture students.In this paper, the author aims to convey students' opinions and perspectives regarding theapprenticeship program, which is a key factor in a successful program. Most apprentices areyoung adults, and for many, this is their first professional job, and so they require significantsupport to succeed in

Conference Session

Experiential Learning in ET Programs I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Billy Gray, Tarleton State University; Gloria M. Fragoso-Diaz, Tarleton State University; Olugbenro Ogunrinde, Tarleton State University; Tyler Rider, Tarleton State University

Tagged Divisions

Engineering Technology Division (ETD)

theinformation gathering section and ends with result documentation in the result analysis anddocumentation section. According to [12], this framework has been used by other researchers buta further research work was done to develop a proposed framework for soft skill application inlinear programming using PBL activity sequence. The author stated that, the PBL activitysequence proposes a feedback loop that allows the students to learn as they work using a setmetric and rubric to assess each work stage. LP integration with PBL is grounded in the desire toafford students with authentic and real-world solving experiences that helps to bridge traditionalpractice knowledge providing a systematic approach for modeling and solving decision makingproblems [12

Collection

2014 ASEE Zone 4 Conference

Authors

Shervin Zoghi; Eric Liguori; Manoochehr Zoghi; Fariborz Tehrani; The Nguyen

commercialization, intellectual property, business plandrafting, and microcredit financing, students are able to bridge the gap between the technicalworld and business world. Students work together in teams for growing their ventures, as well asmeet regularly with instructors and local business leaders; further giving them the ability toenhance their soft skills and develop a sense of belonging. Initial assessments have revealed thatstudents become more passionate about the subjects at hand, because they are able to establish alegacy that lasts beyond a simple classroom assignment. Furthermore, these are consistent withthe ABET requirements that the 21st century engineer needs to have, both breadth and depth, tobe prepared for challenges and complexities

Collection

2023 ASEE Midwest Section Conference

Authors

Stuart Berntein

program consists ofconstruction management and construction engineering, and both programs are taught on twodifferent campuses in two different cities within the same state. The programs are nearlyidentical.Literature Search © American Society for Engineering Education, 2023 2023 ASEE Midwest Section ConferenceThe intention of the literature search (References) was to seek out articles supporting theadoption of ENGR 100 as a required course for all COE students. Therefore, the searched topicsrelated directly to some of the interpersonal skills discussed and methods used in that class.These topics included, but were not limited to, the following.Professional SkillsIndustry equates ‘soft skills

Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie J. Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jasmine Skye Batten, Florida International University; Monique S. Ross, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

PLTLOnly two articles surrounding implementations of PLTL were found and indicated that PLTLmay show promise for improving self-efficacy, defined as “a person’s belief in their ability tosucceed in a particular situation” [41] for peer leaders and female CS students. Additionally,PLTL was mentioned in a case study to have impacted a female Hispanic/Latina CS transferstudent’s content knowledge and sense of belonging.The first article reported improvement in PLTL peer leaders’ self-efficacy, content knowledge,and soft skills. Their findings [42], collected through a Science Teaching Efficacy BeliefInstrument (STEBI), showed that 60-80% of students viewed PLTL as an experience thatsupported their teaching skill development, communication skills

Conference Session

Disciplinary Engineering Education Research – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mackinley Love, University of Calgary; Philip Egberts, University of Calgary; Joanna Wong, University of Calgary; Miriam Nightingale, University of Calgary

Tagged Divisions

Educational Research and Methods Division (ERM)

select responses, it can be seen that students value the industry knowledge andskills imparted by laboratories as well as soft skills: “The last lab that was done for the coursewas counting grains. This was a very important concept throughout the entire course”; “I dobelieve experience with different hardness and tensile tests are important, however I do not knowhow important these skills will be in industry as opposed to research”; “I think all labs inuniversity create better soft skills in group work”; “I believe working in group projects is a veryimportant skill to know.” Besides confirming one of the initial motivations for this study, thatlaboratories should include more industry-relevant learning, this also indicates that time spent

Conference Session

Engineering Management Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ekaterina Koromyslova, South Dakota State University; Anna Sadovnikova, Monmouth University

Tagged Divisions

Engineering Management

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Virginia Charter, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

skills, interpersonal skills,community and citizenship knowledge, leadership skills, professional effectiveness, informationand communication literacy, critical thinking, and self-management skills. This study exploredundergraduate engineering students’ perceptions of their generic skills competency as it relates toindividual demographics. Utilizing the Generic Skills Perception Questionnaire, 158 engineeringstudents at a research university located in the Midwest responded to the survey providingfeedback on their capabilities in the different generic skills. The survey found that womenindicated higher levels of perceived competency in several of the generic soft skills than men.Additionally, the minority racial and ethnic students perceived

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John D. Stevens, The Pennsylvania State University ; Dena Lang, Pennsylvania State University; Meg Handley, Pennsylvania State University; John Jongho Park; Paul Mittan, Penn State Engineering Leadership Development

Tagged Divisions

Engineering Leadership Development

(Compton-Young, 2015).In order to be an effective leader, engineering students must develop both technical andnontechnical soft skills to provide an advantage in the workplace (Burton, 1996). In currentprograms, with their demanding engineering curriculums, students often don’t have the time orinclination to pursue business courses, which often include the professional skills that engineerslack (Compton-Young, 2015). In a survey conducted by EE Times, 77 percent of the engineersreported they have acted as team leaders and 83 percent have written reports for internal use(Kumar et al., 2007). With this understanding of how engineers can be successful, it is crucialthat they possess these skills prior to graduation (Kumar et al., 2007). With previous

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth W. Van Treuren, Baylor University; William M. Jordan, Baylor University; Cynthia C. Fry, Baylor University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

views. They are less likely to trust the government, get involved, or even follow the news.Engineering and iGensWhile much has been published regarding iGens in general regarding their preparation andattitude toward college, there is very little available that isolates those students choosing to studyengineering or computer science.Industry tells us new hire engineering students lack the social and essential skills (sometimesreferred to as soft skills) to be successful [10]. Technology has become an impediment todeveloping interpersonal relationships and people skills. iGens would rather communicatethrough technology than in person, a frustration to industry managers, especially when thecommunication concerns conflict. A KRONOS Workforce

Conference Session

Professional Skills and Teaming in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Colin M. Gray, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette (College of Engineering); Terri S. Krause, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

thefirst time during the first semester of their junior year. Based on analysis of this transitionalsemester, we identified strategies that students used to build an individual sense of competence,in both technical and “soft” skills. These strategies allow for a fuller conversation regarding howstudents adapt competence gained in their group experiences and identify new areas ofcompetence that must be confronted and mastered. These findings indicate the need to furtherunderstand the differences in the ways that the sequencing of group and individual work mightimpact the development of competencies in individual students, and the ways in which a project-based environment can encourage this development in a systematic and sustainable

Conference Session

Professional Skills Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashlee Nicole Ford Versypt, Oklahoma State University

Tagged Divisions

Chemical Engineering

strongly agree and 6/46 with midly agree for 84.7% responding favorably. Thisquestion had the strongest positive opinions of the 7 questions. The following comments are asubset of the open-ended responses to the prompt to elaborate on their responses to Q5:  “I know that when I entered these courses, I was a stereotypical engineering student. I needed the assistance of these courses to push me to be more interactive with those around me.”  “These skills are just as important as technical skills.”  “Soft skills are significant for success.”  “I think it’s important to be a well-rounded individual. Technical knowledge is clearly invaluable to being an engineering but it will not serve you or your employer as well as

Conference Session

Entrepreneurship and Innovation: The Student Experience

Collection

2017 ASEE Annual Conference & Exposition

Authors

Benjamin James Call, Utah State University - Engineering Education; Wade H. Goodridge, Utah State University; Melissa H. Scheaffer, Utah State University; Tyler Reed Milliken

Tagged Divisions

Entrepreneurship & Engineering Innovation

seemed ideal because theinstructors were receptive to the research idea, the themes of the class were aligned with some ofthe skills that engineers view as prerequisite for entrepreneurial education, the course curriculumregularly emphasized teamwork and project-based activities as well as communication, and therewas a perceived need to increase student motivation for the projects.The technical communication instructors, having experience teaching in the business school anddepartment of English, were open to the idea of incorporating entrepreneurial themes within theirclasses. The focus of the course, largely designed to meet ABET’s Student Outcome (g), “anability to communicate effectively”, focuses both on technical writing and on "soft skills

Conference Session

Computing and Information Technology Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mia Minnes, University of California, San Diego; Sheena Ghanbari Serslev, University of California, San Diego ; Madison Edwards

Tagged Divisions

Computing and Information Technology

independentlearning (in which the real-world project provided an equal level of improvement) and teamwork. Chillaset al. [26] document the differences in accessibility of each of these experiential learning programs tostudents: students who demonstrate “soft” skills appear more likely to gain internships, which may have thestrongest positive outcomes. The wide range of experiential learning programs implemented in universitiesmay serve as a remedy, allowing students a chance to develop the skills necessary to be hired for aninternship by first completing a local experience with lower barriers to participation. In this work we focuson industry internship programs in which students learn and develop the skills needed for an industryposition in CSE through

Conference Session

Manufacturing Education Curriculum

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tom Borkes, The Jefferson Institute

Tagged Divisions

Manufacturing

, marketable skills in a specific industry orbusiness? Are we evaluating a particular type of post-secondary degree: associate’s, bachelor’s,master’s, or doctorate? Does the achieving of a degree represent a proficiency in competing as anindividual or contributing in a team environment? Has the student learned problem solving,critical thinking, team dynamics, conflict resolution, process development and other general“soft” skills? How many of the skills required in the previous paragraph are taught? Even if someare, is the teaching done in an antiseptic classroom or a real world environment? Are they taughtconcurrently, in sync with teaching the theory, or without regard to the time frame?There is Something Seriously Wrong Here!1. The U.S. world

Conference Session

ConstDiv Technical Session 4 - Pedagogy & Accreditation I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Luciana Debs, Purdue University; Jiansong Zhang, Purdue University; Yunfeng Chen, Purdue University

Tagged Divisions

Construction Engineering

becoming increasingly representative in theconstruction market [1], [2]. One of the greatest claim for the use of DB is that it allows foraccelerating the schedule by making use of fast-track techniques [3]. However, research indicatesthat for a successful DB project, it is necessary to have improved communication between allstakeholders, including between owner and design-builder [3]. The link between effectivecommunication and project success suggests that a successful construction manager not onlyneeds technical knowledge, but also ‘soft skills.’ [3], [4]. Similarly, a shift on how higher education institutions view undergraduate teaching isalso happening. Research in student motivation indicates that learning becomes more meaningfulto

Conference Session

Software Engineering Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stefan Christov, Quinnipiac University; Mark Hoffman, Quinnipiac University

Tagged Divisions

Software Engineering Constituent Committee

• Interaction with teams provided managers the opportunity to experience “soft-skill” aspects of software project management that they would not have experienced without this interaction5.2 Issues and Lessons LearnedManager’s authority. The most notable issue observed by the instructors and also reported bystudents in both courses was that the managers (students in the SPM course) had insufficientauthority over their teams. As discussed in section 3.2, the students in the SPM course wereencouraged to provide advice to their teams, but they were explicitly instructed that decisionsabout the directions of the team projects should be made by the students in the ISD course. This 1 The value of the information about the collaboration

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

Software Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter J. Clarke, Florida International University; Mandayam Thirunarayanan, Florida International University; Sai Chaithra Allala, Florida International University; Juan Pablo Sotomayor, Florida International University; Monique S. Ross, Florida International University

Tagged Divisions

Software Engineering Division

manyacademic institutions. Many of these jobs are in software engineering and require the use of a widerange of skills, including both technical and non-technical skills. The technical skills needed foreffective software engineering include: knowledge of the software process and use of a wide arrayof tools to support development. The non-technical (soft) skills include: effective communicationand team management skills. Pedagogy in software engineering courses continue to evolve as newevidence-based approaches become more widespread. However, this evolution tends to lag behindthe pedagogical changes in other STEM disciplines.In this paper we present our experiences of integrating learning and engagement strategies (LESs)into face-to-face (F2F

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farzana Ansari, University of California, Berkeley; Jennifer Wang, University of California, Berkeley; Ryan Shelby, University of California, Berkeley; Eli Patten, University of California, Berkeley; Lisa A Pruitt, University of California, Berkeley

Tagged Divisions

Community Engagement Division

moreaware of the role of leadership in engineering. Qualitative comments show these students feltthey gained influential early exposure to what a successful engineer needs, and they reportedmore active leadership roles both on campus and in industry through internships. While increasesin confidence did occur for students in the leadership module, decreases in other categoriessuggest a need for continued professional development in undergraduate engineering educationto complement technical competencies addressed during junior and senior years.IntroductionProfessional skills, such as leadership, teamwork, and communication, are necessary qualities ina successful engineer. However, these “soft skills” are often neglected in traditional

Conference Session

Undergraduate-Industry-Research Linkages

Collection

2005 Annual Conference

Authors

John McMasters

Conference Session

Comparing National Styles of Engr. Educ.

Collection

2002 Annual Conference

Authors

Richard Thibault; Rene Hivon; Danielle L'Heureux; Noel Boutin

dimension of engineering, soft skills, competence- based curriculum Page 7.1139.1 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright  2002, American Society for Engineering Education1 IntroductionFor many years, engineering accreditation bodies1 have required engineering curricula to have aminimum proportion of their content devoted to the development of “soft skills” or tocomplementary studies. This not only gives engineering students a broader education but itenables them to import from the humanities and the social sciences tools, methods and mentalprocesses that allow

Conference Session

ABET Accreditation, Assessment, and Program Improvement in ECE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston

Tagged Divisions

Electrical and Computer

currentoccupation. A survey of science and engineering graduates found that only about 40 percent ofbachelor's degree holders felt that their job required skills that were "closely related" to their Page 25.468.2college major [6]. Many feel that the skills that they have learned in their technical programs arenot being utilized on the job [7]. Traits that are in demand in industry (such as the non-technicalskills, or ―soft skills‖) often come into conflict with the actual training that engineers acquireduring their degree programs, while the math and design skills that are emphasized in schoolremain underutilized. However, when practicing engineers

Conference Session

Software Engineering Division (SWED) Technical Session #3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bruce R Maxim, University of Michigan, Dearborn; Bency Thomas, University of Michigan, Dearborn; Belen A Garcia, University of Michigan, Dearborn

Tagged Divisions

Software Engineering Division (SWED)

. This paper describes the authors’approach to teaching two hybrid software project courses which make use of flipped classroommodels that rely on active learning and the use of authentic assessment practices (e.g., reflectivewriting and peer assessment).Active LearningEngineering educators regard experiential learning as the best way to train the next generation ofengineers [4]. It is reasonable to believe that the soft skills practiced in active learningclassrooms can improve the capabilities software engineering students and better prepare themfor their capstone projects [5]. Active learning is “embodied in a learning environment where theteachers and students are actively engaged with the content through discussions, problem-solving

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Eric Wiebe, North Carolina State University; Chia-Lin Ho, North Carolina State University

Tagged Divisions

Educational Research and Methods

) technology skills Problem solving skills (critical Systems knowledge Soft skills (global thinking) issues) Communication skills Self motivated innovation Accountability Knowledge of a programming Understanding business Data exploration language needs (value proposition) Database management skills Data reportingIn parallel with the industry panel work was a comprehensive literature review pertaining tocomputer competency, proficiency, and fluency at the university level. The results of theliterature review revealed broad and inconsistent interpretations of the terms competency,proficiency, and fluency, with very

Conference Session

Committee on Educational Policy Presents: Pillars of Professional Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Georgia Institute of Technology; Adjo A. Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Robert Benjamin Simon, Georgia Institute of Technology; Janece Shaffer

Tagged Divisions

Civil Engineering Division (CIVIL)

understanding different perspectives, build connectionsbetween their ideas and those of their teammates, and can more effectively create value through adeeper understanding of how individual and community values shape the human experience.Despite its recognized importance [42], teamwork skills (and other inter- and intrapersonal skills)are often relegated to the realm of “soft skills,” considered separate from “technical” engineeringskills, and potentially neglected in favor of more “rigorous” content [43]. Similarly, the role thatreflection and internalization play in skill and mindset development is often undervalued inengineering [44] despite engineering education’s increasing study of their value [45]–[47]. SDLencourages students to engage in

Conference Session

International Division (INTL) Technical Session #6: World-class STEM Leader

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel Cartuche; Miguel Andres Guerra, Universidad San Francisco de Quito USFQ; Homero Murzi, Virginia Polytechnic Institute and State University

Tagged Divisions

International Division (INTL)

States. [3][4]-[5]. This is understandable, given that engineering is a globalprofession [6] and culture can affect how we learn, work, and communicate with others.There is a growing body of engineering education research that focuses onunderstanding engineering culture. Although culture is a complex phenomenon [7]-[8],understanding aspects of it, especially at the disciplinary level, is important for findingways to improve engineering education in general.Understanding how engineering students form their identity as professionals help us todevelop pedagogies that enable students to become successful professional engineerswithin their field, enhancing important soft skills such as teamwork, creativity,problem-solving, and adaptive experiences [3

Conference Session

Engineering Management Division (EMD) Tech Session 1: Program-level innovations in design, delivery, and assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laramie Vance Potts, New Jersey Institute of Technology; Huiran Jin, New Jersey Institute of Technology; Mohammad Rabie

Tagged Divisions

Engineering Management Division (EMD)

Analyst tool without errors to analyze messyGIS data. Of course, a summative assessment will not include the “no evidence” category.Industry places a high value on soft skills for engineering graduates [20]. Communication, inparticular, is important for organizational behavior, strategic decision making, and supervisingall factors of project management. Communication skills are vital for EM and ET graduates whowill interact with diverse groups of professionals, technicians, contractors, and general workers.Seminal reports, based on recommendations by educators, professionals, scientists, and incollaboration with students, have called for undergraduate curricula to engage students more incommunication as a professional. Unfortunately, not much

Conference Session

ASCE Liasion Committee Presents: All Things ASCE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew K. Swenty, Virginia Military Institute; Benjamin Z. Dymond, University of Minnesota Duluth

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

answering the question “Are new graduates and rising professionals with an undergraduate degree adequately prepared when entering the [structural engineering] workforce?,” 72% of practitioners replied no, which is related to both technical skills and “soft skills” (e.g., technical communication). A list of additional “soft skills” noted by practitioners in the 2021 survey [7] included communication, creativity, flexibility, leadership, public speaking, and engineering teamwork. ● In the 2021 survey [7], practitioners were also asked to rate the importance of the additional courses/topics shown below, which were identified and listed by the BEC. The five most important additional topics identified by practitioners are