Conference Session

INDUSTRY DAY SESSION: CMC PANEL SESSION TWO

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chiang Shih, Florida A&M University/Florida State University; Gregory John Kostrzewsky, Cummins, Inc; Lin Xiang Sun, Danfoss Turbocor Compressors

Tagged Topics

Corporate Member Council, Diversity

financial support, design project ideas, as well as project mentors. The involvement isalso a path through which the company can influence non-technical expectations and helpdevelop student’s skills in areas including leadership, teamwork, and project management.Project involvement and participation in senior design project reviews give the company anadvantage in identifying those students who demonstrate the “soft” skills well and are highlycapable and motivated. Since 2005, the company has sponsored 20 projects with two currentprojects in 2014-15. These projects include a wide range of topics such as product development,energy usage audit, materials characterization, among others.One or two senior design projects per year are international in

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robyn Paul, University of Calgary; Lynne Gradon Cowe Falls P.Eng., University of Calgary

Tagged Divisions

Engineering Leadership Development Division

,execution, personal drive and teamwork – are essential competencies for any institutionproviding engineering leadership education.A more detailed literature review comparing the results from this study to other similar researchmay provide additional insight. Further research is also required in order to confirm the results,and a wider range of programs should be investigated to include in the analysis. As well, aproximity study of the competencies would assist in grouping them into program components. Page 26.634.9References[1] S. Kumar and J. K. Hsiao, “Engineers Learn ‘Soft Skills the Hard Way’: Planting a Seed of Leadership in Engineering

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Genevieve Hoffart, University of Calgary; Nicole Lynn Larson, University of Calgary; Tom O'Neill, University of Calgary; Matthew James Walter McLarnon, University of Western Ontario; Marjan Eggermont, University of Calgary; Bob Brennan, University of Calgary; Bill Rosehart, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, personality, and assessment. He is director of the Individual 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 Infrastructure 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

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sydney N Hallman, University of Oklahoma; Chad Eric Davis P.E., University of Oklahoma

Tagged Divisions

First-Year Programs

designedto be technically difficult or time consuming for the students. Homework assignments are createdbased on the course objectives and focus on soft-skills that engineering students get minimalexposure to throughout the remainder of their required curricula. Common assignments eachsemester include a Resume Critique, Graduation Plan, and an Engineering Challenges paperwhere students detail the motivations for completing their engineering degree and the challengesthey anticipate in the coming years. Student comments show that the Engineering Challengesassignment in particular really helped give them a “reality check” and exposed shortcomings intheir study habits or their school-work-home balance. Evaluation techniques for the courseinclude

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matias Recabarren, Universidad de los Andes; Claudio Alvarez, Facultad de Ingenieria y Ciencias Aplicadas, Universidad de los Andes; María Ignacia Díaz, Universidad de los Andes

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

fact poses engineering schools a clear necessityto offer a better quality education in order to retain qualified engineering students in the numbersrequired to meet current and future needs for engineers4. In line with improving the quality of Page 26.1166.2engineering teaching, there is a worldwide tendency towards accreditation of engineeringprograms, which requires that engineering schools be successful in developing and clearlyarticulating learning outcomes6 7. Regarding accreditation, it is of special importance to equipstudents with so-called soft-skills such as effective communication and teamwork8, as well as toassess students

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina Kay White, Massachusetts Institute of Technology; Lori Breslow, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Page 26.1621.1 c American Society for Engineering Education, 2015 Understanding Curricular Approaches to Communication as a Global Competency: A Study of the Teaching and Learning of Communication Skills at Three UniversitiesIntroductionAs society grows more global and interconnected, the challenges that must be addressed by thenext generation of engineers are becoming more complex [1-2]. Engineers need deep technicalexpertise, of course, but they also need what have typically been called 21st-century skills, forexample, critical thinking, problem solving, teamwork, and communication. Technicalknowledge and “soft” skills are

Conference Session

Teaching & Learning in Graduate Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Branimir Pejcinovic, Portland State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

variant of literature review, so-called “systematic literature review” (SLR) can help studentspublish their first original work and transition them from novice to knowledgeable.2,3 Finally,systematic literature reviews have become a research area by themselves, although they are lesscommon in engineering than in areas like medicine, psychology or education.For all these reasons it is appropriate to intentionally train and educate students in performingliterature reviews in general and SLR in particular. One possible approach, taken by manydepartments, is to design a research methods course that also covers literature review topics.Experience with other so-called soft-skills, such as technical writing, suggests that it is veryimportant to provide

Conference Session

Mobile Devices and Apps

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andreas Karatsolis, MIT; Suguru Ishizaki, Carnegie Mellon University; Marsha C. Lovett, Carnegie Mellon University; Mollie Kaufer, Carnegie Mellon University; Stacie L. Rohrbach, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

, Evans and Gabriel criticize the current conception of communication skills asindependent “soft skills” and postulate that communication should be understood as social actionthat is bound in the context of engineering practice10. Hence, they suggest that communicationshould be “learned through processes of participation” where communication is directlyassociated with “performing engineering.” Our project builds on the approach suggested byEvans and Gabriel, by situating learning activities in authentic professional contexts wherestudents are expected to perform tasks that require clear and effective communication.Studies of teacher comments on student writing in the Sciences and Engineering suggest thatfeedback focuses on lower-order concerns

Conference Session

Reimagining Engineering Information Literacy: Novel Perspectives on Integration, Assessment, Competencies & Information Use

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Fosmire, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Nastasha E Johnson, Purdue University, West Lafayette

Tagged Divisions

Engineering Libraries

stakeholders.”4Simply put, badges, or microcredentials, are typically small-scale awards for demonstrating insome fashion, competency in a particular area. Often, this is accomplished by carrying outstipulated tasks (e.g., answering 20 multiplication questions correctly or programming a robot tocarry out a particular function), but, badges can be awarded for ‘soft skills’ such as participatingin online forums or providing leadership on a particular project, in ways that are more subjectiveand at the discretion of the awarder. Badges in general are not new, with, for example, the BoyScouts and the armed forces having over a century of history awarding badges, ribbons, medalsand the like to indicate participation, mastery, and extraordinary

Conference Session

Best Paper Presentations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Smitesh Bakrania, Rowan University; Kaitlin Engle Mallouk, Rowan University; Krishan Kumar Bhatia, Rowan University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

‘very.’ A total of 16responses were received from one of the sections of the course.Table 4. A summary of quantitative section of student survey (N=16) on the effectiveness of the project. The ratings range from 1 for ‘not at all’ to 5 for ‘very’. Questions Avg. Rating 1 How important were the following technical skills to your success in CRP: 4.44 Measurement, Data Analysis, and Experimental Design? 2 How important were the engineering ‘soft’ skills to your success in CRP: 4.50 Teamwork, Project Management and Communication (written and oral)? 3 How comfortable are you at describing to someone what an engineering

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Kara Vance; Abdullah Konak; Sadan Kulturel-Konak; Gul E. Okudan Kremer; Ivan Esparragoza

in an introduction to engineering course. Journal of STEM Education 12(7, 8), 36-44.31. Beard, D., Schwieger, D., & Surendran, K. (2008) Integrating soft skills assessment through university, college, and programmatic efforts at an AACSB accredited institution. Journal of Information Systems Education 19(2), 229-240.32. Vance, K., Kulturel-Konak, S., & Konak, A. (2014, March) Assessing teamwork skills and knowledge. Paper presented at the Integrated STEM Education Conference (ISEC)33. Stevens, M. J., & Campion, M. A. (1999). Staffing work teams: Development and validation of a selection test for teamwork settings. Journal of Management, 25(2), 207-228.34. Multon, K. D., Brown, S. D., & Lent, R. W. (1991) Relation

Collection

2015 Pacific Southwest Section Meeting

Authors

Jim Helbling; Angela Beck

collaboration, negotiation, mediation, communication, and other “soft” skills requiredof any successful design team. In this way, the instructors can model healthy and productiveteam behavior to their students who can then adopt these same behaviors in their own designteams. Rather than merely telling students how to engage in good team skills, teaching teams canactually model these very skills. As such, teaching teams help students to achieve ABETOutcome 3d.Aside from these benefits, forming and managing a teaching team can also pose challenges; twokey challenges experienced by the authors were managing student requests for assistance andfinding replacement team members.Managing Student Requests: Once students realize they have access to sources of

Conference Session

Materials Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Isaac L. Howard P.E., Mississippi State University; Braden T. Smith, Mississippi State University

Tagged Divisions

Materials

by Benderly3 discussed career paths of engineers andprovided information on a workshop titled Pathways for Engineering Talent. According toBenderly3, participants repeatedly stated that engineering education too often fails to provide allneeded skills to prosper in the workforce (especially the so-called professional or soft skills suchas communication and collaboration).2.0 Materials Laboratory LayoutThe layout of MSU’s CE 3311 laboratory has several parallels to that described by Hall4. Theprimary educational outcome for materials students is to produce a bachelor’s graduate that iswell grounded in fundamental concepts, and the CE 3311 laboratory is a key component of thatoutcome. The laboratory is modeled more after a professional

Conference Session

Evaluation: Diversity in K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Hee Kim, Iridescent ; Tara Chklovski, Iridescent

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

  partnering  with  engineering  corporations  and engineering  professional  societies,  training  professional  engineers  to  develop  Open  Ended Engineering  Design  Challenges  and  teach  Family  Science,  adopting  the  EasT  and  Family Science  model  to  a  professional  instead  of  collegiate  setting.  This  will  enable  engineering corporations  and  their  engineers  to  broaden  reach  in  their  immediate communities. Through this early  work,  Iridescent is also conducting a research study on the impacts of training and outreach on  employee  engagement,  job  satisfaction,  and  development  of  soft  skills  (including  public speaking,  communication  to  laymen,  and  team  management).  We  understand  that  employee

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology (SES); Christos Christodoulatos, Stevens Institute of Technology (SES); Kate D. Abel, Stevens Institute of Technology (SES); Leslie R Brunell, Stevens Institute of Technology (SES); Sandra V. Furnbach P.E., Stevens Institute of Technology; Vikki Hazelwood, Stevens Institute of Technology (SES); Kishore Pochiraju, Stevens Institute of Technology (SES); Eirik Hole, Stevens Institute of Technology (SSE); Bruce McNair, Stevens Institute of Technology (SES); Thomas G. Lechler, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

content knowledge and project requirements must be included in allcapstone courses to ensure core outcomes are met, especially on the “soft skills”. Disciplinaryengineering programs can supplement with program-specific requirements. The core set may befacilitated by expert faculty teaching common classes. The common set of requirements must berequired and assessed for all projects.  Phase 2  Changes made in response to Phase 1 Phase 2 built on the experience and feedback of Phase 1. In the Fall of 2014 the program wasexpanded to approx. 240 students from 6 engineering programs. For the 2014/5 year, in additionto the multidisciplinary projects, several engineering programs adopted the pilot format for theirdisciplinary capstone projects. A working

Conference Session

Electrical and Computer Engineering Curriculum Design and Evaluation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeremy N. Thomas, DigiPen Institute of Technology; Christopher Theriault, DigiPen Institute of Technology; Charles Duba, DigiPen Institute of Technology; Lukas P van Ginneken, Digipen Institute of Technology; Nicholas James Rivera; Brian Michael Tugade, DigiPen Institute of Technology

Tagged Divisions

Electrical and Computer

radar system building on work done at MIT, a customprogramming language designed to be used with embedded systems, and an improved routingalgorithm for mesh networks.Lecture content continues to focus on project development. Additionally, “soft skill” topics arepresented, such as resume writing and interviewing, to prepare students for a transition into theworkforce (DigiPen Institute of Technology also offers an elective course, COL 499, which dealsexclusively with such topics). Some lectures may also be geared to topics of particular relevanceto the students’ projects. Due to the open-ended nature of the allowed project specifications, it isalmost inevitable that students will be working with components or techniques that were notcovered in

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Leslie, New York University Polytechnic School of Engineering (formerly Polytechnic University); Gunter W. Georgi, New York University Polytechnic School of Engineering; Alyssa Marie D'Apice, New York University Polytechnic School of Engineering

Tagged Divisions

First-Year Programs

effectiveness. Over theyears, we have noted that teamwork is a particularly difficult aspect to improve, and we are notalone in this regard. For one thing, soft skills like teamwork may take several courses todevelop,7 and so our effort in this course may only be the beginning of a trajectory that results ina successful engineer. Incorporating teamwork in the first year of college also is challengingbecause it runs counter to students’ previous experience. According to one researcher, theindividualistic nature of high-school education, which rewards students for their performance inindividual assessments, like taking tests and presenting oral reports, does not fit in with theexpectation of working on a team.8 Teaching students to work on teams is

Conference Session

Utilizing Digital Technologies in Classroom and Distance Learning in ET Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aleksandr Sergeyev, Michigan Technological University; Nasser Alaraje, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

weekly and the solutions to the problems areprovided. Homework assignments are not graded, but must be worked thoroughly with thestudents to prepare for a follow up quiz given to the students in one week upon receiving therelated assignment. This approach of assessing student's knowledge has been tested for severalconsecutive years and proved to be very effective in student’s comprehension of a subject taught.The other assessment tools used in the EM course are the midterm and final examinations, andstudents’ presentations. To make students more well-rounded engineers, the development of thestudent soft skills is becoming an integral part of the curriculum in most universities. In most ofclasses offered in the School of Technology at Michigan

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mania Orand, University of Washington ; Brook Sattler, University of Washington; Jennifer A. Turns, University of Washington; Lauren D. Thomas, University of Washington

Tagged Divisions

Liberal Education/Engineering & Society

toparticipating in reflective activities because engineering students are “generally fact focused”[23]and many engineering students consider reflection to be a non-engineering or a soft skill.[6,18,24]In a two-year study of 350 engineering students in Australia, Jolly and Radcliffe report thatstudents were generally resistant to reflection writing and required a lot of follow up andencouragement to get the reflection task done. Jolly and Radcliff added that the studentsparticipated more actively only when the grade percentage of the reflection journal assignmentwas increased. They suggest that students’ attitudes are evidence for the need for engineeringeducators “to model reflective practices and place regular emphasis on its value as a

Conference Session

Problem- Project- and Case-based Learning in Environmental Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Kevin A. Nguyen, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

engineers ranked project management with 5’s strongly agreeing PSO 5b Page 26.678.16was addressed satisfactorily.Students’ questionnaire responsesResults from the open-ended responses from student questionnaires highlighted what studentsperceived as strengths and areas for improvement before and after completion of the firstsemester design course. Students perceived their strengths prior to completion of the designcourse to include knowledge of water/wastewater treatment technologies enhanced anddeveloped through the MEnvE curriculum. Select students also viewed soft skills such ascommunication and time management as strengths. Areas for improvement

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Sánchez-Parkinson, University of Michigan ; Shanna R. Daly, University of Michigan; James Paul Holloway, University of Michigan; Amy J Conger, University of Michigan; Kathleen H. Sienko, University of Michigan; Lorelle A Meadows, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

., & Lohmann, J. (2012). Innovation with impact: Creating a culture for scholarly and systematicinnovation in engineering education. American Society for Engineering Education, Washington, DC.  4 National Academy of Engineering. (2004). The Engineering of 2020. National Academies Press, Washington DC.  5 Crismond, D., & Adams, R. (2012). The informed design teaching and learning matrix. Journal of EngineeringEducation, 101(4), 738-797.6 Del Vitto, C. (2008). Cross-Cultural "soft skills" and the global engineer: Corporate best practices and trainermethodologies. Online Journal for Global Engineering Education, 3(1), 1.7 DeTurris, D. (2012). Assessment Rubric for Global Competency in Engineering Education. Proceeding of the 2012ASEE

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Doug Reeve P.Eng., University of Toronto; Cindy Rottmann, University of Toronto, ILead; Robin Sacks, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

 learn  "soft  skills  the  hard  way":  Planting  a  seed  of   leadership  in  engineering  classes.  Leadership  and  Management  in  Engineering,  2007.   7(1):  p.  18-­‐23.  25.   McCuen,  R.H.,  A  course  on  engineering  leadership.  Journal  of  Professional  Issues  in   Engineering  Education  and  Practice,  1999.  125(3):  p.  79-­‐82.  26.   NAE,  Educating  the  engineer  of  2020:  Adapting  engineering  education  to  the  new   century,  2005,  National  Academy  of  Engineering:  Washington,  DC.  p.  208.  27.   Osagiede,  A.,  M.  Farmer  Cox,  and  B.  Ahn.  Purdue  University's  Engineering  Leadership   Program:  Addressing  the  shortfall  of  engineering  leadership

Conference Session

Promoting Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin, The University of Dublin; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

engineers participate in this process must be central to the understanding thattechnologically and engineering literate persons, let alone engineering students should have.Studies of engineers at work over a forty period support this view and show the need for whathave come to be known as the “soft” skills. Heywood21 interpreted a study of engineers atwork22 to show the importance of the informal organization, the need for skills of persuasion,and the need that each person in the organization has for some degree of management skill.Hutton and Lawrence23 showed important cultural differences in the emphasis placed byGerman and British project engineers on the technical and the managerial aspects of work. Aqualitative study by Vinck24 showed the way

Conference Session

Perspectives on Degree Completion and Graduate School Application

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matt Gordon P.E., University of Denver; Bradley Davidson, University of Denver; Corinne Shirley Lengsfeld, University of Denver; Bernard Chao, University of Denver Sturm College of Law

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

and Parikhh, Samir, “Teaaching 'soft' skkills to engineers,” Internaational Journaal of Electrical E Engiineering Educcation 40.4 (O Oct 2003): 2443-254. 3. Kumar, K Sanjeeev, and Hsiao, J Kent, “Engineers Learnn 'Soft Skills tthe Hard Wayy': Planting a Seed off Leadership in Engineerinng Classes,” Leadership L annd Managemeent in Engineeering 7.1 (20007): 18 8-23. 4. R. R Kim Craft & Joe G. Bakeer, “Do Economists Make Better Lawyyers? Undergrraduate Degreee Field and Lawyer Earnings,,” The Journaal of Economiic Education, 34:3 (2003), 263-281, DO OI

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Delaine, Universidade de São Paulo and IFEES; Jose Roberto Cardoso, Universidade de São Paulo; Joachim Walther, University of Georgia

Tagged Divisions

Community Engagement Division

engineering problems”.Promoting, empathy, EQ and other soft skills has been referred to as holistic engineeringeducation [29]. As these skills are essential to workforce success [26], play an importantrole in augmenting communication skills in engineering students [30, 31], and areimportant to help engineers consider the impact of their work on society [32], findingways in which holistic engineering education can be achieved is important, yetchallenging. Engineering has historically had a masculine image [33], which is“associated with keeping emotions to oneself or actively hiding feelings in order to beperceived as objective, impartial, analytical, and not weak [34].” Integrating these

Conference Session

Civil Engineering Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ryan Fries P.E., Southern Illinois University, Edwardsville; Brad Cross P.E., Southern Illinois University, Edwardsville; Jianpeng Zhou, Southern Illinois University, Edwardsville; Chad Verbais, Southern Illinois University, Edwardsville

Tagged Divisions

Civil Engineering

stillcritical to ensure a quality final team selection19. Others have noted that the best teams havebeen made using a blend of instructor decisions and student self-selections 33.Despite differing disciplines, program sizes, and course designs, this review of industry-sponsored engineering capstone design courses reveals several key themes. First, thearrangement of student teams and the timing of industry participation can be challenging andtime-consuming. Next, students learn both hard and soft skills as a result of industry-sponsorship of these projects. Also, including multiple disciplines and countries can increasestudent learning, but may pose unique challenges as well.Previous work on Communication Skills in the Engineering CurriculumThere exists

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keilah Maria Tablante Bias, University of Prince Edward Island; Daniel Larsen, University of Prince Edward Island; Libby Osgood P. Eng, UPEI & Dalhousie University; Alex Gamble, University of Prince Edward Island; Spencer Paul Montgomery, University of New Brunswick

Tagged Divisions

Community Engagement Division

Curriculum MaterialsDe Putter . International Journal of Science Education Vol 34.3 Knight, D. W. (2007). Improving Engineering Student Retention through Hands-On, Team-Based, First Year Design Projects. International Conference on Research in Engineering Education (pp. 1-13). Honolulu, HI: American Society for Engineering Education.4 Del Vitto, C. (2008). "Cross-Cultural "Soft Skills" and the Global Engineer: Corporate Best Practices and Trainer Methodologies. Online Journal for Global Engineering Education Vol. 3 Iss. 1, 1-9.5 Kedrowicz, A. A., & Taylor, J. L. (2013). Engineering Communication and the Global Workplace. International Professional Communication Journal, 81-105.6 National Academy of Engineering

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise H Bauer, University of Idaho, Moscow

Tagged Divisions

First-Year Programs

semester, he or she may not have all of their concerns about succeeding inan online course addressed although each introductory course does include valuable informationon time-management, scheduling, college resources, and study skills. Usually, these topics aresecondary to engineering-specific content and many times are only included in the first fewweeks of the semester. Therefore, they get a quick overview of these important “soft-skills” atthe beginning of the semester before they may put them into full use and never revisit them laterin the semester.Due to the described situations, many of the Math 143 students tend to struggle in the onlineclasses and do not know who to ask for help until their first advising appointment, which comesafter

Conference Session

Revitalization of Manufacturing Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shekar Viswanathan, National University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

for engineering professionals 9. Demonstrate global awareness and team skills needed in manufacturing design engineeringThe tasks that are to be accomplished along with the sample skill levels required to carryout the task are listed in Table 1. These skills are developed throughout our program. Inaddition, soft skills that include oral skills, speaking, and decision-making are also anintegral part of our institutional learning outcomes. Skill Used in this Task Task Page

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Virginia Tech Department of Engineering Education; Julia M. Williams, Rose-Hulman Institute of Technology; Shannon M. Sipes, Rose-Hulman Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

the assessment of that academy.References 1. 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. 2. Galloway, P. D. (2008). The 21st Century Engineer: A Proposal for Engineering Education Reform, ASCE Press, Virginia 3. Creed, C. J., Suuberg