-learning projects to evaluate the impact onstudent learning and partners benefits, we have received great feedback from both Crime Stoppersand our students.One of the students who worked on the project reported her experience by saying: “Working on this project has given me the opportunity to develop my technical and non-technical skills. I was able to practice some of the skills I learned in my courses at HCU and improve upon my soft skills - such as communication, problem-solving, 4 and self-motivation - through working together with my co-workers, having meetings with my supervisor and working on the projects assigned to me. Overall, I can see how the things I learned
the 2019 Survey of Doctorate Recipients. NSF 21-319. Alexandria, VA: National Science Foundation. Available at https://ncses.nsf.gov/pubs/nsf21319/.[5] H. Martins, I. Direito, A. Freitas, & A. Salgado. “Roses In, Roses Out - How the Framework of Management by Competencies in HRM Can Help Address the Issue of Doctoral Candidates and Graduates Soft Skills in Engineering.” INTED2022 Proceedings (pp. 9657-9664). 2022.[6] B. Hynes, Y. Costin, and I. Richardson. "Educating for STEM: developing entrepreneurial thinking in STEM (Entre-STEM)." Enhancing Entrepreneurial Mindsets Through STEM Education. Cham: Springer International Publishing, 2023. 165-194.[7] M. Feldmann, M. Gates, M. Ratnatunga, R. Devol
OutcomesCornerstone of Engineering is an advanced 8 credit hour course designed for all engineeringmajors and covers fundamental engineering concepts. The course covered technical skills, such asC++, MATLAB, Solidworks, and AutoCAD, hands-on skills, such as laser cutting andprototyping, and soft skills such as communication and creative thinking. Alongside these learningactivities, the course consisted of a semester long project to implement these skills, which led tothe development of Rebounding Energy: the piezoelectric backboard attachment.The beginning of the course started by learning how to design a product while considering factorssuch as cost, timelines, practicality, user friendliness, environmental impact, and inclusivity.While conducting original
System [12].Purpose of the studyEducation model of Tecnologico de Monterrey is a competencies-based framework, in whichstudents are expected to fulfill three dimensions to consider that the competencies has beenacquired: • Knowledge: Concepts, theory, and methodologies. • Applications: Real life and simulated situations in which knowledge can be applied. • Values and attitudes: Soft skills required for applying knowledge.The purpose of this study is to measure what is the impact in students’ development whenimplementing Guided Learning Sequences as a content delivery strategy to learn Measure Phasein LSS. The study is particularly focused in the analysis of a specific skill: understandingcollected data to generate scenarios that
engagement,and the enhancement of the university's reputation. These collaborative makerspaces provideengineering students with the practical skills and soft skill experiences needed to succeed intoday's innovation-driven economy. UA Libraries believe that by offering engineering students –and their peers in other disciplines – access to many types of technology, University of ArizonaLibraries’ makerspaces level the playing field, making tech learning opportunities readilyaccessible.References[1] D. Slatter and Z. Howard, “A place to make, hack, and learn: makerspaces in Australian public libraries,” The Australian Library Journal, vol. 62, no. 4, pp. 272–284, Nov. 2013, doi: 10.1080/00049670.2013.853335.[2] NMC Horizon Report: 2015 Higher
the global engineering teachingcommunity through our library system.Acknowledgment This work is supported by National Science Foundation Grant EEC-2022275 to createopportunities for revolutionizing the preparation of students. We thank Lani Draper, eSAILInstructional Designer, for her help in developing the module videos.References[1] R. J. Marandi, B. K. Smith, R. F. Burch, and S. C. Vick, “Engineering soft skills vs. engineering entrepreneurial skills,” Int J Eng Educ, vol. 35, no. 4, pp. 988-998, 2019.[2] R. Reagans and E. W. Zuckerman, “Networks, diversity, and productivity: The social capital of corporate R&D teams,” Organization Science, vol. 12, no. 4, pp. 502-517, 2001.[3] P. Pazos et al
modernengineering practice and are best addressed in a group project. Shekar [3] suggests that in project-based learning, students are active learners and involved in hands-on activities. Professors arefacilitators who provide guidance to students and encourage students to think and work throughthe problem. This process has been shown to increase student motivation, allowing them to applythe knowledge learned in engineering classes, in an interactive environment. Students get a chanceto discuss concepts with each other and collaborate on projects working towards a common goal– this is also representative of a real-world project. Hadim et. al. [4-7] suggest that project-basedlearning facilitates the development of many of the “soft skills” demanded from
the NationalSupervisorCollegeforEngineers(NSCE)in2022. Aroundthesereforms,researchers,educators,andindustrypartnersholdmacropolicyperspectives(Weietal.,2022;Lin,2017),meso-levelinstitutionalstudyviews(Luetal.,2018;Yeetal.,2022),aswellmicroclassroomteachingandlearningresearch(Tianetal.,2021;Fu&Liu,2020).ThesestrategiesshareavisiontoimprovethequalityofengineeringeducationandtransformChina’sengineeringeducationtobefuture-andindustry-oriented,toprovidestudentswithbothbroadrangeofknowledge,complexproblem-solvingskills, and soft skills to work effectively in industry and contribute to technological achievements.Stakeholders enrolled including the government, industry, deans of engineering schools, faculty
on the undergraduate coaches themselves(Appendix B). This survey included a series of questions, also used a five-point Likert scale, thatasked how being a coach helped the student to prepare for their future career and to developtechnical and soft skills. Both surveys are still collecting data that will be presented during thepresentation at the annual meeting.Prior to implementing the formal assessment instrument in the spring 2023 semester, theeffectiveness of the coaches was assessed informally during mid-semester evaluations and finalcourse evaluations. The questions related to the coaches were more qualitative, asking forgeneral feedback. The most common responses from the students were (i) they were able toanswer questions, (ii) easy
complete the same General Education sequence.The articulation of engineering with the liberal arts was considered from two perspectives. Thefirst is the obvious benefit of a liberal arts education to the engineering student [15]. Whileadvances in knowledge and technology are creating excitement in science and engineeringeducation, tomorrow’s engineer must also be able to write and communicate well; considerethics and social responsibilities; understand business; and live and work in teams as a globalcitizen. They must be able to think critically and problem-solve. The faculty of RMC pridesitself on producing graduates with all of these so-called “soft skills” as well as the breadth ofknowledge obtained by completing a large General Education
knowledge of high school teachers and students. The correspondingobjectives were similar to the prior work 10: 1. Engage participants in a hands-on engineering experience that leverages their prior STEM knowledge to develop a deeper understanding of STEM concepts applied to engineering design and 3D printing. 2. Increase the pipeline and diversity of students interested in STEM fields relevant to Georgia Southern University and NASA. 3. Enhance participant’s soft skills applied to the presentation of technical content. 4. Leverage participation for the increase in the local community's awareness of NASA related topics and Georgia Southern University STEM education opportunities.Six high school teams were provided with a
through the problem. This process has been shown to increase studentmotivation, allowing them to apply the knowledge learned in engineering classes, in aninteractive environment. Students get a chance to discuss concepts with each other andcollaborate on projects working towards a common goal – this is also representative of a real-world project. Hadim et. al. [4-7] suggest that project-based learning facilitates the developmentof many of the “soft skills” demanded from engineering graduates.Research GoalsThis research project aligns with the university wide Quality Enhancement Plan (QEP) initiative.The course makes it clear that the undergraduate research experience provides appropriatescaffolding. In other words, students learn some
available tothe participants, coaches, and sponsors. Example topics include: • Articulating complex technical points of view and solutions • Technical leadership branding • Building social technical eminence (internal and external) • Building “soft” skills such as (leadership, negotiations, communications • Networking across the enterprise and externally • Career advancement planning • Identifying and correcting derailing behaviors that could delay career progression • Discovering passions and purpose for both personal and professional • Understanding dimensions of diversity, equity, and inclusion, unconscious bias© Copyright IBM 12IBM Pathway
(CAE) courseto construct a CAD model via ANSYS for an old truss bridge. The motivation for this projectwas for students to help determine the load-carrying capacity (or reverse engineer it) of thebridge for safety purposes going forward. Krishnan & Nilsson (2015) [7] discuss a course titled“Engineering Projects for the Community” at their institution to engage students in communityprojects. Projects cover a wide variety of engineering majors including civil, mechanical,electrical, bio and computer. This course also emphasizes the need to interact with civic bodiesor public organizations which is a new soft skill set for the students involved. Nagel et al. (2019)[8] discuss in their paper design courses at James Madison University intended
results (right)4.0 Assessment and Learning OutcomesLearning can be categorized into developing skills in the cognitive, affective, and psychomotordomains. Higher education focuses largely on the cognitive domain following Bloom’s taxonomy– knowledge, comprehension, application, analysis, synthesis, and evaluation [11]. ABEToutcomes for engineering education integrate developing student abilities in both the affectivedomain by emphasizing soft skills and the cognitive domain by promoting critical thinking andcreativity [12]. While lecture-based instruction is essential from the point of view of deliveringcontent knowledge appropriate for an engineering curriculum, blending active, cooperative, andproblem-based learning with course lectures
mopping the floor.” This quote paints a picture of the wide andvaried roles that engineers take on within ag-tech start-ups.Initial findings also point to skills that participants felt that engineers and engineering internsneeded in order to succeed in the industry. One participant said, “soft skills, and or the projectmanagement, or the business side that I think are critical.” “They probably come with a little bitwork experience, but I think I think those skills are just as important as technical skills.” Anotherparticipant mentioned “Personally, I would want them to have a good math background, goodsoftware like good understanding of Python and I want them to have some experience withmachine learning and then probably some knowledge of
barriers to graduate education specific to underrepresented minorities have beenidentified [14-20]. To address some of these challenges, the BTD program as envisioned wouldprovide continuity for the Level 1 students participating in the NYC LSAMP. The design of theBTD programs attempts to actively remove some of these barriers for high performing students(GPA of 3.0 or higher). The cohort model is used to create a learning community with facultymentorship, a stipend and educational allowance to remove the financial barriers, GREpreparation to address preparation for doctoral programs requiring the GRE scores, developmentof communication/soft skills, as well as the opportunity for international research experiences.NYC LSAMP Level 1 undergraduate
broader set of careers. Many of the participants cited multiple examples ofskills developed. A summary of commonly cited skills is as follows: ● Networking: “It has made me realize about the importance of networking and soft skills apart from giving me technical skills” ● Teamwork: “I feel prepared to work in a team where I both need to manage up to my superiors and manage down to the people I am in charge of organizing” ● Creative thinking: “It has improved my communication and creative thinking which will play a vital role in my future as my future career involves research” ● Communication: “This program has allowed me to learn how to communicate effectively with co-workers as well as become confident with my
-changing digital landscape are needed. Workforce development and shortages are significantwith needs for talent at all levels. For engineers in particular, workers need to be able utilize andadvance technology, excel in the interdisciplinary nature of complex engineering problems,within interconnected digital spaces, make decisions, and be versed in ‘soft skills’ required forcollaboration and communication.Traditionally, undergraduate and graduate engineering education has been siloed according todisciplinary departments. Students navigate their education through a series of courses intendedto prepare them via methods and tools that define the discipline. This approach is based largelyon 20th-century needs. While team-based and project-based
terms of development of soft skills and technical self-efficacy [50]; and social and academicnetworks for women contribute to student success through providing sources of social capital[51], [52].In addition, the broad institutional environment, such as university type (for example, historicallyblack colleges and universities or HBCUs versus predominantly white universities in the U.S.context), institutional culture, and admission policy all affect student pathways in significantways. Universities with stricter admission policies tend to “weed out” students, thus contributingto differences in persistence [37]. A gender bias can exist in the results of an admission process,which can be traced back to the admission policy[53]. Black students
industry. Making matters more complicated is the fact that manyprograms focus on teaching engineering fundamentals and leave “soft skills” to otherdepartments. Given this environment, an approach tailored to engineering communication isneeded to meet the unique requirements for engineers in industry.The purpose of this paper is twofold. 1) examine various forms of communication engineersmust possess and their importance, and 2) describe the design, implementation, and assessmentof a new senior-year and first year graduate ECE course which is specifically aimed atdeveloping the critical communication skills for engineers in industry. For the first part we useda survey of managers and executives at Intel Corporation to determine the most important
and computing, where students are expected to perform in the workplacefrom day one, without any additional training. Employers are known to value employees andpotential employees who demonstrate what are often referred to as professional or soft skills, suchas persistence, self-direction, and adaptability [1, 2, 3]. As a typical undergraduate program isthree or four years, we have a short time to take young people straight out of high school and turnthem into nascent professionals. This means that we must find the space and time in our programsto develop these “professional skills.”Terms such as “soft skills,” “human skills,” and “noncognitive skills” [4, 5, 6] are frequently usedin the popular press but have varying definitions and
, F. C., & Voltmer, D. (2005, October). Incorporating student peer-review into an introduction to engineering design course. In Proceedings Frontiers in Education 35th Annual Conference (pp. F2C-20). IEEE.9. National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. National Academies Press.10. Mattucci, S., Sibley, J., Nakane, J., & Ostafichuk, P. (2017). A Model to Develop Peer Feedback Skills in First-Year Engineering Students. Proceedings of the Canadian Engineering Education Association (CEEA).11. Ferrando-Rocher, M. & Marini, S. (2021). Promoting Students' Soft Skills in a Telecommunication Engineering Course with an Elevator Pitch Activity. International
. R. Castaldo, W. Xu, P. Melillo, L. Pecchia, L. Santamaria, and C. James, “Detection of mental stress due to oral academic examination via ultra-short-term HRV analysis,” presented at the Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC), 2016.18. J. Abiade and L. Moliski, “Work-in progress: identity and transitions laboratory: Utilizing acceptance and commitment therapy framework to support engineering student success,” presented at the 2020 ASEE Virtual Annual Conference Content Access, 2020.19. Y. Yasdin, A. Abduh, M. I. Musa, and B. Rauf, “Impact of cyberbullying on the development of student soft skills in engineering education,” Systematic Reviews in Pharmacy, vol. 11
Learning through Escape: Developing Collaboration, Communication, and Confidence in a Biomedical Engineering Laboratory Escape RoomAbstract: Escape rooms are growing in popularity in higher education because they can be used topromote hands-on technical skills and soft skills like communication and collaboration. Inaddition, they provide an opportunity for students to develop mastery in these skills and improveconfidence. This work describes the use of a laboratory-based escape room to test the teamworkability of upper-level undergraduate student groups while employing technical skills and problemsolving in a laboratory environment. Students use ultrasound, mechanical tests frames,spectrophotometers
thecomplexity of the teaching responsibilities that is prescribed by the difficulty of disciplinarycontent, the role of technology in the content, and the objectives of the engineering programs thatnow include acquiring soft skills, such as collaboration and communication, in addition to theknowledge of the engineering content. Research studies have shown that semester-long courses(16 weeks) are the most effective formats for preparing GTAs to teach in engineering and computerscience [7]. Nevertheless, for these courses to be effective, they must offer GTAs opportunities tolearn, apply, and reflect on different teaching practices so they develop competencies associatedwith the TPACK domains. In this study, an existing semester-long teaching and
soft skills as it pertains to their personalinteractions, which is also something that tech interviewers evaluate during their interactionswith a candidate. An additional attribute that this group-based whiteboard assessment providesthe students is exposure to teamwork/collaborative skills, which is also an integral practice inindustry and relative professional settings. Table 1: Relational Table – Evaluated Skills Whiteboard Problem Solving Evaluated Skills Technical Interview Protocol Assessments Technical Skills Computational/Critical Thinking Computational/Critical
first step in professionalenvironments that aim to build a strong sense of community, which may result in betterteamwork performance [7].Building a community in the classroomThe course “Engineering Properties of Biological Materials” was designed using a blendededucation approach that benefits students from in-person and online activities. Combiningtechnological resources with in-person activities may increase students’ engagement andachievement, providing more flexibility and convenience in learning [8], [9].The course structure was designed through Canvas, a web-based learning management system, toachieve learning goals that include the development of soft skills such as teamwork andcommunity building. Students can access instructor-produced
focused heavily on technical education, according to cognitivetheory, experience based on soft skills can build a foundation for better understanding andinstincts in the field and its practice [12].Research Questions: (1) How do undergraduate engineering students perceive computational thinking practices? (2) How do undergraduate engineering students infuse computational thinking into their professional fields? (3) How does computational thinking infusion differ among male and female engineering students?MethodologyTo address the research question, a qualitative approach was taken in this study to collate varioususe cases and interpretations of CT’s applicability within the frame of reference of engineeringstudents
programs have not given muchrecent consideration to the appropriateness of this requirement. While there has been muchdiscussion of other aspects of engineering education, including the incorporation into thecurriculum of more “soft-skills”, class delivery modes, and capstone design project requirements,there has not been much discussion of the appropriate role for technical electives. This issomewhat surprising considering the desire of many programs and universities to reduce thenumber of credits required for an engineering degree in an effort to increase graduation rates,reduce time-to-graduation, and decrease student debt loads. With this in mind, the primarypurpose of this paper is to prompt discussion of the purpose of technical electives