Conference Session

Mobile Devices and Apps

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kefei Wang, Gonzaga University

Tagged Divisions

Computers in Education

of the future will have dif-ferent attributes than the stereotypical 20th century engineer. These attributes include the technicalknowledge that all engineers should have and are included in traditional engineering curricula, andother characteristics related to what have often been called soft skills or professional attributes,including communication, leadership, and entrepreneurial skills.” To help instill an entrepreneurialmindset, Kern Family Foundation established a network of colleges called the Kern Entrepreneur-ship Education Network (KEEN) in 2005. Gonzaga University is one of the 19 colleges in KEEN,and it views the entrepreneurial mindset as a critical need in undergraduate engineering education.Considering students in our CS 1 is

Conference Session

Educational Strategies in Architectural Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gouranga Banik, Tennessee State University

Tagged Divisions

Architectural

Page 26.1001.4able to do which resulted in eleven desirable outcomes, no matter what the discipline. Thecriteria can be divided into two categories: “hard skills” and “soft skills” or what is becomingincreasingly better known as “people skills”. Six of the eleven outcomes address the people skillsincluding (Shuman et al., 2005):• an ability to function on multi-disciplinary teams• an understanding of professional and ethical responsibility• an ability to communicate effectively• the broad education necessary to understand the impact of engineering solutions in a global,economic, environmental and societal context• a recognition of the need for, and an ability to engage in lifelong learning• a knowledge of contemporary issuesWhile curriculums

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Wu, California State University, Fresno; Yupeng Luo, California State University, Fresno

Tagged Divisions

Design in Engineering Education

] has been gaining popularity and holds the promise of cultivating the desired competency forfuture workforce with breadth and depth [16]. Project-based learning allows students to buildknowledge [17], develop critical thinking, creativity [18] and a number of soft skills (e.g. leadershipand communication) [19]. Aside from student learning process, project-based learning alsoredefines and transforms the role of the instructor. Instead of being the point of authority andsource of solution, the instructor in project-based learning works as a mentor and/or an expertconsultant who helps students formulate their own strategies towards the accomplishment ofproject goals with open-ended, heuristic suggestions while avoid offering the “answer key

Conference Session

ECCD Innovative Teaching Methods & Outreach

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicole Zimmerman, Portland State University; Timothy D. Gulzow, Portland State University; Robert B Bass, Portland State University

Tagged Divisions

Energy Conversion and Conservation

describing design-centric engineeringprojects (DCPs), which we have developed and are in the process of refining. Our DCPsemphasize context-oriented, design-focused coursework, with a strong focus on teamwork andcollaboration. We feel that development of professional “soft” skills and design expertise areachievable through project-based learning (PBL). Our development efforts draw from the currentpedagogical literature on PBL, particularly that pertaining to electrical and computer engineeringeducation.7–10 We are especially interested in efforts related to electrical power engineering.11, 12 Page 26.1515.2For PBL, instructors introduce a relevant

Conference Session

ECCD Innovative Teaching Methods & Outreach

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lynn Albers, North Carolina State University

Tagged Divisions

Energy Conversion and Conservation

; providing the following feedback. “Overall, based on responses to text-entry questions, the interns reported experiences that were beneficial in two key areas: work experience and education. Interns and fellows were able to gain valuable technical/field-related experience as well as experience in business areas not available to them in the classroom setting. This included professional networking, project management, and soft skills. They were able to leverage the experience to secure other non-SEIP internships or to gain full-time employment in the industry. Interns/fellows also indicated that the program enhanced community awareness around energy issues.” 11When the interns (n=215) were asked, “To what extent do you feel that

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Federico Garcia Lorca, Saint Louis University, Parks College of Eng.; Daniel M. Ferguson, Purdue University, West Lafayette; Sridhar S. Condoor, Saint Louis University, Parks College of Eng.

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

study usedtheir reflection as an opportunity to suggest improvements for WIC, present ideas for futurechallenges or express personal preference for one type of WIC competition over another. The author’s personal skills at communication in a team environment also potentiallybiased the analysis process.References[1] Robles, Marcel M. (2012). Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace. Business and Professional Communication Quarterly December 2012 vol. 75 no. 4 453- 465[2] ABET (2015) Criteria for Accrediting Engineering Programs 2015 – 2016. General Criterion 3. Student Outcomes. Retrieved from: http://www.abet.org/eac-criteria-2015-2016/[3] Association of American Colleges &

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

, “Engineers Learn ‘Soft Skills the Hard Way’: Planting a Seed of Leadership in Engineering Classes,” Leadership and Management in Engineering, vol. 7, no. 1, pp. 18–24, 2007.[2] P. Galloway, “Engineering Education Reform,” in The 21st-Century Engineer: A Proposal for Engineering Education Reform, American Society of Civil Engineers, 2007, pp. 46–51.[3] B. Ahn, M. F. Cox, J. London, O. Cekic, and J. Zhu, “Creating an Instrument to Measure Leadership, Change, and Synthesis in Engineering Undergraduates,” Journal of Engineering Education, vol. 103, no. 1, pp. 115–136, Jan. 2014.[4] S. S. K. W. Fakeh, M. S. Shahibi, A. Jamaludin, M. R. Rahim, J. Paiman, and Z. Ibrahim, “Understanding Leadership Values Among Under Graduate Students in UITM

Conference Session

Supply Chain and Logistics in Manufacturing Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bimal P. Nepal, Texas A&M University; Pradip Kumar Krishnadevarajan, Karpagam University

Tagged Divisions

Manufacturing

, manufacturinggraduates are expected to have soft skills such as communication, leadership, and teamwork5. Inaddition, manufacturing engineers have to deal with multidisciplinary technical skills set such as Page 26.1442.5those from electrical, mechanical, chemical, and electronics engineering and computer sciencefields to be able to work on the shop floor. Similarly, for manufacturing planning, graduates needto acquire supply chain management and logistics skills sets. For example, Mohammed et al6.present a Manufacturing Engineering Technology (MfgET) program of a major university innorth east Indiana which provides their graduates with solid knowledge and

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Andrew Albright, South Carolina Governor's School for Science and Mathematics; Karen R. Den Braven, South Carolina Governor's School for Science and Mathematics; Elaine R. Parshall, SC Governor's School of Science and Mathematics

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

instructional landscape foster possibilities forconnection and collaboration that the traditional classroom precludes, as a wider network existsbeyond the brick and mortar classroom. The Accelerate curriculum enhances these possibilitiesby relying on a broad-based philosophy of course integration that obfuscates abiding distinctionsbetween “hard” and “soft” skills, blends liberal and technical subjects, and—perhaps, mostimportantly—combines a range of populations, talents, and experiences to produce the nextgeneration of engineers. At the heart of the program lie six conceptual strands, or “grandthemes.” Developed in the fall semester of 2014 by Accelerate faculty and administrators, thesethemes reflect and inform the overall mission of integration

Conference Session

Teaching the Business Side of Construction

Collection

2015 ASEE Annual Conference & Exposition

Authors

Suat Gunhan, University of Texas, San Antonio

Tagged Divisions

Construction

business. In this business you are hired for your technical skills, fired for your lack of people skills and promoted for your management skills”.There is no specific undergraduate course dedicated to business development at theConstruction Science Program at the University of Texas at San Antonio. The author makesall the efforts to integrate leadership, business development and other soft skill topics to corecourses.The paper covers the integration of business development topic to the Project Managementcourse. It highlights the scope of the course content. The perception of the students towardsbusiness development was tested with a pre-survey questionnaire before the instruction of thetopic. The same survey questionnaire was conducted

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mohammadreza Ostadali Makhmalbaf, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech

Tagged Divisions

Engineering Leadership Development Division

Construction Management Education‖, InternationalProceedings of the 49th Annual Conference, Associated Schools of Construction, San Luis Obispo, California, April4. Badger, W. W., Walsh, K., & Mayo, R. (2005). Leadership and goal-setting in construction education. InProceedings of Construction Research Congress.5. Kumar, S., & Hsiao, J. K. (2007). Engineers learn ―soft skills the hard way‖: Planting a seed of leadership inengineering classes. Leadership and Management in Engineering, 7(1), 18-23.6. ASCE, The Vision for Civil Engineering in 2025, ASCE, Reston, VA.7. ASCE, Civil Engineering Body of Knowledge for the 21st Century – Preparing the Civil Engineer for the Future, 2 ndEdition, 20088. Skipper, C. O., & Bell, L. C. (2006

Conference Session

Concurrent Paper Tracks Session II Skills Development

Collection

2016 ASEE International Forum

Authors

Hu Yu, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University

Tagged Topics

International Forum

suggestions for designing similar engineering leadership programs in the future.IntroductionFast-paced technological transformation and innovation demands not only technical expertisefrom future engineers, but also multiple soft skills, in particular leadership [1]. Crumpton-Young indicated that engineering leadership is the influence and ability to lead otherengineers and technical staff to design, create, innovate, implement and evaluate and assessservices and products [2]. MIT-Gordon engineering leadership program describes engineeringleadership as a set of capabilities and values that enable a person to accomplish a multi-disciplinary complex project by leading teams instead of functioning as an individualtechnical contributor. Engineering

Conference Session

Concurrent Paper Tracks Session II Outreach

Collection

2016 ASEE International Forum

Authors

Terrell Lamont Strayhorn, The Ohio State University; Royel Montel Johnson, Center for Higher Education Enterprise

Tagged Topics

Diversity, International Forum

conclusion that engineeringmajors engagement in internships and co-ops produce significant learninggains in terms of problem-solving, communication, and learning more aboutwork.Insights from one-on-one interviews support these conclusions using storiesshared by students themselves. Clearly, engaging URM engineering majors ininternships and co-ops is one way to facilitate learning in core areas (e.g.,problem-solving), soft skills (e.g., working on a team), and career learning.From internships students learn how to communicate professionally, skillsfor managing time and prioritizing tasks, and technical skills such as CADdesign, computer programming, and management/leadership.Much more needs to be done to educate students about engineering as

Collection

2016 ETLI

Authors

Wilson Gautreaux

assessment causes problems • Programs may do the bare minimum for accreditation • Soft skills important in industry but now have lower priority • Changes in Definitions associated with proposed Criterion 3• Support for proposed Criterion 3 • Outcomes are stated in a more measurable way • Fewer outcomes may encourage innovation, adding outcomes • Outcome 7 aligns better with global engineering definition 17EAC Updates from July Meeting• Modifications to the content of the proposal approved by the full EAC.• Side-by-Side Comparison• Proposal to Engineering Area Delegation• Another year public review and comment• http://www.abet.org/blog/news/criteria- updates

Conference Session

Practices for Student Learning Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aditya Akundi, University of Texas, El Paso; Amit J Lopes, University of Texas, El Paso

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

assisted in changing the current UNIV 1301 course from a teacherdominated instruction and philosophy course to a more student learning centered,engaging, hands-on, engineering problem solving course that improved student-facultyinteraction and student motivation. Although some basic manufacturing technologies werebe used to build products, a majority of the course included hands-on activities aimed atimproving understanding of the ‘Engineering Design Process’ as part of a semester longteam project. In demand soft skills such as communication, teamwork, and inter-disciplinary engagement were highlighted and encouraged.In this paper some of the tools utilized to assist in the redesign of the ‘Foundations ofEngineering’ course are detailed below:1

Conference Session

Pre-college: Summer Experiences for Students and Teachers (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

John E. Post P.E., Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

Pre-College Engineering Education Division

landing is accomplished with minimal damage to the balloonsat structures.After lunch each of the student teams prepare and deliver a final oral presentation of their resultsto an audience consisting of the students and the instructors, as well as interested members of thelocal community. This provides the students with an opportunity to communicate what theyhave learned and practice the soft skills that are important for success in technical fields.On the morning of the final day an instructor leads the students through several digital circuitlabs that are modeled after those required for our freshmen engineering students. This providesthem with the opportunity to sample college-level instruction with a hands-on focus and deepenstheir

Conference Session

Engineering Economy Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ona Egbue, University of South Carolina, Upstate

Tagged Divisions

Engineering Economy

do not equip students with the soft skills including communication and collaborativeskills required to face the multi-faceted challenges in the 21st century engineering workforce.There is clearly a need to use active learning methods that promote student learning, engagementand the development of critical skillsThis study describes changes to an engineering economic course aimed at increasing studentengagement by incorporating proven active learning strategies such as project-based andproblem-based learning strategies. This was accomplished by flipping some parts of the courseand spending more class time on discussions, intensive team work and group projects. The planwas to completely flip the course over time so that fundamental concepts

Conference Session

Aligning Graduate Programs with Industrial Needs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Priyesh Uday Mehta, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

currently facing challenges with lack of design for AM principles, processguidelines and standardization of best practices [2]. As per Deloitte’s review report, the global 3Dprinting industry is poised to grow from $12.8 billion in revenue in 2018 and it is expected toexceed $21 billion by 2020 [3].With prompt adoption of this technology in the industry, thedemand for workforce equipped with AM skills is poised to increase exponentially. The diversefield of AM sciences requires a combination of engineering and soft skills for a successful careerpath. Moreover, the key to success of AM is its variety of applications such as medical, automotive,aerospace, art, and construction applications, which requires domain knowledge expertise coupledwith

Conference Session

Curriculum and Assessment III

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremy Straub, North Dakota State University

Tagged Divisions

Computing and Information Technology

management [39] and marketing [40]. Further, it hasbeen shown to aid job placement [41] and enhance students’ self-image [42] ‘soft skills’ [43] andcreativity [44].3. Description of Peer Learning ActivitiesAt NDSU, cybersecurity students participate in a number of different types of peer learningactivities. These include activities specifically designed to prepare for cybersecuritycompetitions such as the National Cyber League (NCL) and the Collegiate Cyber DefenseCompetition (CCDC) regional competition. Students also participate in peer learning activitiesrelated to student-driven research projects and identified areas of personal enrichment. Recenttopics of peer learning have included red team and blue team competition preparation, fake

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Bernd Steffensen, University of Applied Sciences Darmstadt

Tagged Divisions

Entrepreneurship & Engineering Innovation

outcomes, so we Deleted: of SEFImust look elsewhere for discussions related to the T-shaped ideal. The closest corollary to the T-shaped ideal has been the discussion since the late 1960s and early 1970s of the relationship Deleted: organizationsbetween so-called “soft skills” and general education versus the technical expertise that is Deleted: educational institutionsviewed as the core of engineering education. Following this thread of intellectual endeavor Deleted: the discussionmakes it easier to see both divergent and parallel developments in the U.S. and Germany

Conference Session

Design and Implementation of Graduate Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meredith Welch-Devine, University of Georgia; Ramana Pidaparti, University of Georgia; K. Paige Carmichael, University of Georgia; Janet E. Rechtman, University of Georgia; Brandy B. Walker, University of Georgia; Julie A. Coffield, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

first cohort of doctoral students participating in thepilot program.Training ModelTraining in professional or “soft” skills, although not new in graduate education, is commonlydone on an ad hoc basis, as a ‘bolt on’ to a student’s program of study. Further, professional skillstraining is often targeted towards career placement and generally offered to students who areadvanced in their graduate studies. While there has no doubt been some success in following thisimplicit approach, we sought to explore how a more explicit approach might better serve STEMgraduate students.The innovative model (see Figure 2) piloted through the GS LEAD program challenges thatparadigm by positioning critical professional skills development [15], [13], [5] at the

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University

Tagged Divisions

Civil Engineering

should beconsidered as a core activity of the engineering design and project development and inseparablefrom other tasks. In some instances, technical communication courses fall behind accomplishingthis objective because these courses are not necessarily constructed to incorporate engineeringdesign and communication of the design elements in written justification that would make theoverall engineering design process a meaningful task rather than just number-crunching anddesign-drawing activity3.Conventional approaches to teach design skills, such as working numerical problems, routineprogramming are not adequate to help students learn the soft skills, i.e., process skills required todevelop a comprehensive solution to an engineering problem4

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University; Kyle D. Squires, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

identify theircultural capital from which to develop their future possible selves as engineers. Throughout thefirst two years, students will be mentored to foster their engineering identity while focusing onsupport for transition to college. Support for transition to college includes encouragement andhelp to form peer learning study groups, study habit workshops, note-taking methods, timemanagement, and financial aid-education. Support for engineering identity development in year1, include opportunities to meet industry professionals, visits to industry sites to learn first-handwhat engineering workplaces look like, engage with engineering leaders through a speakerseries, and attend recurring choice-based 2-hour technical and soft skills building

Conference Session

Works-in-Progress Postcard Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Reginald E Rogers Jr, Rochester Institute of Technology (COE)

Tagged Divisions

Chemical Engineering

Engineering continues to be a strong topic of focus.Students are continually challenged to be mindful of soft skill issues associated with being aprofessional engineer; however, the retention of that knowledge is low. The prevalence ofincreasing student awareness in process safety and ethics beyond the textbook requiresinnovative ways to bridge the discussion between fundamental course content and experientiallearning. Given the time constraints of contact hours an instructor may have for a course, theintegration of practical discussions can be pushed aside to ensure the learning outcomes are met.This, however, can be a disservice to the students as they prepare to take up jobs either in a co-op/internship or full-time position.One approach to

Collection

AEE Journal

Authors

Ryan Solnosky P.E.; Joshua Fairchild

study was mostconcerned in studying (discussed in the next section).FALL 2017 7 ADVANCES IN ENGINEERING EDUCATION Survey Tools for Faculty to Quickly Assess Multidisciplinary Team Dynamics in Capstone Courses COURSE ASSESSMENT STRATEGY The assessment approach is multi-faceted that encompassed: reports, presentations, consulta-tions with faculty, and the surveys (Parfitt et al. 2013). Evaluation procedures were formulated thatallowed for the measurement of technical and soft skills

Collection

2019 ASEE PNW Section Conference

Authors

Xichen Jiang, Western Washington University; Austin Bolstad

engineers from local utilities forguidance. The results of this research is highly beneficial to the students as well as to the utility.Along the way, the students develop communication, project management, and soft skills that willserve them well into their professional careers.1.0 IntroductionAs demand for energy increases across the United States, generating electricity from clean andreliable sources becomes more challenging for utilities. One solution that utilities have beeninvestigating is Volt-VAR optimization (VVO), which manages voltage levels throughconservation voltage reduction (CVR) and reduces energy losses by controlling reactive powerflow [1].The purpose of CVR is to conserve energy by slightly reducing the voltage that

Conference Session

Mechanical Engineering Technical Session: Feeling the Heat - Thermodynamics and Heat Transfer

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Okamoto, San Jose State University

Tagged Divisions

Mechanical Engineering

almosta century, it started to become more popular in the 1970’s. See, for example, Spady’s work [2,3], which examines CBL for public K-12 education.There are many publications that discuss CBL in different settings. Henri, et al. [4] presented acomprehensive review in 2017. They indicate that CBL may be beneficial for the success of adiverse student body and may also serve the needs of industry, which needs a cadre of engineerswho have mastered fundamental engineering skills. Discussions of implementation of a varietyof CBL-related methods in engineering programs have been published, such as [5] and [6]. Somepapers focus heavily on CBL for the “soft skills” embedded within engineering programs, suchas [7]. Studies analyzing a wide range of

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harold Ackler, Boise State University; Heidi Reeder, Boise State University; Abbey Louie

Tagged Divisions

Engineering Leadership Development

. 11, no. 3, 2010.[4]. “Capabilities of Effective Engineering Leaders”, Version 3.7, July 2019. Bernard M.Gordon-MIT Engineering Leadership Program, Massachusetts Institute of Technology,Cambridge, MA. Available: https://gelp.mit.edu/capabilitiesofeffectiveengineeringleaders.[Accessed Jan. 20, 2020].[5]. S. Pulko and S. Parikh, “Teaching ‘soft’ skills to engineers,” The International Journal ofElectrical Engineering & Education, vol. 40, no. 4, 2003. Available:https://doi.org/10.7227/IJEEE.40.4.2[6]. R. Stephens, “Aligning Engineering Education and Experience to Meet the Needs ofIndustry and Society”, The Bridge, vol. 43, no. 2, Summer 2013, pp. 31-34. Available: NationalAcademy of Engineering, https://www.nae.edu/21020/Bridge.[7

Conference Session

Relationships Between Skills and Knowledge Domains

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zhen Zhao, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

encounter in the industry, and Nabi and Bagley[12] suggested that career advisors could do more to foster students’ appreciation for theimportance of communication skills in finding a job.Several studies have looked at both engineering students’ self-efficacy and perceptions ofimportance related to communication skills, albeit separately [6,9-10,12]. Direito et al. [9] andNabi and Bagley [12] asked engineering students and recent graduates to rate their proficiencyand perceived importance related to a variety of technical and professional skills. Itani and Srour[10] asked engineering students to report their ability of certain soft skills and their perceivedimportance on these skills to determine a career choice. All three studies noted a skills

Conference Session

Exploration of Broad Issues and Promotion of Engineering and Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dan G. Dimitriu, San Antonio College

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

once for engineering as well.Challenges in Helping Students Improve Their Technical LiteracyAt community colleges, faculty do not receive reduced teaching load for participating in researchor extracurricular activities so their participation is on a voluntary base. Community collegefaculty also does not have graduate students and post docs to assist with supervisingundergraduate projects. Community college faculty are focused on teaching and are notencouraged to be involved in the kind of activities that MESA Center is offering. Some of thestudents’ limitations include weaknesses in soft skills such as time management, teamwork, andcommunications, make balancing of school requirements, MESA activities, family, and outsidejobs, a very difficult