Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon B. Terranova, Drexel University; Christopher M. Weyant, Drexel University (Eng. & Eng. Tech.); Steven Wrenn, Drexel Unviersity, Chemical and Biological Engineering Department; Youngmoo Kim, Drexel University, ExCITe Center; Lunal Khuon, Drexel University; Kristin Imhoff, Drexel University (Eng. & Eng. Tech.); Kevin Ayers, Drexel University (Eng. & Eng. Tech.); Antonios Kontsos, Drexel University (Eng. & Eng. Tech.); Leonid Hrebien, Drexel University (Eng. & Eng. Tech.); James E. Mitchell, Drexel University (Eng. & Eng. Tech.)

Tagged Divisions

First-Year Programs

the projects,and self-evaluated their relevant knowledge and abilities before and after the projects. Earlyresults presented in this paper indicate an improved level of student satisfaction with the newcourse structure and the pilot mini-projects.IntroductionThe goal of introductory general engineering laboratory courses is to engage, challenge andexcite first-year students about engineering. This report discusses the restructuring of a three-quarter general engineering laboratory course sequence (ENGR 101/102/103) to ensure thesegoals are met, while improving soft skills and student understanding of engineeringconcepts. The effort, guided by faculty representatives from each department in the college,included the development of two

Conference Session

New Tools for Teaching Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hector Erick Lugo Nevarez, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Oscar Antonio Perez, University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Randy Hazael Anaya, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Peter Golding, University of Texas, El Paso

Tagged Divisions

Entrepreneurship & Engineering Innovation

challenging according to the students’ feedback. The interaction between Staff with students is considered as the assessment and assignment of managing the printers. The staff must know from front to end how the printers work, tutor the students that will aid in overseeing/troubleshooting the print models. The staff should be able to educate the part-time students how to provide one to one or a huge class of students, the proper workshop for 3D designing and printing. The part- time students should develop soft skills such as replying emails with proper feedback on how could the model be optimized for 3D printing and professionally answer students’ question in 3D designing and printing.CHARGE SYSTEM:“If you want 3D printing you have

Conference Session

The Best in DEED

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kris Jaeger-Helton, Northeastern University; Bridget M. Smyser, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

earlier in the undergraduate experience through more exposure to open-ended problemsin their courses prior to Capstone.IntroductionEngineering capstone design courses have been extensively studied due to their unique ability to teachintegration of engineering principles as well as professional soft skills. Students are provided a chance toprepare themselves for practicing real-world engineering design prior to entering the workplace whilesimultaneously learning project management, resiliency, and teamwork skills [1]. We have observed greatengineering students become disillusioned quickly with the capstone process when they encountercustomary levels of uncertainty in their projects. We have students who have, up until the onset ofcapstone in their

Conference Session

Undergraduate Research and a Force and Moment Lab

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert J. Prins, James Madison University

Tagged Divisions

Mechanical Engineering

"soft skills" (a.k.a."essential skills") as advocated by ABET 2000. A more recent example is provided by Boylan-Ashraf who includes hands-on lab activities as part of an arsenal of active strategies applied in anintroductory solid mechanics course (based on presented topical coverage the course would serveas a course in statics). Indicated advantages of active strategies include their increasedlikelihood (compared to lecture-based activities) to provide experiences that are significantenough to build connections as well as a strong association with improved self-efficacy. It isfurther suggested that hands-on learning may promote student retention.Developing contextual knowledge for the "machines" topic In spite of the potential advantages

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eden Fisher, Carnegie Mellon University

Tagged Divisions

Entrepreneurship & Engineering Innovation

you test them.”“Be comfortable with ambiguity and be able to adapt and learn.”“Division of labor is tough. Sometimes leadership is about taking a step back.”“In consulting, lead by example. Show people what can be done.”“Be humble, assertive and authentic with customers”“Take control of your own learning. Adapt to work with people in dispersed locations.”“It’s important to take responsibility when your boss doesn’t know how to proceed. Becreative.”“Leverage the situation you have. Give yourself goals.” C)   SkillsThe importance of both hard skills and soft skills in innovation management were highlightedduring internships, including skills associated with “innovator’s DNA” (Dyer et al, 2009).Example Skills takeaways:“Six sigma is a tool to

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Louise Chan, Minnesota State University, Mankato; Rob Sleezer, Minnesota State University, Mankato; Jacob John Swanson, Minnesota State University, Mankato; Mark Ahrens, Normandale Community College; Rebecca A. Bates, Minnesota State University, Mankato

Tagged Divisions

Design in Engineering Education

Journal of Engineering Education, vol. 19, no. 5, pp. 657-662, 2003.14. C. E. Hmelo-Silver, “Problem-based learning: What and how do students learn?,” Educational psychology review, vol. 16, no. 3, Sept. 2004.15. S. Kumar and J. K. Hsiao, “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. 18-23, Jan. 2007.16. M. Frank et al., “Implementing the project-based learning approach in an academic engineering course,” International Journal of Technology and Design Education, vol. 13, no. 3, pp. 273-288, Oct. 2003.17. R. N. Savage et al., “Integrating project-based learning throughout the undergraduate engineering

Conference Session

CoED: Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ronald F. DeMara P.E., University of Central Florida; Baiyun Chen, University of Central Florida; Richard Hartshorne, University of Central Florida; Ramtin Zand, University of Central Florida

Tagged Divisions

Computers in Education

practices for the course, which utilize handwritten image files that are retained forstrengthening the learner’s soft skills through one-on-one clarification with Content GTAs.Instructional challenges include the cold-start problem of building a viable test bank of digitizedquestions, whereas only selected topics in engineering fields have digitized test banks availablefrom textbook publishers. Additionally, the efforts invested to digitize should have significant re-use potential to preclude reinventing the wheel for a longer-term payoff that can be pooledamong alternate faculty teaching a course at their institution. Organizational challenges relate tochange theory of the participants involved, both instructors and students alike. An

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Leadership Development Division

among students, and to provide constructivesuggestions to curriculum design. Future comparisons of current findings and priorstudies that were performed in a North American or a European context will also helpdeepen our current understanding of engineering leadership in different culturalcontexts.Acknowledgement This research was supported by Chinese Ministry of Education, Humanities SocialScience Study Program (15YJC880147).Bibliography[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] National Academy of Engineering (NAE). (2004). The Engineer of 2020: Vision of Engineering in the New

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Juan David Ortega, Purdue University, West Lafayette / Universidad EAFIT, Medellin, Colombia; Ruth A. Streveler, Virginia Polytechnic Institute and State University; Audeen W. Fentiman, Virginia Polytechnic Institute and State University; Harsh Wardhan Aggarwal, Purdue University; Sayan Biswas, School of Aeronautics and Astronautics, Purdue University; Brandon S Coventry, Weldon School of Biomedical Engineering, Purdue University; Institute for Integrative Neuroscience, Purdue University; Abdel-Rahman Hassan, Virginia Polytechnic Institute and State University; Margaret L McNamara, Purdue University; Smirti Nandan Paul, Purdue University

Tagged Divisions

Student

other things, these programs considered the inclusion of facultyprofessional development and the so-called ‘soft skills’ as a formal part of the doctoral training6 .Similarly, in the past decade, academic consortiums and national offices have supported the creation ofprograms aimed at training doctoral students in STEM disciplines, mostly for future teaching duties.Although such programs contribute to preparing students to assume academic or other professionalpositions, their ultimate goal is to improve the quality of undergraduate education7 .Some scholars have considered, designed, and documented initiatives that target engineering graduatestudents to help them successfully transition into faculty careers. Drawing from the general

Conference Session

Teams, Capstone Courses, and Project Based-Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Molly A. McVey, University of Kansas; Carl W. Luchies, University of Kansas; Adrian Joseph Villicana, University of Kansas

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

of pharmaceutical education, 74(2), 35.Dana, S. W. (2007). Implementing team-based learning in an introduction to law course. Journal of Legal Studies Education, 24(1), 59.Haidet, P., Kubitz, K., & McCormack, W. T. (2014). Analysis of the team-based learning literature: TBL comes of age. Journal on excellence in college teaching, 25(3-4), 303.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.Layton, R. A., Loughry, M. L., Ohland, M. W., & Ricco, G. D. (2010). Design and validation of a web-based system for assigning members to teams using instructor

Conference Session

Early ChemE Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jamie Gomez, University of New Mexico; Vanessa Svihla, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

unprepared [27]. Students report gaining soft skills such asteamwork and project management [29] and research shows the effectiveness of jigsaw inengineering classrooms [30, 31]. We were interested in jigsaw for two main reasons: first, wewere concerned that some students might be social loafers, meaning they would not put as mucheffort in [32]. Past research has shown that providing a meaningful task can prevent socialloafing, but we also sought to address this by reinforcing the idea that every student wasaccountable for group work. Second, because we divided our students into three (interrelated)topic areas, we wanted them to have opportunities to learn from each other and share informationacross topics. This was in part because we were not sure

Conference Session

Engaging Ethics, Internationally

Collection

2017 ASEE Annual Conference & Exposition

Authors

Prakash G Bapat, Business Ethics Foundation; Aravind Joshi, Business Ethics Foundation; Pradeep Kashinath Waychal, Guruji Education Foundation; Nupur Kulkarni

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Governmental Organization to pursue and proliferate ethical behavioural practices at the sprouting age of undergrad engineering students .Dr. Aravind Joshi, Business Ethics Foundation The author has worked with State Bank of India, one of the largest Public Sector Banks in India for 30 years in various capacities at different geogrphies. Post voluntary retirement in year 2000, the author has completed Master´s degree in Personnel Manage- ment and completed Doctorate in Human Resources Management. Author has been working as a facilitator and professor in reputed business schools and corportate concerns in India. The author has published various articles in Management and Soft skills in News papers, magazines and

Conference Session

Electrical and Computer Division Technical Session 13

Collection

2017 ASEE Annual Conference & Exposition

Authors

Afroditi Vennie Filippas, Virginia Commonwealth University; Umit Ozgur, Virginia Commonwealth University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

these and other 21st century skills in our students [8] [9] [10]. It is important to note that the other ECE teams did not employ a systematic advising approach. However, almost all ECE teams score high in all these ABET categories as all ECE faculty work hard to ensure the teams are successful and that we develop students’ soft skills as well as their technical skills. While it is not possible to isolate the effect of each individual rule of engagement employed, we believe that the overall systematic approach described here is responsible for improved success of the projects. Conclusion The methods proposed here require medium to high level of involvement on the part of the faculty mentor, primarily in the first semester of

Conference Session

Pre-College: Fundamental Research in Engineering Education (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette (College of Engineering); Tamara J. Moore, Purdue University, West Lafayette (College of Engineering); Hillary E. Merzdorf, Purdue University; Tingxuan Li, Purdue University; Amanda C. Johnston, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Pre-College Engineering Education Division

learning, whileDenson, Buelin, Lammi, and D’Amico​6​ developed a web-based tool as creativity assessment tomeasure the innovation of students’ design products. Kelly, Capobianco, and Kaluf​7​ usedthink-aloud protocols to assess student cognition during the design process, and found that theyemphasize brainstorming more than other aspects such as testing or refinement of designsolutions. Non-cognitive assessment tools aim to assess students’ “soft skills” such as interests,perception, or attitudes. These skills are important in learning and instruction, because theresearch has found them to be correlated to students’ learning outcomes, such as self-reportedlearning gains or the scores on the standardized tests.​8​ Douglas and Strobel​9​ developed a

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University

Tagged Divisions

Engineering Leadership Development Division

the engineering community of practice. What isunclear from the engineering identity research and related literature is if students are providedopportunities for reflective learning regarding their leadership experiences, the fourthenvironmental condition. As shown through the discussion of engineering identity this reflectionis typically left to chance at best or, at worst, actively discouraged through the viewpoint thatleadership is a “soft” skill not worthy of consideration in an engineering curriculum. Thequestion of incorporating effective reflective learning is central to the work underway.Moving engineering students from a positional to relational understanding of leadership has twobenefits: first, they should have a more stable sense

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alex Jordan Hanson, Massachusetts Institute of Technology; Peter Lindahl, Massachusetts Institute of Technology; Samantha Dale Strasser, Massachusetts Institute of Technology; Alison F. Takemura, Massachusetts Institute of Technology; Dirk R. Englund, Massachusetts Institute of Technology; Jaime Goldstein, Massachusetts Institute of Technology

Tagged Divisions

Graduate Studies

, pedagogically advantageous, and an efficient use of student time.With appropriate modifications, it may even supply some of the advantages that the communicationcourse offered, namely explicit communication frameworks and peer feedback.1 Importance of communication skills for engineersThe core emphasis of most degree programs in science, technology, engineering, and mathematics(STEM) is to develop “hard technical skills,” often at the neglect of “soft skills” that are alsoessential.This division is misaligned with the reality that engineering graduates report spending roughly64 % of their time on communication-intensive tasks [1]. Accreditation agencies recognize thisimportance, and both British [2] and US (Accreditation Board for Engineering and

Conference Session

Balancing Act: Ideas in Pre- & Post- Surveys and Assessment of Professional Skills

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

)determined that there were gaps in meeting these professional skill outcomes, and as such aprofessional issues course was added as a requirement in the senior year. Many other universitiesoffer similar courses, and the content of these courses has been reviewed. At CU, theprofessional issues course has learning objectives that map to six different BOK2 outcomes:professional and ethical issues, sustainability, contemporary issues, leadership, public policy, andbusiness & public administration. The majority of the topics in the course are often perceived bystudents to be “soft skills”, which they believe are less important than technical outcomes. Thisand other issues presented obstacles to creating a course that would be well received by

Conference Session

Assessment and Liberal Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia; Toluwalogo Odumosu, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

education can be made more relevant tosocietal needs in the new millennium” (Parrish in Ollis, Neeley, and Luegenbiehl, 2004, p. 15).While these goals provided the energy behind the vision of EC2000, there was no clear logicalbridge between the vision and the discrete outcomes, nor between the various outcomes. Another challenge was posed by the language of “soft skills” (vs. “hard skills”) and themental model underlying it. Some of the most tangible evidence of the progress achieved in thelast 15 years is that the language of “professional skills” has become pervasive if not universal inthe literature on engineering education. Although most conversations assume a distinctionbetween “technical” and “non-technical” (or professional skills

Conference Session

Systems Engineering Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mohammed BOUGAA, CentraleSupelec and EISTI; Stefan Bornhofen, EISTI; Alain RIVIERE, SUPMECA; JEAN-CLAUDE TUCOULOU, AFIS ASSOCIATION FRANCAISE D'INGENIERIE SYSTEME

Tagged Divisions

Systems Engineering

-distributed students.ConclusionIn this paper, we presented a solution for SE education, using international standards in a project-based-learning approach. Thanks to this concept, students will learn to not only engineer therequested system, but also to engineer it the right way, using real-life SE practices conveyed bystandardized processes, together with communication, team management, collaboration and re-lated soft skills. The main advantages of our solution are the processes, life-cycle, and projectsadaptation and management components, as well as the shared workspace for students engineer-ing tasks during all the life cycle. Another advantage of the solution resides in its ability to helpin meeting the challenges of a project-based-learning

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Aileen Huang-Saad, University of Michigan; Julie Libarkin, Michigan State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Joseph Frank, Ohio State University; Kelly Lynn Kolotka, Ohio State University; Andrew H. Phillips, Ohio State University; Michael Schulz, The Ohio State University; Clare Rigney, Ohio State University, Engineering Education Department; Allen Benjamin Drown, Ohio State University; Robert G. Stricko III, Ohio State University; Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University

Tagged Divisions

First-Year Programs

-classroom approach, the program incorporates rapiddevelopment of programming and CAD skills, in addition to the soft skills developed fromworking in a challenging and long-term group project.Beyond this groundwork is the project itself, which is based on an interactive robotics course.The course is controlled using a modular network of partially custom hardware and monitoredusing an array of cameras which provide positioning information for robots. Students are loaneda custom controller designed by the program, and access to the program’s store of buildingmaterials from which they can use their team budget to buy components from. Interfacing withthe store using a catalog like website, students are able to order parts as well as submit designsfor

Conference Session

Innovation and Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Scott A. Newbolds P.E., Benedictine College; Patrick F. O'Malley, Benedictine College; Meredith Stoops, Benedictine College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

critical reflections in engineering education effective in assessinglearning outcomes? During this investigation, two additional topics of relevance emerged: c)Factors that contribute to successful implementation of reflection and d) The recognition of theneed for further research on reflection.a) Critical Reflections and Achieving Learning OutcomesThe literature reviewed indicated that educators sought diverse learning outcomes through use ofreflection, with many focusing on the development of skills beyond strict technical abilities, suchas teamwork [9][10]. It is interesting to note, however, that reflection upon these “soft” skills ormore consistent reflection over the duration of the project was, in some cases, associated withresults linked

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

interpersonal skills he developed in his previouscareer helped him in his academic work, describing himself as “much more people-based” thanhe had been prior to working, and explained he felt that relationships with others was key tosuccess. However, he contrasted these benefits of his time working with the challenges ofadapting to the academic rigor of a PhD program: I see people that are coming in but also unsure where they want to work […] and they can struggle a little bit because of that. My work experience helped me in terms of that. It's all the soft skills, the external skills, because you get hurt more on the academic side. It's much harder academically, but it's easier in terms of motivation, managing, and stuff like

Conference Session

Professional Skills Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Abigail Jane Kulhanek; Cheryl A Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

Conference Session

Materials Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hui Shen, Ohio Northern University; Vishal R. Mehta, Ohio Northern University

Tagged Divisions

Materials

results in the last week of thesemester. While the last week is a relatively busy week, the students didn’t have enough time toprepare. Moreover, there was not enough time to give students feedback on their presentationskills. This can be improved next time by assigning the project early and allow more time for thepresentation preparation. If possible, two presentations can be assigned for the project and studentscan use the feedback on their first presentation to prepare for their second presentation. Technicalwriting and presentation are crucial soft skills that undergraduate engineering students areexpected to learn. Despite the relatively low rating, the project activities still helped the studentsimprove their writing and presentation skills

Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Behnaam Aazhang, Rice University; Randal T. Abler, Georgia Institute of Technology; Jan P. Allebach, Purdue University, West Lafayette (College of Engineering); L. Franklin Bost, Virginia Commonwealth University; Joseph R. Cavallaro, Rice University; Edwin K. P. Chong Ph.D., Colorado State University; Edward J. Coyle, Georgia Institute of Technology; Jocelyn B. S. Cullers, Boise State University; Sonya M. Dennis, Morehouse College; Yingfei Dong, University of Hawai'i at Mānoa; Prasad N. Enjeti, Texas A&M University; Afroditi V. Filippas, Virginia Commonwealth University; Jeffrey E. Froyd, Texas A&M University; David Garmire, University of Hawai'i at Mānoa; Jay George; Brian E. Gilchrist, University of Michigan; Gail S. Hohner, University of Michigan; William L. Hughes, Boise State University; Amos Johnson, Morehouse College; Charles Kim, Howard University; Hale Kim, INHA University; Robert H. Klenke, Virginia Commonwealth University; Magdalini Z. Lagoudas, Texas A&M University; Donna C. Llewellyn, Boise State University; Yung-Hsiang Lu, Purdue University, West Lafayette (College of Engineering); Kevin James Lybarger, University of Washington; Stephen Marshall P.E., University of Strathclyde; Subra Muralidharan, University of California, Davis; Aaron T. Ohta, University of Hawai'i at Mānoa; Francisco Raul Ortega, Florida International University; Eve A. Riskin, University of Washington; David M. Rizzo; Candace Renee Ryder, Colorado State Univerisity; Wayne A. Shiroma, University of Hawai'i at Mānoa; Thomas J. Siller, Colorado State University; J. Sonnenberg-Klein, Georgia Institute of Technology; Seyed Masoud Sadjadi, Florida International University; Scott Munro Strachan, University of Strathclyde; Mohsen Taheri, Florida International University; Gary L. Woods, Rice University Department of Electrical & Computer Engineering; Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Brian C. Fabien, University of Washington; Phiilp Johnson, University of Hawaii at Manoa; Robert Collins, Univesrity of Strathclyde at Georgia Tech; Paul Murray

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Conference Session

The Best in DEED

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Emilia Dewi Tanu, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

paper describes the embodiment of these goals byhighlighting several key features of the seminar. We conduct quantitative and qualitative analysisof several data sources (surveys, instructor reflections, field notes, and coursework) to assess theextent to which the embodiment of our values helped us meet our goals. Finally, we describechallenges and identify areas where we were not meeting our goals and describe some of theaspects of the seminar that we plan to revise in the next iteration.IntroductionEngineering education research has increasingly focused on the learning and teaching ofdesign,​1-7​ including design thinking and associated “soft” skills such as communication andteamwork. Another trend is the growing number of schools of

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kyle Dukart, University of Minnesota, Twin Cities

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Skills The Enhancement of Soft Skills 6 4 2 The Strengthening of Problem- 8 4 4 Solving Skills Perceptions of Gain in Student Group and Peer Affinity 9 5 4 Engagement Professional and Disciplinary 10 6 4 Affiliation Community Involvement and 5 3 2 Spirit Perceptions in Gain in Self- Social Confidence 8 4 4 Efficacy Technical Confidence

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Niranjan Hemant Desai, Purdue University Northwest; George Stefanek, Purdue University Northwest

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mehmet Vurkac, Oregon Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

, … the testing of hypotheses, and … the risk of failure” (Ibid.). He givesexamples of art-class projects that are almost identical to undergraduate engineering challengeslike the concrete canoe.The existence of problem-solving in arts curricula is also attested to in Glass et al.’s 2013 articleon Universal Design for Learning24 which discusses the contributions of an arts education tosuch engineering-critical soft skills as “the ability to respond to variability”25, “finding patternsand connections, drawing inferences, … solving problems”26, and being able to generate amultitude of ideas27. These claims are echoed by Louisiana Tech’s Gullat who argues for the roleof an arts education in making students positively disposed to dealing with