Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Howard S. Kimmel, New Jersey Institute of Technology; Gale Tenen Spak, New Jersey Institute of Technology; Ronald H Rockland, New Jersey Institute of Technology; Linda S Hirsch

Tagged Topics

Diversity

MEDALION for ”Significant Lasting Impact on Engineering Education,” 1993. The NJIT Foundation Overseers Public and Institute Service Award, 1981 (First Recipient) and in 2005; and the Allan R. Cullimore Distinguished Service Award (NJIT) for 1991.Dr. Gale Tenen Spak, New Jersey Institute of Technology Gale Tenen Spak established Build Their Future, LLC in 2019 to provide talent and workforce STEM and soft skill development training and education consultancy appropriate for ”cradle to gray” gener- ations based on what she has learned over 26 years at NJIT. Between 1992 and 2018, Dr. Spak was Associate Vice President of Continuing and Distance Education at New Jersey Institute of Technology, Newark New Jersey. Through her

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wayne Johnson, Georgia Southern University; Priya Goeser, Georgia Southern University; Josiah Hacker, Georgia Southern University; Thomas Snyder, Georgia Southern University

relevant to Georgia Southern University and NASA. 3. Enhance Eagle-ROAR participant’s soft skills applied to the presentation of technical content. 4. Leverage Eagle-ROAR participation for the increase in the local community's awareness of NASA related topics and Georgia Southern University STEM education opportunities.Each Eagle-ROAR team was provided with a stock drone and tasked with learning how to fly itand using CAD software to design a 3D printable grappling system that attaches to the drone.The teams also had to design their own payload that was required to incorporate a wire clotheshanger. The drone-based grappling system was required to transport and deliver the wire clotheshanger payload and a separate 3D

Conference Session

Multidisciplinary Engineering Division Technical Session - Integrated Engineering and Interdisciplinary Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammed K Faris, University of Mosul / Iraq; Charles Pierce, University of South Carolina; Gurcan Comert

meeting this objective are: • Enhance additional training and development for soft skills and technology literacy for all students to enhance their competitive position in a fast paced, increasingly global, technology driven workplace; and • Initiate annual signature events for academic programs designed to highlight employment and graduate school opportunities.There is a recognized responsibility for BC to prepare more underrepresented students in STEMin response to diversity and inclusion initiatives in academic graduate programs and theprofessional workplace. To that end, the principal goal of the summer program is to expand thepipeline from BC to graduate schools in the U.S., focusing on those within the

Conference Session

Statics Fanatics 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yemisi Oyewola, Utah State University; Brian Cowburn, Rochester Institute of Technology (COE); Ryan Barlow, zyBooks, A Wiley Brand; Wade Goodridge, Utah State University; Kurt Becker, Utah State University - Engineering Education

Paper ID #36600The Effect of Introducing Biological and EnvironmentalDiscipline-Themed Problems in Statics on Students’ Self-Efficacy and Perceived-Value of the CourseYemisi Victoria Oyewola (Graduate Research Assistant) Victoria Oyewola is a graduate research assistant and a Ph.D. student in the Department of Engineering Education at Utah State University. She has a master’s degree in information science and a bachelor’s degree in Computer Engineering. Her research interests consist of investigating the soft skills acquisition of engineering undergraduate and graduate students. She is also interested in research

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Olukemi Akintewe, University of South Florida; Walter Silva Sotillo, University of South Florida

still meet the course outcome of students' ability to develop an engineering mindset andgain familiarity with design principles.Course methodology utilized a thematic learning approach by using a robotic design project to educatefirst-year students on the fundamentals of engineering. Educational materials covered essential topicsfor conceptual design and fabrication of a robotic car. The introduction of materials occurred throughsynchronous lectures followed by practical online activities. Topics covered include Design Thinking,Computer-Aided Design (CAD), Fabrication method, Programming, Concept sheet generation,Instrumentation, Design Optimization, and some soft skills activities presented in Table 1. The learningoutcomes for this course

Conference Session

ETD - A Technology Potpourri III

Collection

2022 ASEE Annual Conference & Exposition

Authors

Luis Trueba, Texas State University; Anthony Torres, Texas State University

compared to thecontrol (no-intervention) year.IntroductionProject-based learning (PBL) is a teaching method that encourages students to solve challengingreal world problems in groups, while focusing on one major project [2]. PBL can be a veryeffective teaching method because students must learn soft skills such as working in groups,managing time and information, and searching for information necessary to complete the projectsuccessfully in addition to the necessary hard skills, that are related to the course learningoutcomes. PBL in the classroom also provides students an opportunity to begin to think and actprofessionally to solve challenges and pitfalls experienced in design problems that one wouldencounter in the real-world. PBL has been shown

Conference Session

Mechanical Engineering: Student Growth

Collection

2022 ASEE Annual Conference & Exposition

Authors

Daniel Jensen, United States Air Force Academy; Luke Jensen; William Allison; Adam Goodworth; Douglas Fontes

Westmont engineering graduates is very high. This is based on their belief in theprogram’s technical rigor and their perception that the students will have good “soft skills”.They also indicated that the student’s exposure to the Design Innovation process and methodswas a seen in a very positive light.INTRODUCTIONRecruitment, satisfaction during the program and employment opportunities are important forany engineering program. In some ways, these three areas are even more important for programsthat are new or are considering program alterations. While interest in engineering programs anddemand for engineers in industry are both growing, the pool of college applicants worldwide isalso shrinking. This is due to a large extent to decreasing High

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Charles Baukal, John Zink Hamworthy Combustion; Linda Thurman, University of North Carolina at Charlotte; Carter Stokeld

knowledge that can be used in, for example, capstone projects, and not on how toeffectively work on large, multi-disciplinary projects like the types in industry. Another part ofthe problem is that many students do not view professional skills to be as important as technicalskills [6]. In some cases, students don’t associate those professional skills with “realengineering.” In some papers, professional skills are referred to as “non-technical competencies”or “soft skills” [27] which might suggest they are less important than technical competencies andso-called hard skills. Therefore, those students tend to spend less time and energy developingthose skills while in school. However, they find out quickly that professional skills are veryimportant if

Conference Session

Engineering Libraries Technical Session 1: Library Services

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leena Lalwani, University of Michigan; Nancy Allee, University of Michigan

, emphasizing the importance of liaison library services [1, 5, 6, 8, and 9].Church-Duran references the value-add of liaison librarians in partnering, innovating, anddeveloping distinctive library services [5]. Creelman et al. state that “constant change andadaptation” are part of the role of liaison librarians [6]. Allee et al. and Eskridge also callattention to the centrality of liaison roles in building academic partnerships [1, 9]. Eskridgeasserts that “positive relationships are the primary deliverable for liaison librarians, meaning thatthe nuances of building positive relationships – the personality traits and interpersonal dexteritycalled “soft skills” – are some of the most important parts of the job” [9].HS-STEM and Research Division

Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Bahar Memarian, University of Toronto

to bedistorted and or confused. For example, a student may sound professional by following all therules of trade on their project’s façade and masking inappropriate or unethical parts of theirwork. Institutions and administrators may instead want to accept that students are inherentlynovices because they lack experience and failures, and exposure to ethical issues and dilemmasto appreciate the intricacy of professional skills. Moreover, professional skills are intertwinedwith soft skills and personalities, putting some groups into a disadvantaged position. Answeringwhat fuels professional development is challenging because many traits and attributes qualify asprofessional skills [8]. For example, professional skills may be seen as the

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shamita V, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Eileen Fong, Nanyang Technological University

can be used as a learning tool inSTEM education, which can motivate students to find solutions (Svitak, 2014; Burley et al.,2016a, 2016b; Youngblood et al., 2016). However, such a positive outlook on failure isincompatible with the current results-oriented education system that heavily condemnsfailure. Furthermore, the current engineering education curriculum may not adequately equipstudents with the necessary skills to face the ever-changing nature of the 21st century (Pee &Leong, 2006). Currently, the workforce demands individuals possess multidisciplinaryknowledge and both hard and soft skills, such as communication (Tan, 2021). Thus, the usualmethods of teaching and learning may be inadequate to properly equip students with the

Conference Session

First-Year Programs Division Technical Session 1: Student Success Boot Camps, Summer Bridge Programs, and Living Learning Communities

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas Rio Grande Valley; Noe Vargas Hernandez, The University of Texas Rio Grande Valley; Arturo Fuentes, The University of Texas Rio Grande Valley

support ecosystem at UTRGV, but students do not take full advantage of these valuable services. • There are introductory courses (e.g., Intro to Mechanical Engineering); these can play an important role in addressing the skills gap but modifying courses can take some time and effort. • Most of the desired skills are non-technical in nature (i.e., soft skills, professional skills, habits)Based on these considerations, the authors envisioned two approaches: • Curricular Spine: this means modifying existing courses such as Intro to Mechanical Engineering. • Curricular Exoskeleton: this avoids modifying the existing curricular spine by offering educational experiences outside the

Conference Session

PCEE Session 3: Robotics and Design Competitions

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Jason McKenna, VEX Robotics; Yuhan Lin; Raina Oravec; Lauren Harter, VEX Robotics

soft skills such as cooperation andadaptability.”3 This national focus on STEM learning has been accompanied with increasedresearch and innovation in educational settings on how to better incorporate technology into theclassroom for STEM topics.Robotics provides a hands-on way for students to explore STEM concepts, resulting in anincrease in its use in recent years. Studies have shown that Educational Robotics can be aneffective tool to teach CS while also helping to broaden participation goals4,5. Recent advances inEducational Robotics have lowered costs and increased ease of use, making them moreaccessible to students and progressively turned to as a reliable way to learn CS concepts.As such, the connection between CS and robotics is clear

Conference Session

Remote and Flipped Instruction in Mechanics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Kylie Chan, University of Waterloo

for directing theuse of class time. It is up to the educators to provide support to the students and help inprogressing their learning. Overall, the pedagogical model is rather valuable for engineeringcourses as it provides the opportunities to incorporate activities and other active learning toolsthat are best suited for students in engineering. Supporting this notion are three studies, [5], [6],[7] found that the flipped classroom model had a positive impact on the students’ performance[5] in a course along with helping them build the necessary soft skills sought in the workplace[6], [7].Several studies have been conducted in review of the effectiveness of flipped learning on astudent’s experience in engineering courses. Nahar and Chowdhury

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Nayda Santiago, University of Puerto Rico, Mayaguez Campus; Aidsa Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Oscar Suarez, University of Puerto Rico, Mayaguez Campus; Pedro Quintero; Sonia Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Nelson Cardona, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus; Manuel Rodriguez Martinez, University of Puerto Rico, Mayaguez Campus

version of students’ IDPs. B. Formative Stage ActivitiesFormative and growth interventions during years two and three were delivered through threemain activities: formal courses, informal talks and workshops, and action opportunities. Eachterm also included a social activity to reinforce the development of ties among program students,faculty, and staff.The courses in the PEARLS curriculum for these stages included:● INGE-3003 – Undergraduate Seminar: a variable credit elective course of 1 to 3 credits designed to develop students’ soft skills using the affinity research group (ARG) model [18].● INTD-3355 – Information Literacy: a three-credit elective aimed at developing students’ introductory research skills, emphasizing search, retrieval

Conference Session

Aerospace Division Technical Session: Pedogogy and Training

Collection

2022 ASEE Annual Conference & Exposition

Authors

Srikanth Gururajan, Saint Louis University; Samantha Carlowicz; Justin Fantroy, Saint Louis University; haochen rong, Saint Louis University; Claire Schuessler, Saint Louis University

extracurricular experience building RC aircraft.12 of the 18 respondents participated in internships prior to Senior Design and rated thehelpfulness of their internship experiences with an average score of 6.67 on a scale of 1 to 10. Itis interesting to note that many of the comments about internships related to requirementsdevelopment, program management, and soft skills rather than technical skills. Selectedcomments from survey respondents are shown below regarding internship experience: - Having been able to closely interact with and see the requirement development process made the first semester really straight forward since I knew what the expected outcome should be. Would not have known that without an internship

Conference Session

WIED: Support for All in the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Ofori-Boadu, North Carolina Agricultural and Technical State University (CoE); Victor Ofori-Boadu

soft skills (18%), majority (80%) expressed a strong desire formore realistic AEC industrial experiences. Through AEC learning, RPs gained inspiration fromremote role models as expressed by an Architecture RP who stated that, “One memorableexperience that really stuck with me during the Fall semester was learning about Palo Solerithrough the CFA 100 class. Palo Soleri was a 19th century philosopher, architecture anddesigner. Palo was an Italian American architect that was interested in eco-architecture. Meaningthat he felt architecture should be one with nature and that they could coexist in harmony. Welearned about him through not only a discussion, but a film about him and his beliefs. He wasvery interesting to me because he thought outside

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erin Henslee, Wake Forest University; Adetoun Yeaman, Wake Forest University; Joseph Wiinikka-Lydon, Wake Forest University

empathy) among technical skills relevant to AI professionals (e.g. programming). These wereconsolidated from work by Shmatko et al. (2020) and Long et al. (2020) into ten total technicalcompetencies and “soft skills” cited from their work.Reflective Judgment Model (RJM)To examine student engagement and development of ethical reasoning beyond self-evaluationswe draw from the Reflective Judgment Model (RJM) (King and Kitchener 2004), which is a modelof the development of reflective thinking from adolescence through adulthood. This modelcategorizes responses into three levels: Level 1: Pre-reflective thinking: things are very “black and white” Level 2: Quasi-reflective thinking: recognition of uncertainty, connection between

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rob Sleezer, Minnesota State University, Mankato; Nicolle Revello; Morgan Round; Kristen O'Connell; Benjamin Orlin; Andrew Roberts, Minnesota State University, Mankato

critical, and,furthermore, that higher education “confers much broader cognitive, social, psychological, andskill-based benefits that impact students well before their release. Moreover, these impacts arelikely to mediate the relationship between higher educational experiences on the one hand andpost-release effects on the other” [21].For individuals, inmate education positively influences inmate motivation to seek a better life[22] and provides confidence to seek better relationships [23]. By engaging students in ethicalcommunication, prison educators encourage learning in the so-called “soft skills” needed forsuccess in public spheres [24], [25]. For example, correctional education helps incarceratedstudents develop the critical thinking and

Conference Session

LEES 5: Preparing and Practicing Culturally and Ethically Sensitive Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Franz Newland, York University; Raghad El-Shebiny, York University; Olivia Alsop, York University

; and better student experience,covering mental healthiness, a design for all learners, etc.The world needs empathetic engineers, technology stewards [11], people who are aware of thechallenges the world faces, the multitude of voices needed to tackle the challenges in the worldtoday. There are several studies showing growing challenges for graduates entering theworkforce (e.g. [14],[15], and with regards to practical and communications-related skills insoftware engineering, [19],[20]), and with the global recession from COVID-19 [16], studentsneed to come to the job market with a more well-rounded engineering education. In curricula, wehave often sidelined the graduate attributes related to the so-called “soft” skills ofcommunication

Conference Session

Engineering Ethics Division: Perspectives on Engineering Ethics Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Laurie Pinkert, University of Central Florida; Steven Kuebler

disciplinaryframeworks at large. Without understanding how and when individuals are introduced toframeworks, we lack important information about the disciplinary enculturation process as itrelates to the ethical norms of specific disciplines and interdisciplinary work. This work isespecially important in the context of engineering, which relies on interdisciplinary connectionsASEE 2022 Pinkert L.A..Taylor, L., Beever, J., Kuebler, S.M., Klonoff, E.in particular at the intersections of so-called “hard” and “soft” skills, like ethics andcommunication.Research QuestionsWe are conducting a five year study to improve understanding of how institutional infrastructurecommunicates ethical frameworks and promotes enculturation to disciplinary norms. The studyincludes

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victor Garcia; Peter Golding, University of Texas at El Paso; Diane Golding, University of Texas at El Paso; Irma Torres-Catanach; Nora Cuvelier, University of Texas at El Paso; Crystal Cholewa; Karla Ayala Mendoza

percentage of your budget to all your expenses and save a part for the future.” Self-Discovery• Identity Development• Profession Inspiration “The self-discovery workshop helped me understand more about• Setting Goals different aspects of my life. It helped me realize that other Confidence Building students might share the same struggles.”• Soft Skills• Open Mindset “Now I feel more confident to take care of my mental and• Empowerment physical health and use my strengths and weaknesses to Time Management successfully achieve my goals.”• Identify Priorities• Organization Skills “I have started using a personal planner and downloaded a

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tyrine Jamella Pangan, Tufts University; Chelsea Andrews, Tufts University

so-called“soft skills” (Cech, 2014; Faulkner, 2007). As a result of this dualism, engineering students aremisled into thinking that engineering exists within a vacuum (Johnson et al., 2019; Trevelyan,2014). If their engineering courses focus solely on building their technical skills, students mayenter the professional field with little experience in addressing bigger problems that affectmembers in society beyond the traditional stakeholders they were exposed to in their engineeringprograms, who are often those who hold the most power in society (Leydens & Lucena, 2017).Efforts to introduce the social dimensions of engineering are typically sprinkled into design andcapstone courses (Leydens & Lucena, 2017) or designated to standalone

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacques Richard, Texas A&M University; Janie Moore, Texas A&M University

classroom environmentbecame the format for fall 2020. The Fall 2019 and 2020 implementations of the courses aredescribed each in this section with respect to the original intent of the class.The typical classThe class was designed to be an engineering computation laboratory via an introduction toprogramming in python 23,24 . The typical class laboratory activities are worked in teams of fourwhere students apply the basic programming concepts to solving common engineering problems(e.g., interpolation; analyzing, arranging, controlling repetitive processes; pattern identificationand matching). Many studies 25,22,19,26,27 emphasize the importance of such team problem-solvingin building hard and soft skills (communication, networking, etc.) in

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kayla Ney, University of Nebraska - Lincoln; Heidi Diefes-Dux, University of Nebraska - Lincoln; Emily Stratman, University of Nebraska - Lincoln

aid in the development of professional skills and solving real-world problems.X. AcknowledgementsThis work was made possible by a grant from the National Science Foundation (NSF DUE1503794 and NSF ISS 1552288). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] M. Itani and I. Srour, “Engineering students’ perceptions of soft skills, industry expectations, and career aspirations,” J. Prof Iss. Eng. Ed. Pr., vol. 142, no. 1, 04015005

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff

examination of gendered aspects of new product development,” International Journal of Engineering Education, vol. 20, no. 3, pp. 452-460, 2004.[9] E. Chech, “Culture of disengagement in engineering education?” Science, Technology, & Human Values, vol. 39, no. 1, pp. 42-72, Jan. 2014.[10] C. Berdanier, (2022). “A hard stop to the term ‘soft skills’,” Journal of Engineering Education, vol. 111, no. 1, pp. 14-18, 2022, doi: 10.1002/jee.20442[11] C. Czerniak, W. Weber, A. Sandmann, & J. Ahern, “A literature review of science and mathematics integration,” School Science and Mathematics, vol. 99, no. 8, pp. 421-430, 1999. doi: 10.1111/j.1949-8594.1999.tb17504.x[12] D. Verdín, J. Smith, and J. Lucena, “Recognizing the

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Hamilton, York College of Pennsylvania; Kelly Arcieri, York College of Pennsylvania

Colleges and Employers, 2014.[25] "The top 10 soft skills employers look for," The HR Specialist, 6 May 2014.[26] Y. Benett, "The Validity and Reliability of Assessments and Self‐assessments of Work‐ Based Learning," Assessment & Evaluation in Higher Education, vol. 18, no. 2, pp. 83-94, 1993.[27] J. J. Norcini, "ABC Of Learning And Teaching In Medicine: Work Based Assessment," British Medical Journal, vol. 326, no. 7392, pp. 753-755, 2003.[28] K. Wolf, "Leniency and Halo Bias in Industry-based Assessments of Student Competencies: A Critical, Sector-based Analysis," Higher Education Research & Development, vol. 34, no. 5, pp. 1045-1059, 2015.APPENDIX A -ABET Engineering Accreditation Commission Criterion 3. Student

Conference Session

ERM: Conceptualizations of Engineering and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Fundamentals of Science – a tool/fringe subject. Unusually she had a largenumber of applied scientists in her cohort.This argument about what the additional subjects should be has continued to the present day,particularly as it relates to instruction in the so-called ‘soft-skills’ required by industry. Theyare resented by many academic engineers and students on the grounds that they overloadcourses.Qu 6. Were students satisfied with the liberal studies they received?There was plenty of evidence then, as there is now, that students of technological studieshave more formal contact time in lectures and laboratories than students following otherdisciplines. It might have been expected, therefore, that the addition of subjects distant fromthe main

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katreena Thomas, Arizona State University, Polytechnic Campus

system, my technical accomplishments or my technical like skills never get brought up. It's always like, yes, Gabrielle, is such a great leader, as she's so great with people to the point that I feel like some people, especially minorities, feel like they have to choose in order to be taken seriously as an engineer or as like a technical subject matter expert, [with] going to be involved in culture, creating leadership. Like, I'm not going to be involved in this fluffy stuff because I want my performance appraisal, I want my promotions, I want all these things. To be focused on my brain and not the fluffy soft skills. - GabrielleGabrielle's story elucidates a greater issue of how leadership is

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lois Joy; Nia Yisrael, Jobs for the Future

specifically noted theimportance of learning not to say “no” but instead “I will figure that out.” Others discussedlearning to interpret what clients want even when they lack the terminology or know-how toclearly express those needs. “[The internship] helped me more with my soft skills. Working with people, being able to delegate tasks, making sure that I was able to complete tasks on time and efficiently. It helped me become more of a team player.” MECC Student“I've learned really a lot about balancing and how to set priorities. [There is] bigtime value inlooking a little bit further ahead so that you know what's coming up. It is not uncommon withthis many employees and stuff to have three or four people sending you