Collection

2014 ASEE Zone 1 Conference

Authors

Melody Baglione

benefits of inductive learning and case-based interviews and observations by an external assessorapproaches include broader student participation in the to probe results from student surveys and to clarifylearning process, enhanced communication skills, and the nature and extent of student learning gains as wellpromotion of critical and proactive thinking. Case-based, as the characteristics of student behavior during theactive learning approaches also facilitate the development of project."soft skills" necessary for engineering graduates as embodied

Collection

2025 ASEE -GSW Annual Conference

Authors

Ali Gharib, The University of Texas at Austin; Ahmed Elsaid; Abdulla Ali Al Dabbagh; Nayef Alyafei, Qatar University; Ghada Salama, Texas A&M University at Qatar

2025 ASEE Gulf-Southwest Annual Conference The University of Texas at Arlington, Arlington, TX Copyright © 2025, American Society for Engineering Education 13The projects undertaken in this study were carefully designed to meet four primary goals: (1)introducing and familiarizing students with chemical engineering as a major, (2) cultivating criticalthinking through in-depth, research-centered tasks, (3) reinforcing a culture of safety, and (4)improving students’ soft skills, such as teamwork and effective communication. The programoutcomes indicate that participants gained a comprehensive grasp of essential chemical engineeringconcepts

Collection

2025 ASEE -GSW Annual Conference

Authors

James K. Nelson Jr. P.E., Texas A&M University System RELLIS Campus; Celeste Arden Riley, Texas A&M University - Kingsville; Jeffrey John Hatala, West Texas A&M University; Andrew Crawford, Tarleton State University; London Knight, West Texas A&M University; Victoria June Vinzant, Texas A&M University - Kingsville

. White, "Wanted: Public Service," Structure Magazine, p. 7, January 2022.[4] J. F. Pulido, "Wish I'd Known," Civil Engineering, p. 74, September/October 2022.[5] ASEE, "Engineering One Planet," 2024. [Online]. Available: https://engineeringforoneplanet.org/. [Accessed September 2024].[6] J. Roe and L. McCay, Restorative Cities: Urban Design for Mental Health and Wellbeing, London: Bloomsbury Publishing PLC, 2021.[7] J. S. Vogler, P. Thompson, D. W. Davis, B. E. Mayfield, P. M. Finley and D. Yasseri, "The Hard Work of Soft Skills; Augmenting the Project-Based Learning Experience with Interdisciplinary Teamwork," Instructional Science, vol. 46, no. 3, pp. 457-488, 2018.JAMES K. NELSONDr. Nelson is a civil engineer and currently serves

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Shuyu Wang, The Ohio State University; Rachel Louis Kajfez, The Ohio State University

Improve the Soft Skills,” Journal of Engineering Education Transformations, vol. 33, no. 3, p. 75, Jan. 2020, doi: 10.16920/jeet/2020/v33i3/147042.[3] M. Hu, J. Ji, J. Duan, and Q. Wang, “Distributed wind power virtual simulation experiment system for cultivating the ability to solve complex engineering problems,” Comput Appl Eng Educ, vol. 29, no. 6, pp. 1441–1452, 2021, doi: 10.1002/cae.22396.[4] N. Wognum, C. Bil, F. Elgh, M. Peruzzini, and W. Verhagen, “Transdisciplinary Engineering Research Challenges,” 2018.[5] R. Stroud, “Is Transdisciplinary Education Engaging the 21st Century Engineering Student?,” tjes, vol. 11, Aug. 2020, doi: 10.22545/2020/00138.[6] R. J. Lawrence, “Deciphering

Conference Session

Computer Science Education and AI research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Mao; Sharon Ferguson, University of Toronto; James N. Magarian, Massachusetts Institute of Technology; Alison Olechowski, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. Historically, amajor deterrent for women considering STEM has been lower levels of math self-assessment [8],though recent studies suggest that this is becoming less important for persistence [12], [13]. Forinstance, researchers found that students’ have broadened their perception of the skills required inCS [13] with more awareness of the non-technical or “soft” skills, such as reliability and teamwork,that are sought by employers [29]. This shift suggests a need to explore how students perceive thefield of ML/AI and highlights the importance of studying other factors contributing to persistence.Professional role confidence, comprised of expertise confidence and career-fit confidence, is thedegree to which a person feels confident in their competence

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

Socially Responsible Engineering II: Pedagogy, Teamwork, and Student Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael D. Gross, Wake Forest University; Joseph Wiinikka-Lydon, Wake Forest University; Michael Lamb, Wake Forest University ; Olga Pierrakos, Wake Forest University ; Adetoun Yeaman, Wake Forest University

Tagged Divisions

Liberal Education/Engineering & Society

the most widelyused assessments to measure team effectiveness in engineering courses, includes five categories:(1) “contributing to the team’s work”; (2) “interacting with teammates”; (3) “keeping the teamon track”; (4) “expecting quality”; and (5) “having relevant knowledge, skills, and abilities” [12].Others argue that sharing a common goal or purpose is also important for team members [13],[14]. These approaches align with describing teamwork as a performance skill, often referred toas a soft skill or a social skill [15], [16], [17], [18]. Regardless of the modifier, teamwork isapproached as a skill.At Wake Forest University, the Department of Engineering has partnered with the Program onLeadership and Character to infuse character

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

Non-Traditional Doctoral Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Torres-Sánchez, Loughborough University; Paul P. Conway, Loughborough University

Tagged Divisions

Graduate Studies

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Edward F. Crawley, Massachusetts Institute of Technology; Anette Hosoi, Massachusetts Institute of Technology; Gregory L. Long Ph.D., Massachusetts Institute of Technology; Timothy Kassis, Massachusetts Institute of Technology; William Dickson, General Motors; Amitava 'Babi' Mitra, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

months of discussion that wasinformed by evidence gathered from students, faculty and alumni; input from thought leaders; a NEET-commissioned global engineering education benchmarking study, and; inputs from industry. Seniormanagers from over forty companies were interviewed and surveyed on the NEET Ways of Thinking, interms of how proficient(scale of 0-5) they would expect a graduating MIT engineer to be on each ofthose cognitive approaches. Many managers said, for example, that it was no longer a question oftraining students on “communication skills” or “soft skills”. The ability to sell an idea properly ---marshal technical and other resources within the company and from outside (experts from MIT, otherexperts, conferences, online, etc.) and

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Danielle Trenchard, Harvard School of Engineering and Applied Sciences; Christopher Lombardo, Harvard School of Engineering and Applied Sciences

Tagged Divisions

Design in Engineering Education

that the head instructor and TAsare able to work effectively and efficiently together to respond to the frequent changes that resultfrom working with real partner(s), another skill that is rarely tested by traditional engineeringcourses that have pre-written assignments and exams that are comparable from year to year.This course also succeeds in creating a team dynamic that closely simulates the types ofdepartments, lab groups, etc. that students will face when they graduate. The project teams formedin the Humanitarian Design Projects course involves students of various ages, disciplines, skills,and knowledge sets. Soft skills are emphasized by instructional staff, which means that beyondworking together for shared deliverables, more

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

INDUSTRY DAY: Industry-Focused Collaboration Techniques

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine Leslie, Engineers Without Borders - USA

Tagged Topics

Corporate Member Council

Tagged Divisions

College Industry Partnerships

field of engineering.The model is depicted as a pyramid consisting of several tiers. The arrangement of thetiers in this shape is not meant to be hierarchical, or to imply that competencies at thetop are at a higher level of skill. Instead, the model’s tapered shape represents theincreasing specialization and specificity of proficiencies covered. Its tiers are furtherdivided into blocks that represent competency areas (i.e., groups of knowledge, skills,and abilities), which are defined using critical work functions and technical contentareas.Foundational Competencies Competency – A cluster ofTiers 1 through 3 represent the “soft skills” and work related knowledge

Conference Session

Embedded Systems & Cybersecurity for ECE

Collection

2019 ASEE Annual Conference & Exposition

Authors

B. Lorena Villarreal, DigiPen Institute of Technology; Jeremy N. Thomas, DigiPen Institute of Technology; Christian Hassard, Digipen Institute of Technology

Tagged Divisions

Electrical and Computer

competent.Students agree that this course helps them practice and improve the ABET Student outcomes.We assess their technical and soft skills using different rubrics and also compare the grades withresults from subsequent years. Even when the course has been recently developed, we find thatthere is a trend between the grades of different courses. The tendency shows that if students areproficient in this project course, they will do better in further theoretical courses.IntroductionA critical goal of an engineering program should be to expose students to state of the art andemerging technologies in order for them to achieve and develop all the skills and abilitiesrequired in industry. Today, easy access of information and knowledge through the internet

Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

James Trevelyan, University of Western Australia

Tagged Divisions

Educational Research and Methods

, theseaccounts are not necessarily widely read by engineering academics. Sheppard and hercolleagues concluded that engineering practice consists of problem solving, specializedknowledge and integration of process and knowledge. However, our own research suggeststhat these are significant components of a much greater whole which is difficult, at first, toperceive. Engineers do solve problems, but they also do many other things as well. (Eventhe engineers whom we have interviewed and studied find it difficult to understand theprocess in which they spend their working lives.)Our own research has revealed significant weaknesses in the contemporary understanding ofengineering practice. For example, while learning soft skills such as communication has

Collection

2000 Annual Conference

Authors

Richard L Canale; Ellen J Duwart; Cheryl Cates

necessary for engineering practice.The authors are not alone in their efforts. For the past two years, the Conference for Industry andEducation Collaboration, sponsored by the Cooperative Education Division of the AmericanSociety for Engineering Education, has been looking into student learning outcomes and ABET2000. The 1998 Conference Proceedings, “Developing a Framework for the Assessment ofEngineering Education: The Role of Cooperative Education”, looks at this important issue4. Thispaper proposes that “By evaluating the student according to the 'Soft Skills' or 'Core Skills', asoutlined by ABET 2000 and by The Attributes of Cooperative Education, the evaluators can beassured that co-op is an academic function.” Also in the proceedings

Collection

2001 Annual Conference

Authors

Robert Tener; Michael Winstead; Edward Smaglik

internshipsalmost universally enable students to develop their self-efficacy beliefs, as can be shown.Employers of engineering graduates today look for a set of skills, the so-called “soft skills," that are usuallywell-developed during construction internship assignments. These include oral communication, written Page 6.486.12 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright @2001, American Society for Engineering Educationcommunication, critical thinking skills, leadership, and an overall sense of the “big picture.” Appropriatebehavior traits such as

Conference Session

College Industry Partnerships Division (CIP) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Martha Cervantes, Johns Hopkins University ; Sydney Danielle Floryanzia, University of Washington and Johns Hopkins University; Jackie Sharp; William Roberts Gray-Roncal; Erik C. Johnson, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships Division (CIP)

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Olgha Bassam Qaqish, North Carolina State University at Raleigh; Chloe Grace Hincher, North Carolina State University; Ton Nguyen; Nicholas Goodwin

Tagged Divisions

First-Year Programs Division (FYP)

research [4].Students who are interested in their research topic are intrinsically motivated in the success oftheir research experiences and develop a more positive outcome overall for the students andeveryone involved in the process, including the research mentors. By engaging in 10-weekREUs, the students develop technical skills, knowledge and sharpen their critical thinking andproblem-solving skills, while enhancing their essential (soft) skills through participating ininformal and formal networking and professional development activities.Members of the summer GCSP-REU were accepted into their departments of choice within thecollege of engineering and completed all first-year requirements. While there are many differentdisciplines that the REU

Conference Session

Interdisciplinary Integration and Sociotechnical Thinking: The Big Picture

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kari Zacharias, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba; Lydia Wilkinson, University of Toronto; Chantal Rodier; Laura M. Patterson, University of British Columbia, Okanagan campus; Renato B. Rodrigues, University of Manitoba; Ken Tallman, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

design as a “values-based proposition” as a way ofillustrating the relationship between the social and the technical. Participants broadly agreed thatin engineering the social and the technical are intermingled; however, many noted that academicinstitutions and industry pervasively privilege the technical, relegating the social to a minor role,as a “soft” skill. Most agreed that the intermingling of the social and the technical is essential ifwe are to solve the more difficult problems faced by our global societies.The value of interdisciplinarity as a way of understanding sociotechnical as a concept tookcentral focus for all four groups, suggesting that collaboration and connectedness are key tosociotechnical activity. Ethics also emerged as a

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