Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Ekundayo Shittu, George Washington University; Jennifer Dashiell-Shoffner, North Carolina A&T State University; Hyung Nam Kim, North Carolina A&T State University

Tagged Topics

CoNECD Paper Submissions, Diversity

software and my soft skills. I believe they go hand in hand. That could be a bit challenging. Probably as an African American those are the areas where I need to go a bit deeper. Those are the areas where I need to work harder. Those are the areas where I need to bridge the gap basically. So um well the positive I can always take out of it, being an African American, being from a disadvantaged background has always made me want to achieve the best. Has always made me want to work harder at whatever I do. So based on that, well, that’s a positive. That’s something I believe that could spawn me into achieving bigger and greater goals. So um I believe I probably need to work twice as hard. Yes

Conference Session

CoNECD Session : Day 4 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Danyelle Tauryce Ireland, University of Maryland, Baltimore County; Cindy Greenwood, University of Maryland, Baltimore County ; Erica L D'Eramo, University of Maryland, Baltimore County; Katherine Bell O'Keefe

Tagged Topics

CoNECD Paper Submissions, Diversity

students an opportunity to learn and practicevaluable “soft skills.”Unlike the Fall Career Networking Event, which is focused primarily on careerdevelopment and includes only computing and engineering industry/governmentprofessionals in addition to the students, UMBC faculty and staff are included inSpring Into Leadership as well since the focus is on developing as leaders in thesefields more broadly. Seating is assigned for this event, as opposed to the more openseating of the Fall Career Networking Event, so students will be seated with peersand at least some faculty/staff/industry professionals from their majors/areas ofinterest. This seating arrangement makes it more important for this event than FallCareer Networking to have a sufficient

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

Sophia Lauren Plata, University of Southern California; Indhira María Hasbún, Florida International University ; Mauro Rodriguez Jr., California Institute of Technology; Dora Louise Renaud, Society of Hispanic Professional Engineers

Tagged Topics

CoNECD Paper Submissions, Diversity

Conference Session

Ethics, Mindfulness, and Reform During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shahrima Maharubin, Texas Tech University; Shamsul Arefeen, Texas Tech University; Ryan C. Campbell, Texas Tech University; Roman Taraban, Texas Tech University

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Potpourri - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Susan M. Lord, University of San Diego; Joyce B. Main, Purdue University, West Lafayette; Michelle M. Camacho, University of San Diego

Tagged Topics

Veterans

on Enhancing Post-9/11 Veterans Educational Benefit,for example, the veteran population holds great promise for expanding and diversifying theengineering and sciences workforce [24]. Haynie [25] argues that military veterans are wellsuited to STEM majors, given that military training often exposes them to technological tasksacross a variety of fields; many also strengthen their “soft skills” such as teamwork, leadership,and communication skills.The current study aims to address a gap in the literature on student veterans in engineering byfocusing on the experiences of first-generation students. Thus far, our project has investigatedSVE pathways into engineering education [26] [27], the quality of SVE transitions into highereducation [28

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Jacqueline Doyle, Florida International University; Hank Boone, University of Nevada, Reno; Dina Verdin, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

continual process engaged in by participants – students, educators, and professionals10.Therefore, effective interventions in engineering can impact not only the future generation ofengineers, but the current one as well.NormativityThere are perceptions of a normative culture within engineering which dictates, firstly, thatengineers and engineering is a highly technical field that does not focus on or value the socialaspects of one's life. This false dichotomy of “social skills” versus “technical skills” withinengineering leads to a valuing of technical prowess and a devaluing of social skills (oftenlabeled, pejoratively, as “soft skills”) which many students who have non-normative identitiesbring to the table. This dualism of skills is a false

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sharon Tsai-hsuan Ku, University of Virginia; Xiafei Yang, University of Virginia; Sitong Wang, Chongqing University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

use, and the patience to listencarefully and overcome the communication gaps. One interesting finding is that for those who reportedthoughtful prompt results and active engagement, their communications were often not limited toprompt interviews but covered topics not directly related to the course content. For example, studentsdiscovered that the KFC menu in China and American are very different, from there they became moreinterested in learning what shape the differences/similarity between two cultures. These experiences, though not always positive, have made students realize that communicationis not just a “soft skill”, but the core of global engineering practice: Through communication studentsdiscovered nuances of how engineering

Conference Session

Women in Engineering Division: Strategies Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Evelyn R. Sowells, North Carolina A&T State University; Nina Exner, North Carolina Agricultural & Technical State University; Sherry F. Abernathy, North Carolina A&T State University; Rajeev K. Agrawal, North Carolina A&T State University ; Brenda S. Faison Ph.D., North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

members within their program of study. What made this workshop design different is the participation from each entity in the alliance and their knowledge about technology programs. The objectives for the workshops are accomplished by the following activities: 1. The students joined American Toastmasters or similar organizations which assists them with soft skills and helps them with their writing skills and public speaking. 2. Students received job training through practical lab assignments and real life applications. The students then present discoveries and are evaluated by their peers, industry, faculty, and advisory board. 3. Increase students’ technical

Conference Session

Issues and Direction in ET Education and Administration: Part II

Collection

2009 Annual Conference & Exposition

Authors

Enrique Barbieri, University of Houston; Wajiha Shireen, University of Houston; Farrokh Attarzadeh, University of Houston; Raresh Pascali, University of Houston; Miguel Ramos, University of Houston; William Fitzgibbon, University of Houston

Tagged Divisions

Engineering Technology

business and entrepreneurship, an awareness of the globalenvironment, and soft-skills development in engineering education was made clear. However, inthe authors’ opinion, it has also become clear that out of the typical 4-year plan, the roughly 2 ½years worth of engineering courses are not sufficient to do justice to both the theory and thepractice of engineering, let alone all the other skills required of the 21st Century Engineer.References1-20 discuss some of the major developments in the world order, in the engineeringfield, and in the educational structure of engineering and engineering technology of the lastcentury leading to the present situation. Despite the obvious pressures to meet the demands of atechnologically advanced and

Conference Session

Environmental Engineering Curricula

Collection

2009 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Environmental Engineering

Conference Session

ECE Pedagogy and Assessment II

Collection

2009 Annual Conference & Exposition

Authors

Neelam Soundarajan, Ohio State University

Tagged Divisions

Electrical and Computer

discipline may be required to meet. In this paper, we will focus attention on thecommon (3.a) through (3.k) outcomes since these apply to all engineering programs. These elevenoutcomes may be classified into two groups. The first group, consisting of (3.a), (3.b), (3.c), (3.e),and (3.k) are technical outcomes; for example, outcome (3.a) is an ability to apply knowledgeof mathematics, science, and engineering. The second group consists of the remaining outcomes,(3.d), (3.f), (3.g), (3.h), (3.i), and (3.j), are related to what might be called professional skills 20 (alsooccasionally referred to as soft skills), as well as those related to societal issues. Thus outcome(3.d), related to a professional skill, is an ability to function on multi

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

Innovations in Curriculum, Projects, and Pedagogy in Aerospace Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael C. Hatfield, University of Alaska, Fairbanks; Denise Thorsen, University of Alaska, Fairbanks

Tagged Divisions

Aerospace

. But Fair and enjoyable. The difficulty depended on the rest of the classmates and how engaged they were.3. Comments on academic preparedness • While there were certain areas in the course that I knew little about the benefit of working on a multidisciplinary team meant that there were certain areas where I was better equipped to do the work and somewhere another student was better equipped. Overall though I felt prepared for this class. • Academically I was very prepared. I think this course hit hard on soft skills that are not easily obtained or perfected through courses at a university. What helped people to be prepared to take the course was life experience of working at a real job or a lot of

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Beata Johnson, Purdue University; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

to professional development: “It gives you so much freedom. I haven’t goneto IR in maybe two or maybe one rounds just because right now I already have it all lined up….While everyone else was trying to find jobs, I’m getting experience…I already have an offerbasically every semester and then I can just work on other soft skills while I’m working…. Sothat sounds like a win-win to me.” Non-co-op students also associated a co-op with commitment,but they described this commitment in different terms from co-op students, as the followingsection explores.RQ2: What reasons do students give for not pursuing co-op participation? A. While non-co-op students list characteristics of co-ops and internships in similar ways as co-op students, non-co

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristiano Cordeiro Cruz, Aeronautics Technological Institute

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

rate of their students (of some 50% countrywide);developing the students’ soft skills; tightening the relationship with industry; forming engineersthat could better fit the demands of their future employers (in industry) or of innovation andentrepreneurship.Formative initiatives aimed at forming grassroots engineersSo far, we have briefly: presented grassroots engineering (GE) and its theoretical legitimacy;derived from some Freire’s works the four complementary skills an educator/grassroots engineermust possess in addition to the conventional mainstream (or “technical”) ones; sketched someaspects of the Brazilian regulation of both higher education in general and engineering educationin particular that either make it possible or limit this

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haaniyah Ali, York University; Jeffrey Harris, York University

Tagged Divisions

Cooperative and Experiential Education

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jared Ashcroft, Pasadena City College; Jillian L Blatti, Pasadena City College; Marcial Gonzalez, School of Mechanical Engineering, Purdue University; Melanie T. Hacopian, California State University, Long Beach; Danyal Nicole Pereyda Cave; Isabel Bojanini; Esteban Bautista, California State University, Northridge; Veronica I. Jaramillo, Pasadena City College

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

a one-unit Research Methodscourse in either Physical or Biological Sciences. The goal of this initial tier is the development ofneeded research skills, including soft skills, such as working in a team, communicating within agroup, how to problem solve using critical thinking, and what it takes to be a professionalscientist. During these course-based instruction experiences, students will also be introduced toSTEM specific skills needed in chemistry, biology, physics or biology projects. This training inboth soft and hard skills using a more active learning approach increases excitement for science,promotes scientific literacy and prepares students for the rigor inherent in the STEM academicpathway.Over the past five years, students at PCC

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Kirsten A. Davis, Virginia Tech; Barbara G. Ryder, Virginia Tech; Margaret O'Neil Ellis, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dean H. Lang, Pennsylvania State University, University Park; Meg Handley, Pennsylvania State University, University Park; Andrew Michael Erdman, The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

alack of understanding during classroom activities [11]. Other studies have suggested that there isno significant differences in the learning outcomes of students in traditional lecture coursesversus flipped courses and that those in less affluent areas may have difficulty with accessing thetechnology needed to complete the course [10].The studies identified above are relevant to engineering education and to specific engineeringdisciplines. As engineering education requires soft-skill development to meet industry needs, thequestion arises as to the effectiveness of the flipped classroom technique in engineeringleadership courses. However, the exploration of a flipped classroom strategy implemented in anengineering leadership course is not found

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhidipta Mallik, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Conference Session

Software Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

James R Vallino, Rochester Institute of Technology (COE); Bryan Basham, Software Alchemy (with RIT)

Tagged Divisions

Software Engineering Division

Curriculum Guidelines [2], the task of coveringsoftware engineering is still daunting. These guidelines define 18 Knowledge Areas three ofwhich, Software Development Fundamentals (SDF), Software Engineering (SE), and SocialIssues and Professional Practice (SP), contain knowledge that falls into the software engineeringrealm. Guideline comments identify the SE and SP knowledge areas as specific curricula areaswhere teamwork and communication soft skills will be learned and practiced. The SoftwareEngineering Knowledge Area, which at 14 pages is the longest non-cross-cutting KnowledgeArea in Computer Science 2013, identifies 60 Core topics with 69 Learning Outcomes, and 54Elective topics with 56 Learning Outcomes. It will be a difficult syllabus design

Conference Session

Electrical and Computer Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ronald F. DeMara P.E., University of Central Florida; Damla Turgut, University of Central Florida; Edwin Nassiff, University of Central Florida; Salih Safa Bacanli, University of Central Florida; Neda Hajiakhoond Bidoki, University of Central Florida; Jun Xu, University of Central Florida

Tagged Divisions

Electrical and Computer

credit and not graded as a quiz led to anenvironment of low or, no risk, and probably lowered the barriers of reluctance. Students whoscored better gained leadership skills, reinforced their own mastery, and felt some sense ofaccomplishment via contributing to the success of a fellow student. In addition, the higherscoring students were probably motivated by the fact that since their extra credit score wascoupled with a lower scoring one, a positive remediation extra credit score could make adifference between a plus or minus on their overall semester grade. In absolute terms, it alsoelevated their soft-skills for job interviews, presentations, etc. as survey results indicate inSection 5. For the PBA, the quizzes included various questions for

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

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brendon Lumgair P.Eng., University of Calgary

Tagged Divisions

Engineering Ethics

assess in a mass-production fashion (Hugo, Brennan, 2016). What about teachingnon-technical engineering courses online to hundreds or thousands of students?Of the 11 ABET student outcomes and the 12 Canadian Engineering Accreditation Board’s(CEAB) graduate attributes, about half are “technical / hard skills” and half are “professional /soft skills” (ABET, 2018 & CEAB, 2017). The student outcomes for professional skills arequalitative in nature. Therefore, they require qualitative assessment because of the wide range ofpossible solutions inside the gray zone (Shuman, 2005). How can hundreds of students achievethese outcomes in an online course without sacrificing the quality of teaching and learning andrigour of assessment?In Spring &

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Devanshi Shah, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology ; McKenzie Carol Clark, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. Ourresults show that industry team students had the lowest presentation anxiety among all the otherteams. The fall data states that they were confident to present in comparison to students of theother teams. Soft skills play an equal role in the success of an engineer to the technical skill sets.Industry teams get an extra layer of exposure to overcome presentation anxiety and thus wehypothesize that it does plays a significant role in the overall motivation of the senior capstonedesign students.Thus from the ANOVA analysis performed on the cohorts of senior design students, the industryteams started their senior capstone design course with lower cognition and lower self-regulationthan the non-industry teams. They also started with lower