Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alistar Erickson-Ludwig, Drexel University ; Rosie Sullivan, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

hours of technical coursework leaving little roomto add new courses, especially those that integrate soft skills.1 The workforce demands technicalskills, and the changing work environment and competitive global market also drives demand forteamwork, ethics, problem solving, and communication within the engineering curriculum.1Previous research2 detailed competence in college graduates and the demands of the workplace,but also noted that a skills gap is present between the technical training and experience ofstudents and the responsibilities of the job. Although other researchers3 reported employersatisfaction with employee skills, it is likely that there is still room to improve upon the skillsstudents acquire in their higher education programs

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Nicolas Couto Giffoni dos Santos, SIUC Leadership Development Program; Bruce DeRuntz, Southern Illinois University, Carbondale; Rhonda K Kowalchuk, Southern Illinois University Carbondale

Tagged Topics

Diversity, International Forum

lifelong learners is critical for the world’s health anddevelopment. Addressing the complex challenges of the 21st century successfully can only be achievedif an engineer also has highly developed soft skills; especially—leadership. The university’s rolein preparing engineering students to be the future technical leaders is essential to address this need.Providing a safe and constructive leadership experience early in a young leader's life will makestudents develop and maintain a positive mindset to be a lifelong learner. It is well-known that successful leadership is gained through deliberate practice andconstructive feedback. The more a person puts their leadership skills into practice and learn fromtheir mistakes, the more

Conference Session

Women in Engineering Division: Retention of Undergraduate Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

IndustrialDistribution students into high power careers by creating a space that consistentlyexhibits the achievements and perspectives of Industrial Distribution alumna, as well ascultivates soft skills to create meaningful impact and interactions. These skills can varyfrom proper interviewing skills, work life balance, contract negotiations, changing careerpaths, etc.The idea of SWID came about after a student attended a guest lecture, wherein a maleexecutive shared his career path. The student felt that this presentation was over achinglythe same as the majority of the guest speakers that present their experiences to the studentbody. There was no female perspective. The speakers did not seem to realize that thesediscourses target a very specific number of

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey J. Evans, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Michael Thomas Smith; Sorin Adam Matei, Purdue University Polytechnic Institute; Esteban Garcia

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

A Transdisciplinary Approach for Developing Effective Communication Skills in a First Year STEM SeminarAbstractMany STEM graduates leave school academically prepared in their fields however business leaders havebeen stating that they often lack the more intangible qualities such as teamwork, critical thinking,communication skills, and the ability to manage interpersonal relations. These are often referred to as”soft skills”, yet they are tightly coupled with professional performance. Furthermore, they are allconnected to basic communication skills, commonly referred to as oral and written communication, andtheir close counterparts, listening and reading. Such skills are not only add-ons to a STEM job, they canmake the

Conference Session

Innovations in Manufacturing Laboratories

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wayne P. Hung, Texas A&M University; Adam Farmer

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

soft-skill to students, c) Provide opportunity for lab instructors to be creative and organized, and d) Significantly enhances team communication and cooperation among team members.II.2. Clicker AssessmentClickers started during 1960s in Hollywood to collect opinions on unreleased movies ortelevision shows before spreading into academic areas 6,7. The latest Clickers with multiple-choice and numerical input options had been popular in many disciplines including psychologyand sociology 8, operation management 9, engineering dynamics 10, physics, astronomy 8,11,astrophysics 8, chemistry 12,13, chemical engineering 8, mathematics 14, engineering mechanics 15,and thermodynamics 16. Published literature showed both qualitative and

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Megan McKittrick, Old Dominion University; Pilar Pazos, Old Dominion University; Daniel Richards, Old Dominion University; Julia Romberger

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

, many STEM students see writing aslargely unrelated to their career goals. Many students assume that their “writing career is nowover”5 once they move into courses in their major. Put another way, student perceptions of anengineer’s “community of practice” often do not include writing despite the common presence ofwriting in workplace “communities of practice.” Genre offers a productive way to approach thisdisconnect. Based on the Department of Labor’s definition of workforce readiness skills6, one of themost important “soft skills” is communication. This speaks to the need to resolve the disconnectbetween the perception of writing by students in upper-level undergraduate STEM courses and theskills required by them once they graduate

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Farah I. Jibril, Qatar University ; Bassnt Mohamed Yasser, Qatar University; Mahmoud Abdulwahed, Qatar University; Mazen O. Hasna, Qatar University; Mohieddine A. Benammar, Qatar University; Saud A. Ghani, Qatar University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

career and manage a project which requires developing anumber of soft skills, such as interpersonal, marketing, and communications 14. In order to be atrue engineering leader, engineering students must possess technical and nontechnical soft skills,which would give them an edge in the workplace 13. They must possess skills such as written andoral communication, customer relations, personal initiative, teamwork abilities, organizationalknowledge, and decision making that will facilitate the development of solutions to businesschallenges, to be effective leaders 15.According to the NAE (2004), “engineers must understand the principles of leadership and beable to practice them in growing proportions as their careers advance”. Engineers need

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cole Hatfield Joslyn, Purdue University, West Lafayette; James Holly Jr., INSPIRE Institute, Purdue University; Morgan M Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Engineering inthe New Century11 are now calling for tomorrow’s engineer to have content knowledge and beskilled in areas beyond those traditionally associated with the engineering profession.Furthermore, organizations within the engineering workforce desire a more expansive educationof the engineer. “Evidence from employers confirms that engineers are being asked to makedecisions that require, in addition to technical expertise, a keen understanding of broad, socio-humanistic contexts and considerations”12. Thus, K-12 educators can use the implementation ofengineering instruction to develop what are normally deemed “soft” skills in their students.Ethics, teamwork, and communication are essential for a sufficient K-12 engineering education5

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. That does not mean that thequality of the work is compromised. Only committed students volunteer to work on theseprojects and the faculty closely supervises their work.ConclusionBeing engaged in student organizations provide significant leadership, problem solving,and communication skills that are transferred to the workforce. SWID allows students theopportunity to hone those professional soft skills and creates a forum that opens andencourages dialogue between students and industry. Some of the soft skills that studentsdevelop during their project discussions are asking the right questions, asking leadingquestions, interacting with “different” people – people with various skill levels, skillssets, objectives, backgrounds, needs etc., learning

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Acree Guggemos, Colorado State University; Mostafa Khattab, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

Adaptation & relocation Career focus Emotional intelligence ListeningNote that none of these traits are technical in nature. These are the soft skills that will enhancean individual’s technical skills and propel them to continue growing in their careers.Many universities struggle to update their programs to keep pace with the rapidly changingmarketplace due to shrinking budgets that limit the ability to upgrade facilities or invest in newtechnology, or the long process of new curriculum approval (upwards of a year or more), as wellas a lack of tenure-track faculty with industry experience. These same challenges are true forconstruction management

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Richey, The Boeing Company; Fabian Zender, The Boeing Company; Charles J Camarda, NASA

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

tocollaborate across space and time in an environment with non-optimal data availability requiringthem to make decisions that fall outside the narrowly prescribed theoretical scenariosencountered in school. 9 In addition the dialogue between universities and industry has not yetyielded a balance between the academic foundational requirements and industry requiredapplication to real world problems. The skills gap is constituted of lacks in both “hard” and“soft” skills. 11,12In this paper the focus is on identifying opportunities to further develop these professional(“soft”) skills required by small and large companies alike. Almost all graduates in (STEM)fields will have interactions in a social web comprised of colleagues, suppliers, and

Conference Session

Women in Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shafagh Jafer, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

 Allocate $5,000 additional merit scholarship for every qualified female applicantThe additional funding have been already requested from two external agencies (pending results)to help cover the following costs:  Travel: $2,500 to assist students attending conferences to present their research  Student Salary: $2,000 for student assistants working at the WEI  Scholarships: $2,500 to fund five scholarships ($500 each) for women engineering students with high academic achievement and financial need  Page 26.1745.5 Workshop: $2,000 to host technical or soft skills workshop on-campus)  Outreach activities

Conference Session

Women in Engineering Division: Curricular Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

herself, which has been rehearsed and reinforcedover time due to its productive empowerment.A final way Rachel resists the “suck at math” narrative is through active work to counter aculturally dominant belief about the importance of math in engineering. Rachel develops a senseof a bigger “real world” out there that rarely gets represented in her STEM classes, a sense thatengineering jobs rely more on soft skills and cultural understandings and less on math. We seeagency through what bell hooks style “liberatory theorizing” simply in the production of thatcounter-narrative; but remarkably, Rachel actively seeks evidence in the “real world” to confirmher theorizing. She attended networking events (set up by her Women in Engineering program)to make

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark M. Budnik, Valparaiso University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

there is no consensus at this stage, it is agreed that innovation isthe key and engineering is essential to this task….”Of the identified soft skills, engineering students are often most challenged to develop and honetheir skills in creativity and innovation. For engineers, creativity may be defined as developingnovel and original ideas with emphasis on their applicability to solving problems2, 3. This Page 26.748.2definition of creativity is more specific for engineering students than for students in other majors(i.e. art, music, creative writing, theater, etc.). For engineers to exercise creativity within theirdiscipline, they must emphasize

Conference Session

Computer Science, Computer Engineering, and Digital Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mehran Mozaffari Kermani, Rochester Institute of Technology (COE); Reza Azarderakhsh, Rochester Institute of technology

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

linkage of research and teaching in academicwork makes university education distinctive (it was beneficial for the two departments theauthors are affiliated with). Moreover, it certainly helped generating additional researchoutput/knowledge creation and strengthened pathways to postgraduate research (we are currentlyworking on two IEEE Transactions journal papers as a result of such creation). Finally, webelieve our deeply-embedded security research and teaching integration helps develop student asknowledge worker, and engages them in concept of the provisionality of existing knowledge.Deeply-embedded systems methodology, hard skill, and soft skill teaching goals were evaluatedfor graduate students working in the related research area (through

Conference Session

Shaping the Future: Structured Mentoring for Today's Diverse Engineering Student Populations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Alyce Wilson, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Deonte Cooper, Bulls-Eye

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

andEydgahi (n.d.) approach this issue as it relates to curricula, by recognizing that non-STEM fields such as Social Sciences andHumanities “emphasize more on ‘soft skills’ and ‘social service’ and as such have naturally embraced ‘service-learning’” (p. 1). As aresult, integrating academic fields with “service-learning” that emphasizes, “‘technical’ and ‘scientific’ skills such asEngineering…[is] rare”33. Another difference in the definition of service learning provided through an evaluation of Jacoby (1996), who defines servicelearning as a “form of experiential education in which students engage in activities that address human and community needs togetherwith structured opportunities intentionally designed to promote student learning and

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

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

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

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

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

INDUSTRY DAY SESSION: CMC PANEL SESSION TWO

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chiang Shih, Florida A&M University/Florida State University; Gregory John Kostrzewsky, Cummins, Inc; Lin Xiang Sun, Danfoss Turbocor Compressors

Tagged Topics

Corporate Member Council, Diversity

financial support, design project ideas, as well as project mentors. The involvement isalso a path through which the company can influence non-technical expectations and helpdevelop student’s skills in areas including leadership, teamwork, and project management.Project involvement and participation in senior design project reviews give the company anadvantage in identifying those students who demonstrate the “soft” skills well and are highlycapable and motivated. Since 2005, the company has sponsored 20 projects with two currentprojects in 2014-15. These projects include a wide range of topics such as product development,energy usage audit, materials characterization, among others.One or two senior design projects per year are international in

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Genevieve Hoffart, University of Calgary; Nicole Lynn Larson, University of Calgary; Tom O'Neill, University of Calgary; Matthew James Walter McLarnon, University of Western Ontario; Marjan Eggermont, University of Calgary; Bob Brennan, University of Calgary; Bill Rosehart, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, personality, and assessment. He is director of the Individual and Team Performance Lab and the Virtual Team Performance, Innovation, and Collaboration Lab at the University of Calgary, which was built through a $500K Canada Foundation for Innovation Infrastructure Grant. He also holds operating grants of over $300K to conduct leading-edge research on virtual team effectiveness. Over the past 10 years Tom has worked with organizations in numerous industries includ- ing oil and gas, healthcare, technology, and venture capitals. He is currently engaged with the Schulich School of Engineering at the University of Calgary to train, develop, and cultivate soft-skill teamwork competencies in order to equip graduates with strong

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matias Recabarren, Universidad de los Andes; Claudio Alvarez, Facultad de Ingenieria y Ciencias Aplicadas, Universidad de los Andes; María Ignacia Díaz, Universidad de los Andes

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

fact poses engineering schools a clear necessityto offer a better quality education in order to retain qualified engineering students in the numbersrequired to meet current and future needs for engineers4. In line with improving the quality of Page 26.1166.2engineering teaching, there is a worldwide tendency towards accreditation of engineeringprograms, which requires that engineering schools be successful in developing and clearlyarticulating learning outcomes6 7. Regarding accreditation, it is of special importance to equipstudents with so-called soft-skills such as effective communication and teamwork8, as well as toassess students

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina Kay White, Massachusetts Institute of Technology; Lori Breslow, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Page 26.1621.1 c American Society for Engineering Education, 2015 Understanding Curricular Approaches to Communication as a Global Competency: A Study of the Teaching and Learning of Communication Skills at Three UniversitiesIntroductionAs society grows more global and interconnected, the challenges that must be addressed by thenext generation of engineers are becoming more complex [1-2]. Engineers need deep technicalexpertise, of course, but they also need what have typically been called 21st-century skills, forexample, critical thinking, problem solving, teamwork, and communication. Technicalknowledge and “soft” skills are

Conference Session

Teaching & Learning in Graduate Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Branimir Pejcinovic, Portland State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

variant of literature review, so-called “systematic literature review” (SLR) can help studentspublish their first original work and transition them from novice to knowledgeable.2,3 Finally,systematic literature reviews have become a research area by themselves, although they are lesscommon in engineering than in areas like medicine, psychology or education.For all these reasons it is appropriate to intentionally train and educate students in performingliterature reviews in general and SLR in particular. One possible approach, taken by manydepartments, is to design a research methods course that also covers literature review topics.Experience with other so-called soft-skills, such as technical writing, suggests that it is veryimportant to provide

Conference Session

Mobile Devices and Apps

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andreas Karatsolis, MIT; Suguru Ishizaki, Carnegie Mellon University; Marsha C. Lovett, Carnegie Mellon University; Mollie Kaufer, Carnegie Mellon University; Stacie L. Rohrbach, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

, Evans and Gabriel criticize the current conception of communication skills asindependent “soft skills” and postulate that communication should be understood as social actionthat is bound in the context of engineering practice10. Hence, they suggest that communicationshould be “learned through processes of participation” where communication is directlyassociated with “performing engineering.” Our project builds on the approach suggested byEvans and Gabriel, by situating learning activities in authentic professional contexts wherestudents are expected to perform tasks that require clear and effective communication.Studies of teacher comments on student writing in the Sciences and Engineering suggest thatfeedback focuses on lower-order concerns

Conference Session

Evaluation: Diversity in K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Hee Kim, Iridescent ; Tara Chklovski, Iridescent

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

  partnering  with  engineering  corporations  and engineering  professional  societies,  training  professional  engineers  to  develop  Open  Ended Engineering  Design  Challenges  and  teach  Family  Science,  adopting  the  EasT  and  Family Science  model  to  a  professional  instead  of  collegiate  setting.  This  will  enable  engineering corporations  and  their  engineers  to  broaden  reach  in  their  immediate communities. Through this early  work,  Iridescent is also conducting a research study on the impacts of training and outreach on  employee  engagement,  job  satisfaction,  and  development  of  soft  skills  (including  public speaking,  communication  to  laymen,  and  team  management).  We  understand  that  employee

Conference Session

Utilizing Digital Technologies in Classroom and Distance Learning in ET Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aleksandr Sergeyev, Michigan Technological University; Nasser Alaraje, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

weekly and the solutions to the problems areprovided. Homework assignments are not graded, but must be worked thoroughly with thestudents to prepare for a follow up quiz given to the students in one week upon receiving therelated assignment. This approach of assessing student's knowledge has been tested for severalconsecutive years and proved to be very effective in student’s comprehension of a subject taught.The other assessment tools used in the EM course are the midterm and final examinations, andstudents’ presentations. To make students more well-rounded engineers, the development of thestudent soft skills is becoming an integral part of the curriculum in most universities. In most ofclasses offered in the School of Technology at Michigan

Conference Session

Problem- Project- and Case-based Learning in Environmental Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Kevin A. Nguyen, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

engineers ranked project management with 5’s strongly agreeing PSO 5b Page 26.678.16was addressed satisfactorily.Students’ questionnaire responsesResults from the open-ended responses from student questionnaires highlighted what studentsperceived as strengths and areas for improvement before and after completion of the firstsemester design course. Students perceived their strengths prior to completion of the designcourse to include knowledge of water/wastewater treatment technologies enhanced anddeveloped through the MEnvE curriculum. Select students also viewed soft skills such ascommunication and time management as strengths. Areas for improvement

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Sánchez-Parkinson, University of Michigan ; Shanna R. Daly, University of Michigan; James Paul Holloway, University of Michigan; Amy J Conger, University of Michigan; Kathleen H. Sienko, University of Michigan; Lorelle A Meadows, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

., & Lohmann, J. (2012). Innovation with impact: Creating a culture for scholarly and systematicinnovation in engineering education. American Society for Engineering Education, Washington, DC.  4 National Academy of Engineering. (2004). The Engineering of 2020. National Academies Press, Washington DC.  5 Crismond, D., & Adams, R. (2012). The informed design teaching and learning matrix. Journal of EngineeringEducation, 101(4), 738-797.6 Del Vitto, C. (2008). Cross-Cultural "soft skills" and the global engineer: Corporate best practices and trainermethodologies. Online Journal for Global Engineering Education, 3(1), 1.7 DeTurris, D. (2012). Assessment Rubric for Global Competency in Engineering Education. Proceeding of the 2012ASEE

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Doug Reeve P.Eng., University of Toronto; Cindy Rottmann, University of Toronto, ILead; Robin Sacks, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

 learn  "soft  skills  the  hard  way":  Planting  a  seed  of   leadership  in  engineering  classes.  Leadership  and  Management  in  Engineering,  2007.   7(1):  p.  18-­‐23.  25.   McCuen,  R.H.,  A  course  on  engineering  leadership.  Journal  of  Professional  Issues  in   Engineering  Education  and  Practice,  1999.  125(3):  p.  79-­‐82.  26.   NAE,  Educating  the  engineer  of  2020:  Adapting  engineering  education  to  the  new   century,  2005,  National  Academy  of  Engineering:  Washington,  DC.  p.  208.  27.   Osagiede,  A.,  M.  Farmer  Cox,  and  B.  Ahn.  Purdue  University's  Engineering  Leadership   Program:  Addressing  the  shortfall  of  engineering  leadership