Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danni Lopez-Rogina, Colorado School of Mines; Stacey Roland, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Lakshmi Krishna, Colorado School of Mines

Tagged Topics

Diversity, NSF Grantees Poster Session

].Through a National Science Foundation grant (NSF BPE Track 4 Phase 1), the Colorado Schoolof Mines launched a program called BASE Camp as a creative approach to providing trainingcentered on communication and collaboration focused professional-skills as well as self-management and interpersonal skills. The objective of this study and the associated program is touse a mentorship and education model to strengthen student self-confidence in the soft skills theywill require once entering the workforce [8-10]. The more immediate goal is to create a strongercommunity within the university via student social skill growth, thereby creating a morecohesive working environment.The three overarching research questions to gauge success of the program center

Conference Session

Computers in Education Division (COED) Track 6.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shana Shaw, Texas A&M University; L. Taylor Starr, Texas A&M University; laila badran, Texas A&M University

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Diversity

Tagged Divisions

Computers in Education Division (COED)

minimizes on-the-job-training and allows the workplace to maximize the productivity of newhires that have the necessary skills to integrate seamlessly and almost immediately into theirworkplace. The academia-to-industry skills gap in engineering has existed for many years,specifically in the areas of communication, collaboration, professionalism, project management,etc., which are collectively called professional skills [1], [2]. Professional skills in engineeringcan be defined as the skills needed to succeed in the engineering industry such as employabilityskills, leadership skills, interpersonal skills, organization skills, emotional intelligence skills, etc.The term “soft skills” was first referenced for engineering education in 1918 by Charles

Conference Session

Construction Engineering Division: Career Preparation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jonathan Robert Gomes, Roger Williams University; Amine Ghanem, Roger Williams University; Christina Marra, Roger Williams University; Gabriella Elisabeth Cruz, Roger Williams University

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Diversity

Tagged Divisions

Construction Engineering Division (CONST)

show how theconstruction industry views vocational education in a positive light and looks at it morefavorably as compared to regular high school education.ObjectivesThe objective of this study is to identify the perceptions held by construction industryprofessionals (i.e., construction owners, general contractors, construction managers,subcontractors, designers, and educators) of CTE high school programs and the career path theyoffer. The specific objectives were as follows: 1. To determine potential career paths of graduates from CTE high school programs based on the perception of their performance by survey respondents 2. To determine if CTE high school students are perceived to lack soft skills and if parents are believed to

Conference Session

First-Year Programs Division (FPD) GIFTS Session 2: Foundational Skills in the First-Year Engineering Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evans Tang, Purdue University at West Lafayette (COE); Allyson Faith Miller; Olivia Guptill; Clara Elisa Hortua; Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Paul J. Thomas

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Diversity

Tagged Divisions

First-Year Programs Division (FPD)

academic andprofessional development [1]. Recent industry data underscores this urgency - while 98% ofemployers rate teamwork as a critical career readiness competency, 73% report difficulty findinggraduates with essential soft skills like teamwork and conflict resolution [2], [3]. This gap isparticularly concerning as only 77% of recent STEM graduates rate themselves as proficient inteamwork, suggesting a disconnect between workplace demands and graduate preparedness [2].The problem is further exacerbated by the fact that 60% of STEM employees never receive basicconflict resolution training [4], highlighting the crucial need to address these skills duringacademic preparation.Engineers, scientists, and technologists often work in interdisciplinary

Conference Session

Track 6: Technical Session 3: Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kemesha Gabbidon, University of South Florida; Saundra Johnson Austin, University of South Florida

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

what it's like to actually work in the field, which means in the real world, as an engineer with making actual products, and I have that. And so I never really try to bring that to light and actually value that part of me instead of focusing on what I don't have, I neglected what I do have and somehow I was able to make the transition, hey, I can connect with the students because they are gonna go into the field and I've been there and I actually know what it's like to work in the field producing a product, being out there, talking to technicians, other engineers and how it doesn't matter what kind of engineer we all need to work as a team. – Rosa – Latina Mexican/Indigenous• Skills (primarily soft skills) – A

Conference Session

Design in Engineering Education Division (DEED) - Accessibility and Empathy in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Howcroft, University of Waterloo; Kate Mercer, University of Waterloo; Stephanie Mutch, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

]. Students often enter post-secondary education with the perception thatengineers are technical experts, and may see social, interpersonal, or “soft” skills as having littlevalue to engineering work [4], [28], [30], [31]. Challenging these beliefs can be difficult forstudents and requires instructors who not only see the value in empathy-focused instruction butare committed to helping their students see this as well. Instructors teaching empathy skills in theclassroom should also be willing to model empathy through their interactions with their students.Modelling empathy helps to create an open and respectful learning environment where studentscan feel safe confronting their own assumptions [31].The efforts of individual instructors to bring empathy

Conference Session

New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine Ansell, University of Illinois at Urbana - Champaign; Jessica R TerBush, University of Illinois at Urbana - Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Elaine C. Schulte, University of Illinois at Urbana - Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Chandrasekhar Radhakrishnan; Rebecca Marie Reck, University of Illinois at Urbana - Champaign

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Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

that require TAs with those same specialized technicalskills may have a smaller pool of qualified TA candidates to select from. Most courses wouldalso prefer TAs with strong “soft skills,” particularly in communication and organization. Whilethese skills can be built up over time, that is a time-consuming commitment. Furthermore,identifying which TAs have these soft skills or will be amenable to developing them often comesfrom personal interactions. It is likely that a lower-level undergraduate course that serves manystudents and requires a large staff of TAs will also absorb many TAs who’s technical and/or softskills are yet to be developed.Instructors are also presented with different levels of input into the hiring process. While someare

Conference Session

Engineering and Public Policy Division (EPP) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander Grey, University of Connecticut; Alexandra Hain, University of Connecticut; Joshua Michael Dupont, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Engineering and Public Policy Division (EPP)

chance toexpand my set of skills and knowledge in a new topic that I previously had no knowledge of andalso improve on soft skills that are critical for engineers and researchers to have.”Yet, due to the sensitivity of systems students were working on, and as their sponsors were oftenhigher-level members of the civil/diplomatic service, there were also significant barriers toaddress. Several teams ran into classification issues, wherein they could not access allinformation wanted or needed for the best possible final deliverables as some material was CUIor SECRET. Moreover, several teams had communication barriers with sponsors, as severalpost-program statements indiciated. One team found “[f]eedback from direct beneficiaries (end-users) was

Conference Session

First-Year Programs Division (FPD) Technical Session 8: Division Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sonia Travaglini, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

Outcome Measurement to Program ObjectivesThe core of the outreach program evaluation methodology is driven from having a cleardefinition of the program objectives, continuous feedback during implementation, and impartialassessment of final outcomes. Quantitative and qualitative metrics help ensure the program isobjectively assessed, measuring the engagement with or completion of the program objectives,and in the specific and highly individualized objectives, such as ‘learn to code Python’, whichare generated by the participant and program staff in collaboration during the on-boarding to theoutreach program. This approach ensures both the program objectives, such as ‘developingparticipants' engineering technical and soft skills’, and the

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University

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Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

be particularly challenging for studentswho have deficiencies in math or struggle with soft skills such as time management and studytechniques. Students who earn a GPA below 2.0 at the end of a semester are placed on academicprobation, and multiple semesters of probation may lead to dismissal from an engineeringprogram. This study focuses on students currently on academic probation.The study was conducted in a first-year engineering program at an R-1 land-grant institution inthe mid-Atlantic region. Forty-five students on academic probation were enrolled in an academicsuccess skills course and assigned to a student success coach. The coaches in the program weregraduate students enrolled in either a master's or doctoral engineering program at

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ala Qubbaj, The University of Texas Rio Grande Valley; Laura Benitez, The University of Texas Rio Grande Valley; Noe Vargas Hernandez, The University of Texas Rio Grande Valley; Constantine Tarawneh, The University of Texas Rio Grande Valley; Arturo A Fuentes, The University of Texas Rio Grande Valley; Nazmul Islam, The University of Texas Rio Grande Valley; Edna orozco-leonhardt, The University of Texas Rio Grande Valley; Thuy Vu, The University of Texas Rio Grande Valley; Angela Chapman, The University of Texas Rio Grande Valley

Tagged Topics

Diversity, NSF Grantees Poster Session

practices in theoutreach, education and professional development of Hispanics in engineering. Approximately140 industry, K-12, Community College, University faculty and students’ representativesparticipated in the Spring 2024 summit.Key CBP’s ENRICH (Professional & Research Experiences) InitiativesLeadership development & Soft-Skills “Engineering Student Leadership conference”:Approximately 50 student leaders from CECS participated in a 2-day leadershipconference/bootcamp designed to provide them with the “soft skills” overlooked in engineeringeducation programs that are still necessary to succeed in their careers. By focusing on how toengage their peers in their student organizations, student leaders learned from each other

Conference Session

Equity, Identity, and Pedagogy in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelly Anderson, University of North Carolina at Charlotte; Gretchen Dietz, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

. As such,we shifted from a single university focus to a collaborative program, then two-programapproach. We look forward to the impact this program will have on the region through thisapproach. These changes influenced our change to a Work In Progress.The Role of Summer Camps in Promoting STEM EducationSummer camps are attended by millions of students K-12 each year. Summer camps serve anumber of purposes from childcare needs, reduction of “summer slide” or learning loss over thecourse of time that schools are not in session, as well as exposing students to topics that are notcovered fully within the curriculum of the traditional school year. Beyond these areas, summercamps offer students the opportunity to develop soft skills such as

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Craig O. Stewart, University of Memphis; Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis

Tagged Topics

Diversity, NSF Grantees Poster Session

VIP fits in terms of faculty workload, as it may not count toward theirteaching load but also does not directly contribute to research output (especially early on).Focus group findingsDuring the project's second year, we conducted three focus groups, one each with undergraduateVIP participants, graduate VIP mentors, and faculty VIP team leaders. Undergraduates indicatedthey were motivated to join the VIP program because of the opportunity to gain hands-onexperience working on graduate student and faculty research, which they saw as an “honor” and“exciting.” In addition to developing technical skills, they also felt they developed “soft skills” incommunication and working in teams (which was consistent with our quantitative surveyfindings

Conference Session

Manufacturing Division (MFG) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gimantha N Perera, University of Arizona; Hannah Budinoff, The University of Arizona; DAVID MANFORD, The University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Manufacturing Division (MFG)

) found engaging ways to collaborate,benefit from peer learning, and have the opportunity to practice relevant soft skills in a simulatedprofessional environment. Moderate ratings (2 and 3), while still noting the activities were useful, alsonoted the potential for improved feedback and more structured innovation-focused exercises to bettersupport idea execution. Negative ratings (scores of -5 to -1) generally reflected dissatisfaction with theactivities. Students expressed preferences for individual assignments, cited a lack of impact on their skills,or reported difficulties in working effectively within groups.The tours (Tour Rating) received mostly positive ratings, with a majority of students assigning scores of 4or 5. Students with these

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Rhea Dutta

Tagged Topics

Diversity, NSF Grantees Poster Session

•Interviewing Skills Development •Collaboration •Problem Solving •Market Analysis •Problem Solving •Communication •Research Skills and Analysis •Feedback Components •Market Research •Research Reception •Soft Skills Exposure Components •Guidance •Team •Market Skill •Source Validation •Query Resolution Communication Development •Technical •Suggestions •Technical •Networking Skills Learnings •Work Environment Learnings •Personal Skill •Writing Skills •Time

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

D'Andre Jermaine Wilson-Ihejirika, University of Toronto; Susan McCahan, University of Toronto; Greg Evans P.Eng., University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

engineering undergraduate experience can help to developtransferable skills or ‘soft skills’[3], [4], [5]. The engineering undergraduate experience nowincludes more than just curriculum, but also other aspects such as internships, student clubs,research and other co-curricular workshops and activities. These activities can help develop keyleadership and career skills for engineering students, however not all engineering students maybe influenced by certain activities in the same way.It is known that certain demographics are underrepresented in engineering careers andundergraduate programs. Black people, in particular, continue to be underrepresented inengineering fields [6], [7]. Understanding how Black students develop relevant career andleadership

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University; Diana Voss, Stony Brook University; Urszula Zalewski, Stony Brook University

Tagged Topics

Diversity, NSF Grantees Poster Session

Leaders: Pairing Leadership Coursework with Service Learning NSF DUE #2012339IntroductionThis paper describes the experiences and outcomes of undergraduates enrolled in the newcurriculum of an Honors program with many students from underrepresented groups in a varietyof STEM backgrounds. The project was initiated by external funding and has now beenestablished as critically important and replicated at other units in the institution. As we look tobuild the engineering workforce of the future, industry input about skills for success is critical.Technical skills are important for newly minted engineering graduates, yet there is a growingneed for what are sometimes referred to as soft skills, such as

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yu-Fang Jin, The University of Texas at San Antonio; Jianwei Niu, The University of Texas at San Antonio

Tagged Topics

Diversity, NSF Grantees Poster Session

]. These factors are inherently integrated into the activities offered throughREU programs. Therefore, this study aims to evaluate the impact of REU training experiences onparticipants' STEM identities and their subsequent career paths.MethodsA total of 38 undergraduate students were recruited and trained in robotics for 10 weeks with thesupport of an NSF REU site at the University of Texas at San Antonio (UTSA) during 2021-2024. REU activities were organized to provide technical and soft skills for REU participants'career development and to enhance their belongings at the REU site and professional societies.Authentic learning experiencesREU project training: Faculty members and graduate research assistants (GRAs) developedshort courses and

Conference Session

International Division (INTL): Navigating Risks and Cross-Cultural Challenges

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hiroyuki Ishizaki, Shibaura Institute of Technology; Rumi Okazaki, School of Architecture, Shibaura Institute of Technology; Ikuro SHIMIZU, Shibaura Institute of Technology; Tadesse girmay Girmay

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

essential engineering (hard) and professional (soft) skills, engineering criteriamust include global skills that will help engineering professional to work globally (Arun S. Patil,2005). Global citizenship is described as “awareness, caring, and embracing cultural diversity,while promoting social justice and sustain-ability, coupled with a sense of responsibility to act”.(Robinson & Levac, 2018)4. Research Questions (RQ)The questions that arise from this are: "What motivated participants to willingly travel to Africa?"and "Did they gain satisfactory learning experiences that justified their decision? If so, what wasthe nature of these experiences?" Furthermore, after the conclusion of the PBL program, multiplestudents reported that their

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leanne Dawson, University of Calgary; Ayah Metwali, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

idealengineering career was going to be creating circuits, which aligned with my interest in arts andcrafts. However, I still had the impression that engineering was a solo profession, so that I wouldnot have to work with others. This perspective persists with current undergraduate students, whounderestimate the professional (soft) skills required to be successful in the engineeringprofession [12], [14].Even though most engineering courses in my undergraduate degree involved some form ofteamwork (for lab assignments or term projects), the reason for this was never emphasized, so Icontinued my misconception that engineering work was primarily individual and solely focusedon technical expertise, until I started my internship after my third year. When I

Conference Session

Undergraduate Career Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tara Esfahani, University of California, Irvine; David A. Copp, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships Division (CIP)

most desirabletechnical skills sought out by engineering companies. Senior design projects also play a role inthe development of engineering students’ professional skills by engaging in presentations andcollaborating with other students [20]. Professional (previously called soft) skills includereliability, teamwork, self-motivation, and a positive attitude, and have become the decidingfactor in hiring and promotion at some engineering firms [21]. While senior design projects aregenerally serving students well, they still strive for constant improvement, such as in areas ofproject budgeting and increasing industry relevance, relying heavily on the desire of faculty toadopt new best practices [18] [22].To become more effective future employees

Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

Parker Boggs, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Maura Borrego, University of Texas at Austin; Jessica Deters, University of Nebraska - Lincoln; Gabriella Coloyan Fleming, Virginia Polytechnic Institute and State University; Sydni Alexa Cobb, University of Texas at Austin

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Diversity

Tagged Divisions

Graduate Studies Division (GSD)

pick them up over their educational and industry experiences. In herbook The Hard Truth About Soft Skills: Workplace Lessons Smart People Wish They’d LearnedSooner, Klaus (2009) states how professionals with advanced degrees in engineering and otherfields such as law or medicine find professional skills to be the most difficult to acquire in theworkforce. The blending of scientific and technological abilities, along with internationalcompetitiveness, is growing the need for more skills outside the core learning objectives to reacha mastery level. An employee’s capability to improvise and adapt to new conditions is seen as anadvantage in a rapidly changing work environment. With industry standards quickly evolving, ifan employee cannot adapt

Collection

2025 ASEE -GSW Annual Conference

Authors

Mohammad Waqar Mohiuddin, Texas A&M University, College Station, Texas; Jonathan Weaver-Rosen, Texas A&M University; Carlos R. Corleto P.E., Texas A&M University; Joanna Tsenn, Texas A&M University; Shadi Balawi, Texas A&M University

Tagged Topics

Diversity

the lecture notesinto videos. This will allow the complete learning modules to be shared with the global engineeringteaching community through the university’s library system. AcknowledgmentThis work was supported by the National Science Foundation Grant EEC-2022275. References1. R. J. Marandi, B. K. Smith, R. F. Burch, and S. C. Vick, “Engineering soft skills vs. engineering entrepreneurial skills,” Int J Eng Educ, vol. 35, no. 4, pp. 988-998, 2019.2. R. Reagans and E. W. Zuckerman, “Networks, diversity, and productivity: The social capital of corporate R&D teams,” Organization Science, vol. 12, no. 4, pp. 502-517, 2001.3. P

Conference Session

Track 7: Technical Session 1: Agriculture & Nutrition for Girls While Encouraging Leadership & Stem-Enrichment (ANGELS) Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sandra C Affare, University of Tennessee at Chattanooga; Marissa McElrone, University of Tennessee at Chattanooga; Rachelle Pedersen, Texas Tech University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

speaker workshops, STEM activities, and industryfieldtrips. One major goal of the ANGELS program was to promote self-efficacy, interest, and asense of belonging for the young girls. Throughout the summer experience, we encouraged thestudent participants to imagine themselves as engineers or agricultural scientists and had studentsengage in reflective processes (e.g., journaling) to foster their sense of connection to STEM.A secondary focus was on ‘soft’ skills such as teamwork and problem-solving through project-based learning using the Project Management Institute Education Foundation’s PM Skills for Lifecurriculum. The ANGELS Enrichment Program began in the Fall of 2023 providing projectmanagement tools and techniques that encouraged a

Conference Session

International Division (INTL): Humanitarian Design and Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

concerns, and emotional intelligence, including empathy.Ensuring students acquire essential skills in sustainable global education upon graduation is acomplex challenge, demanding a comprehensive strategy that combines intentional curriculumdesign, extracurricular engagement, and strategic partnerships. This approach involves embeddingcritical skills like critical thinking and communication throughout the curriculum, employingProject-Based Learning (PBL) to bridge theory and practice, and integrating various experientialopportunities.Extracurricular initiatives, including internships and global experience programs, leadership andteam-building activities, and service learning programs, play a crucial role in enhancing bothtechnical and soft skills

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Boz Bowles, Louisiana State University and A&M College; Adrienne Steele, Louisiana State University and A&M College; Rebecca Acosta Burdette; Annemarie Galeucia

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

for, among other challenges, embedding so called “soft skills” into engineeringeducation to better prepare students for professional roles in a rapidly changing world. (Weprefer to refer to them as “essential skills.”) In response, the Accreditation Board for Engineeringand Technology (ABET) updated its student outcomes to include communication, ethics, andteamwork as essential components of an engineer’s education [1]. However, these changespresented a challenge: many engineering programs struggled to integrate these skills into theircurricula, which had traditionally focused almost exclusively on technical content.Communication, in particular, was viewed by many in engineering as the purview of Englishdepartments, leaving many engineering

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ramez Hajj, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

will be awarded to the top two teams in terms of these three plus a score for theirpresentation to a panel of technical experts. Finally, the students participating will also gainknowledge about graduate study and research through an immersive tour of the lab at IllinoisCenter for Transportation and hands-on demonstrations of graduate student research in pavementsand materials at UIUC.DiscussionThis paper conducted a literature review to better understand the current understanding ofoutcomes resulting from student design competitions. Based on this review, extensive review hasbeen conducted to better understand how student competitions contribute to learning outcomesand “soft” skill development. However, there are relatively few studies

Conference Session

Broadening Participation in Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew L Gillen, Northeastern University; Cassandra J McCall, Utah State University; Gisele Bury, Northeastern University; Logan Andrew Perry, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

informed by industry feedback(Tener, 1996). Petroleum engineering emphasized the social aspect field-based educationprograms provide, by raising student's awareness about companies' obligation to stakeholders,which the study refers to as corporate social responsibility (Smith et al, 2018).Barriers that have hindered effective collaboration are inconsistent metrics and methods forevaluating partnership outcomes, as well as integrating theory on the mechanisms that drivesuccessful partnerships. Additionally, there is a lack of studies on industry-universitypartnerships within civil engineering sub-disciplines, each of which has unique demands.Bridging the gap between soft skills and social considerations into the civil engineeringcurriculum can be

Conference Session

ERM WIP V: Assessing & Developing Competencies in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Catalina Cortazar, Pontificia Universidad Catolica de Chile; Matias Lopez, Pontificia Universidad Catolica de Chile; Amanda Allendes, Pontificia Universidad Catolica de Chile; Andrés Ignacio Guevara, Pontificia Universidad Catolica de Chile

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. Desarrollo de habilidades blandas y el uso del Sistema de Gestión del Aprendizaje en la elaboración de proyectos prácticos en una asignatura introductoria de Ingeniería Telemática. Cuaderno de Pedagogía Universitaria, 15(29), 44-53, 2018.[14] J.C. Neri and C.A. Hernández. Los jóvenes universitarios de ingeniería y su percepción sobre las competencias blandas RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo vol. 9 issue 18 pp: 768-791, 2019. Published by Centro de Estudios e Investigaciones para el Desarrollo Docente A.C[15] H. Karimi and A. Pina. A. Strategically Addressing the Soft Skills Gap Among STEM Undergraduates. Journal of Research in STEM Education, 7(1), 21–46, 2021. https://doi.org

Conference Session

Generative AI and Its Role in Industrial Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

THOMAS AMING'A OMWANDO, Simpson University; Adel Alhalawani, Rose-Hulman Institute of Technology; Ashutosh Khandha, University of Delaware; Bhavana Kotla, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering Division (IED)

scenarios and enhancestudent preparedness for real-world challenges.Despite this potential, limited research exists on how GenAI can be tailored for discipline-specific assessments, particularly in fields like engineering [2], [14]. There is a pressing need tocustomize GenAI applications to meet the unique demands of engineering education [6], [7].Current AI tools face challenges in effectively assessing soft skills such as teamwork andcommunication, which are vital components of engineering education. Research by Nikolic et al.[4], and Kadel et al. [11] underscores these limitations, pointing to the necessity foradvancements in this domain. There is a notable absence of longitudinal studies that evaluate theeffects of GenAI-based grading on both