Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Bellingham Technical College; Xichen Jiang, Western Washington University; Sean P. Dever, Western Washington University; Lindsey Bear, Bellingham Technical College; Tim Mark Christman, Western Washington University; Dana Hickenbottom, Itek Energy/Western Solar; Sam Winters, Itek Energy

Tagged Topics

NSF Grantees Poster Session

’ social skills [5]. In addition, research shows that project definition and selection,development of a team vision, establishing strong communication links, and investment in long-term relationships lead to effective collaboration [6].The benefits of a successful academic-industry collaboration are abundant. These include buildinglong-lasting relationships, sharing expertise, and leveraging resources [7]. In addition, there arebenefits to each individual participant including soft skill development, experience with newtechnologies, and exposure to industry [8]. On the other hand, there are challenges and barriers toeffective collaboration. These are documented in literature as lack of trust, issues related tointellectual property rights, time

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Renee Cole, University of Iowa; Juliette M. Lantz, Drew University; Suzanne Ruder, Virginia Commonwealth University; Gilbert J. Reynders III, University of Iowa; Courtney Stanford, Virginia Commonwealth University

Tagged Topics

NSF Grantees Poster Session

to the modern workplace [3]. Theseskills, which we call process skills due to the early roots of this project in the Process OrientedGuided Inquiry Learning (POGIL) community [4], are also referred to as transferable skills,professional skills, workplace skills, or soft skills. In STEM fields, a slow paradigm shift towardsstudent-centered learning has begun to extend opportunities to undergraduates to foster learninggains beyond the acquisition of disciplinary content. However, most classroom assessmentapproaches continue to be solely centered on the students’ mastery of content and do not assessstudent performance in the area of process skills. This is of significant concern because of thestrong influence assessment has on students

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Gross, Kettering University; Diane L. Peters, Kettering University; Stacy Lynn Mann, Kettering University

Tagged Topics

Diversity, NSF Grantees Poster Session

. 402-7.[19] National Academy of Engineering of the National Academies, The engineer of 2020:Visions of engineering in the new century. 2004, Washington, DC: National Academies Press.[20] Clarke, M. "Addressing the soft skills crisis." Strategic HR Review, Vol. 15 no. 3, 2016,pp.137-139.[21] Tech Directors. "Career Directions," 10, 2003, pp. 22-23.[22] Dewey, J. How We Think. A Restatement of the Relation of Reflective Thinking to theEducative Process (Revised ed.), Boston: D. C. Heath. 1933.[23] Daley, B. “Novice to expert: An exploration of how professionals learn.” Adult EducationQuarterly Vol. 49 no. 4, Summer, 1999, pp 133-147.[24] Kaufman, H. G. “Obsolescence and retraining of technical professionals: A researchperspective.” The Journal