Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Amitabha (Amit) Bandyopadhyay P.E., State University of New York, College of Technology at Farmingdale

Paper ID #35235Extended ANSAC Assessment Requirements for Some Soft Skills forConstruction Management ProgramsDr. Amitabha (Amit) Bandyopadhyay P.E., State University of New York, College of Technology at Farm-ingdale Dr Bandyopadhyay is a SUNY Distinguished Service Professor and was Chair of Architecture and Con- struction Management Department at Farmingdale State College for twenty four years. He is also the Director of Green Building Institute at the college. He was the Chair of Engineering Technology Accred- itation Commission of ABET (2012-13). Currently he is a commissioner of ANSAC of ABET

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Eric B. Dano, BAE Systems

practitioner’s innateabilities must be accounted for in undergraduate curriculum to ensure a broad cadre of systemthinkers can be produced. Valerdi and Rouse [25], found that there is a difference between thosewho can perform system thinking, and those who can both do and apply systems thinking. Theypostulated that an enabling environment needed to be established in an organization so thatpractitioners are not discouraged from acting on their systems thinking analysis, and that desiredsystem properties were both realized and implemented. Therefore, in addition to just learningthe system thinking competencies in Table 2, the learning of “soft skills” (e.g. leadership,motivation, communication, management, etc. [16]), consideration of practitioner’s

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Dimitrios Stroumbakis PE, City University of New York, Queensborough Community College

Tagged Topics

Diversity

5-wk duration.It’s to be noted that this is the first series of experimental 5-week sub-track courses with the importantresearch goal of assessing very preliminary student awareness , knowledge and attitude in the publicsector context. Laboratory programs (in class and out of class) were designed to provide an experientialexposure of the professional skill(soft skills) and interdisciplinary skills which are the many benefits ofproject managementsSurveys administered at the start and end of 3-weeks of instruction (N=42) covered awareness, knowledge,and student attitude for the public sector. Results revealed a 70% awareness increase, an unchanged 90 %agreement on the value of the engineers’ duty to welfare of society, and a marginal desire

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Mike Simard PE, Villanova University

failure rate that is 75% lower than those who do not, see Table 1 [1].Research also shows that project management regularly ranks high on the list of essential skillsthat experienced practitioners say new engineering graduates need [2]. Fundamental technical content takes up the bulk of the typical undergraduate engineeringcurriculum, leaving little room for a course that would focus on both the hard and soft skills ofproject management. However, the importance of developing engineering students’ projectmanagement skills should not be discounted. Standard practice is to include a one or twosemester design project for senior engineering students, often referred to as the capstone course.Such courses are an ideal forum for providing project

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Briana Lowe Wellman, University of the District of Columbia; Ludwig C. Nitsche, University of the District of Columbia; Dong Hyun Jeong, University of the District of Columbia

time they graduate. It is recommended that academic programs adoptstudent outcomes proposed by accrediting bodies. UDC adopted the (ABET) student outcomes,which cover technical and soft skills. The following Student Outcomes have been adopted for thecomputer science program and are the Student Outcomes recommended by ABET CAC.Graduates of the program will have an ability to: 1. Analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions. 2. Design, implement and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program's discipline. 3. Communicate effectively in a variety of professional contexts. 4