Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Pooja Thakkar Singh, American Society of Mechanical Engineers; Debra Ann Pothier, Autodesk, Inc.; Anand Sethupathy, American Society of Mechanical Engineers; Geraldine Gooding, American Society of Mechanical Engineers; David Soukup P.E., American Society of Mechanical Engineers; Jarrett Reich, American Society of Mechanical Engineers; Morgan Lamarre, American Society of Mechanical Engineers; James Stewart Warrick

Tagged Topics

Diversity

of this report is to: 1. Summarize findings of all barriers with teaching Industry 4.0hard and soft skills through conducted desk research, faculty interviews, discussion with theAccreditation Board of Education of Technology (ABET), and feedback received from faculty atthe 2023 Autodesk Educator Summer Summit. 2. Provide a step-by-step approach toimplementing an Industry 4.0 curriculum in the classroom, and 3. Provide a recommendation ofthe curriculum and specific content that should be taught and implemented in mechanical andmanufacturing engineering programs.Reducing Time to TalentIndustry-related research reports that there is a need to reduce time to talent. Time to talent isdefined as the time an entry-level employee joins an

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Tracey Carbonetto, Pennsylvania State University, Allentown

engineering graduates should possess(Shuman et al., 2005). These eleven outcomes were grouped into two categories, one knownas the “hard” skills category, the other as “soft” skills. These labels inadvertently created astigma towards the outcomes’ importance especially to an engineering educator with regardsto the soft skills. Over time, ABET relabeled the groups as technical and professional skills.While this prompted more emphasis on universities to ensure they are meeting therequirements of the criteria, the latter group remains controversial and ambiguous.Nonetheless, industry continues to urge university officials on the criticality of professionalskills needed in an engineering graduate. Criterion Three has been the subject of many

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Rowena Kay Mascarenhas, TiE Boston; Adam B. Carter, TiE Boston

responding to the questions. The data collectioninstrument for this study comprises five sections (Appendix A). The first section wasdesigned to gather identification information of the respondents, while the subsequent threesections contained questions specifically tailored to address soft skills, hard skills inentrepreneurship, and 21st century life skills on a five point scale. The final section collectedTYE code of conduct consent. These questions were structured to maintain a logicalsequence, facilitating the respondent's process of answering subsequent questions. Consentfor data collection was obtained from the students via a Release Form (Appendix B), in theabsence of a formal IRB approval.Separately, a survey tool was administered to the

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Aashitha Srinivas, Raritan Valley Community College; Thomas Gerard Hayes, Raritan Valley Community College; Agustin Osses-Falco; Darren McManus, Raritan Valley Community College; Peter Raymond Stupak, Main Engine Start a NJ Non-Profit Corporation; Joseph A DeNisco, Rutgers, The State University of New Jersey; Lavern Ronoh, Raritan Valley Community College

, prototype, and accept and react to critical feedback.Leadership roles within each team were rotated weekly to grow leadership skills, and teams wereresponsible for presenting their progress to the customer.The overarching aim was to expose students early in their academic careers to the practices,motivations, and methods used in the engineering industry. A critical lesson was the importanceof perseverance, and understanding that overcoming challenges is a part of the engineeringprocess. This experience not only equipped students with valuable technical and soft skills butalso provided them with a unique narrative to share with potential employers, demonstratingtheir readiness and capability to contribute effectively in a professional setting.The

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Charlotte Gottilla, University of Delaware

Tagged Topics

Diversity

and Trends toward Routine Maintenance and Major Repairs of Afridev Handpumps in Rural Malawi,” Water, vol. 13, no. 12, 2021.[21] J. Volger, P. Thompson, D. Davis, B. Mayfield, P. Finley, D. Yasseri, “The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork,” Instructional Science, vol. 46, pp. 457-488, 2018.[22] B. Bilgin, A. Felder, H. Darabi, R. Nazempour, S. Reckinger, R. Revelo, D. Ozevin, “Looking Ahead: Structure of an Industry Mentorship Program for Undergraduate Engineering Students,” Advances in Engineering Education, vol. 10, no. 3, pp. 9-18, 2022.[23] T. Taylor, “What are Durable Skills, and Why Do Our Students Need Them