Collection

AEE Journal

Authors

Cheryl Bodnar; Matthew Markovetz; Renee Clark; Zachari Swiecki; Golnaz Irgens; Naomi Chesler; David Shaffer

course utilized both direct trans-mission and active learning methods. The Nephrotex virtual internship took place over the courseof 10 consecutive weeks in a 15-week semester. Play-through of the virtual internship occurred dur-ing the scheduled class period for one hour per week where students were assigned to one of 10teams composed of either 5 or 6 students. Tasks assigned to the students within the internship thatwere not completed in the allotted time were completed outside of classroom hours. The internshipculminated in the presentation of each student-group’s final membrane design in poster format.Proper human subjects approval was obtained prior to the conduct of this study.Assessment of Final Membrane Designs Assessments were made on

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christian Enmanuel Lopez, Pennsylvania State University, University Park; Omar Ashour, Penn State Erie, The Behrend College; Conrad Tucker, Pennsylvania State University, University Park

Tagged Divisions

Industrial Engineering

developing VR teaching modulesfor a manufacturing system to be used in the IE Department at Pennsylvania State University.However, the module could potentially be used by students and faculty from other universities.During the development phase, several outcomes will be measured and assessed by a group ofstudents and faculty members. The assessments will include various aspects ranging from theefficacy of the VR module to the hardware devices selection. Figure 2 shows snapshots from thework-in-progress system. The following sections describe the framework of the CLICKapproach. Figure 2. Snapshots from the VR module.3.1 Virtual SystemTo integrate the curriculum, a manufacturing system that produces power drills was chosen

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Stafford Sands II, Florida Gulf Coast University; Annie R. Pearce, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Min Jae Suh, Sam Houston State University; Christine Marie Fiori, Drexel University

Tagged Divisions

Engineering Ethics

students to engage with the ethical situation in a societal context.Adding to component (di), Finelli et al. [20] assess engineering student ethical developmentbased on their curricular and co-curricular experiences. The significance of this paper is Finelli etal.’s [20] definition of curricular setting and curricular pedagogies relating to the teaching ofethics by both studies. The curriculum settings identified in this study include pre-collegeprograms, introductory engineering courses, out-of-class workshops, non-engineering courses, orsome other means. These settings inspired the development of question one of the HETC survey.Regarding media (dii), Stephan [21] briefly mentions the use of textbooks and Menzel [22]discusses ethics pedagogy and

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Younkyeong Nam, Pusan National University; Jina Yoon, Pusan National University; Jeanna Wieselmann, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

frameworks for designing and assessing STEM lessons to support K-12 science teachers.Dr. JinA Yoon, Pusan National UniversityDr. Jeanna Wieselmann, Southern Methodist University Dr. Jeanna R. Wieselmann is a Research Assistant Professor at Southern Methodist University in Dal- las, TX. Her research focuses on gender equity in STEM and maintaining elementary girls’ interest in STEM through both in-school and out-of-school experiences. Dr. Wieselmann’s research has explored student participation patterns in small group STEM activities. She is interested in STEM schools, inte- grated STEM curriculum development, and teacher professional development to support gender-equitable teaching practices. c

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristie Gutierrez, Old Dominion University; Stacie I. Ringleb, Old Dominion University ; Jennifer Jill Kidd, Old Dominion University; Orlando M. Ayala, Old Dominion University; Pilar Pazos, Old Dominion University; Krishnanand Kaipa, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

, and a PhD from Drexel University in Mechanical Engineering in 2003. She completed a post-doctoral fellowship in the Orthopedic Biomechanics Lab at the Mayo Clinic. Dr. Ringleb research interests include, biome- chanics and rehabilitation engineering as well as multi-disciplinary approaches to improving engineering education.Dr. Jennifer Jill Kidd, Old Dominion University Dr. Jennifer Kidd is a Senior Lecturer in the Department of Teaching and Learning at Old Dominion Uni- versity. Her research interests include engineering education, computational thinking, student-authored digital content, classroom assessment, especially peer review, and diversity issues. She currently has sup- port from the National Science

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Christine Schnittka, University of Virginia; Larry Richards, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

, talking about the projectsoutside of class and at home, and they responded well to unit assessments afterwards. Teachersfelt that improvements could be made with each kit to enhance student engagement and learning, Page 13.1139.19and some teachers enacted changes during their course of teaching with the kit. All teachersincorporated the use of posters for evaluative

Conference Session

Issues of Outreach and Interest in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Joshua M Frey, Elizabethtown College

Tagged Divisions

Women in Engineering

School duringthe first two class periods on a Monday morning. Three teachers’ 8th grade science classes wereinvolved. There were 6 undergraduate activity stations (2 set up in each classroom), and smallgroups of students rotated amongst the six stations for 15-20 minute intervals. Concepts includedstress, strain, fracture, and viscoelasticity.Assessment of Undergraduates’ Motivation Assessment of the undergraduates’ response to the outreach project was conducted withan open-ended individual reflection written after the outreach experience. The reflection wasframed as a “What Happened?” “So what does it mean?” and “Now what will you do?” promptinspired by a previous paper on outreach [10]. This prompt addressed the valence,instrumentality

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zornitsa Georgieva, West Virginia University; Reagan Curtis, West Virginia University; Tyler A Saenz Saenz, West Virginia University; Miracle David Solley, West Virginia University; Darran Cairns, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

. Teacher attitudes toward science and engineering would improve as a result of experiencing problem-based learning (PBL) and engineering design with constraint activities as learners and subsequently using design and PBL pedagogies in their classrooms. 3. Teachers would more fully appreciate relationships that tie science fundamentals to technology applications and economic development, and become more forceful and convincing advocates for sustainable energy practices and STEM education.The mixed methods design for evaluation of this project included both quantitative andqualitative metrics. Quantitative metrics included content based assessments that participantscompleted at the beginning of each year to provide a

Conference Session

INTERACTIVE SESSION – Measuring the Impact on Communities

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Julie P Martin, Clemson University; Denise Wilson, University of Washington; Melani Plett, Seattle Pacific University; Tamara Floyd Smith, Tuskegee University

Tagged Divisions

Community Engagement Division

of community engagement and provideinstruments for those involved in the development of communities to evaluate their ownsuccesses.IntroductionThe value of off-campus community engagement in engineering learning is becoming moreapparent. The number of service learning, engineering without borders, internationalexperiences, and other community engagement programs is increasing, while the impact of suchprograms ranges from local communities to international experiences. The proliferation ofinvestment into these off-campus communities raises questions about how the value of theseprograms can be assessed in terms of student learning and related academic outcomes. Thisresource paper provides a toolbox of methods useful for assessing the impact

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Liusheng Wang, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

NSF Grantees Poster Session

,technology, engineering, and mathematics (STEM) fields; and the other is to provide learningenvironment that fosters self-regulated learning and creative problem solving skills of STEMstudents.3In general, however, current engineering education has been criticized for lack of characteristicsnecessary for developing creative problem solving skills, and often may stifle the developmentof these higher-order skills. 4 Such examples were identified by Magee et al. including: (1)overemphasis on memorization of knowledge and procedures, rather than higher-order skills; (2)a rapid pace of learning that undermines the self-reflection and self-assessment; (3) highlystructured learning formats that constrain the expression of ideas; and (4) inadequate

Conference Session

Engineering in K-12 Science and Mathematics Standards

Collection

2013 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Elizabeth A Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

team to paper, toothpicks, complete a designed straws, spools) to structure that can be construct simple shared with others. structures.In 2009 the National Assessment Governing Board convened a group of experts to define theframework for a new assessment in Technology and Engineering Literacy (TEL)5. This processmade reference to preceding efforts and resulted in a definition of the TEL framework that isdivided into three areas of literacy: “Technology and Society involves the effects that technology has on society and on the natural world and the

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

DeLean A Tolbert, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

engineeringeducation courses to help graduate students develop research skills. The research findings caninform the design of educational activities – for example, the teaching of mathematics andengineering in pre-college settings; the sequencing of activities in first-year engineering courses;and the overall design of engineering curricula.This project is still in its early stages. The paper and poster will focus on the development andselection of the design task used for the research study, and will include a review of otherexisting instruments for assessing students’ understanding of design. In addition, the paper andposter will discuss recent educational interventions developed based on the research conducted todate

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

K. Anna Douglas, Purdue University; Daphne Duncan Wiles, Purdue University, West Lafayette; So Yoon Yoon, INSPIRE, School of Engineering Education, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue Univer- sity. She is a member of Purdue’s Teaching Academy. Since 1999, she has been a faculty member within the First-Year Engineering Program at Purdue, the gateway for all first-year students entering the College of Engineering. She has coordinated and taught in a required first-year engineering course that engages students in open-ended problem solving and design. Her research focuses on the development, implemen- tation, and assessment of model-eliciting activities with realistic engineering contexts. She is currently the

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christine M. Cunningham, Museum of Science, Boston; Cathy P. Lachapelle, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

. Lachapelle, Museum of Science, Boston Cathy Lachapelle currently leads the assessment efforts for the EiE curriculum, designing assessment in- struments, pilot and field testing them, and conducting research on how children use the EiE materials. She has worked on a number of research and evaluation projects related to K-16 STEM education, includ- ing the Women’s Experiences in College Engineering (WECE) study of factors influencing the persistence of undergraduate women in engineering schools. She is particularly interested in how students learn sci- ence, engineering, and mathematics through collaborative interaction and through scaffolded experiences engaging in disciplinary practices. Lachapelle received her B.S. in

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Keith A. Schimmel, North Carolina A&T State University; Muktha Jost, North Carolina A&T State University; Tyrette Sherlone Carter, North Carolina A&T State University; Shawn Raquel Watlington, North Carolina A&T State University; Terrie Ruth McManus, Ragsdale High School, Guilford County Schools; Solomon Bililign, North Carolina A&T State University; Terry White Worrell, Guilford County Schools; Yuh-Lang Lin, North Carolina A&T State University

Tagged Divisions

K-12 & Pre-College Engineering

, specifically algebra and algebraic reasoning. She has published articles on the Conceptual Context that Promotes Algebraic Reasoning and Questioning and Informational Texts: Scaffolding Students’ Com- prehension of Content Areas, and she has conducted professional development workshops to support the teaching and learning of mathematics. These workshops involve supporting the use of technology and family involvement. She currently trains pre-service and in-service teachers on how to utilize forma- tive assessment and effectively implement teaching strategies to support students’ needs. Her goal is that by training teachers to develop a deeper understanding and motivation for their subject matter, this will increase the

Conference Session

Research on The First Year II

Collection

2010 Annual Conference & Exposition

Authors

Stacy Bamberg, University of Utah; Debra Mascaro, University of Utah; Robert Roemer, University of Utah

Tagged Divisions

First-Year Programs

questions were included within the lecture, with all answers worth +5points, for instance to: a) assess students' understanding of material that had just been presented,b) acquire students' input on design problems (as described above), or c) allow students to "vote"on the most likely outcome of a short problem after working in small groups. Using clickers inthese ways addresses technology-enhanced and skills-based learning styles.Inverting the Lecture Paradigm: The widespread availability of YouTube allows courseinstructors to present highly focused lecture material in a dynamic manner that allows students toeasily replay the lectures to learn the material (for examples, see a development of a problemstatement and an objectives tree: http

Conference Session

Engineering Ethics Paper Session

Collection

2004 Annual Conference

Authors

Glenn Ellis; Susannah Howe; Donna Riley

pitfalls related to their particular projects. Additionally,advanced ethics topics are explored in two upper-level technical electives, examining key issuesof environment and sustainability and considering critically the role of engineering in globaldevelopment.The theme of celebrating multiple perspectives unifies this work. Not only are studentsencouraged to develop the skills of approaching ethical problems from many differentviewpoints and engaging in respectful dialogue with peers who hold different positions, but alsothis difference of perspective is modeled throughout the curriculum as students experience ethicsthrough varying pedagogies, teaching styles, and learning activities. Assessment of student progress includes evaluating student

Conference Session

Entrepreneurship & Engineering Innovation Programs and Courses Session 5

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael (Mick) J. Bates, Waynesburg University; Donald Ken Takehara, Taylor University; Hank D. Voss, Taylor University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Altitude Ballooning for Research & STEM Education – NSF grants of $218,000 and $534,000; NASA (INSGC) Grants of $48,000 • Electron Accelerator – NSF $250,000 grant (Reconfiguration of Marion General Hospital’s medical accelerator into an educational/research tool) • Nano and Picosatellites – Air Force grants of $100,000, $15,000, and $110,000 • Stripper Well Sensors –DOE grants of $116,000 and $30,000 • Space Science Technology – NASA grants of $50,000 (Polar SEPS) and $13,000 (Image) • Sustainable Buildings – Euler Science Complex design, Mobile Energy Lab • Educational Assessment - Critical Thinking, High Altitude Research Platform program, Intercultural Experiences (Study Abroad, Lighthouse, Spring

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen B. Coletti, Northeastern University; Emily Olina Wisniewski; Rachel Lauren Shapiro, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University; Melinda Covert, Northeastern University

Tagged Divisions

Women in Engineering

assessments,including exams, homework, and class participation, enabled correlation among individualtrigger points, grades, and the use of different forms of supplemental instruction. Previously wehad investigated how important convenience factors are to students in their decision to usesupplemental instruction. This year’s study examined this question further to determine whatfactors deter students from using specific resources for supplemental instruction. An overarchingintent of our study was to identify how females and males differ in their use and attitudestowards supplemental instruction.Using this study based on a freshman general chemistry class as a model for student behavior infreshman courses, this paper presents the survey results

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy John Vaillant, University of Massachusetts Lowell; Christopher Hansen, University of Massachusetts, Lowell; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Stephen Johnston, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; David Joe Willis, University of Massachusetts, Lowell

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

setting. Our goal is to assess, via this initialdeployment, whether a particular CNC machine design or material usage concept is preferableover another in a high-use academic environment.In addition to the two off-the-shelf machines, an affordable desktop CNC mill has been designedin-house and is being refined. This design maintains low deployment cost (less than $750 perunit) and is fabricated using a minimum of machinery and tools. A CAD rendering of the UML-designed low-cost CNC machine is shown in Figure 2. Page 24.658.4 Figure 2: (left) A CAD rendering of the UML in-house CNC machine. (right) The first prototype of the UML

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Alison B. Hoxie, University of Minnesota Duluth; Matt Anderson, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

to be repeated in the future19. Passow et al. have also suggested that students whocheat on homework in their first years of college without consequence may develop skills toallow them to continue to cheat, and on higher-risk assessments such as tests, as they progressthrough school15. Finally, cheating can lead to attitudes and/or habits that reduce studentlearning and therefore poses the risk of inadequately prepared practicing engineers14. Apracticing engineer who has insufficient skills and questionable ethics could ultimately put thepublic welfare at risk. Students might also respond to the notion that they are paying for a goodeducation which develops valuable skills and cheating essentially reduces the development ofsuch skills which

Conference Session

Inservice Teacher Engineering Education

Collection

2005 Annual Conference

Authors

Erin Cejka; Chris Rogers

have found that models of the design process are helpful for planningdesign tasks and methods of assessment 44. These models may also prove to be useful methods ofscaffolding teachers during open-ended engineering design challenges in a professionaldevelopment environment, an idea which should be explored through research. Young childrenare natural engineers, possessing an innate curiosity45 without many of the preconceptions held Page 10.772.4by adults. If experience and time have caused adult teachers to gain some negative conceptions “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition

Conference Session

Research On Student Teams

Collection

2005 Annual Conference

Authors

Janet Schmidt; Jeannie Brown Leonard; Linda Schmidt; Paige Smith

theprocess as much as or more than the product.The faculty member teaching the third-year course was confident that rotating the leadership rolepromoted awareness and responsibility among team members. Yet, this broad perspective maynot translate into improved learning. He did not know for sure that students achieved the learninggoals he had for the project.For the senior capstone, the faculty member fully expected students to specialize given theproject’s scope and complexity. He only used the final report from the team to assess the project;he had no way of knowing if students learned about aspects of the project outside their area ofcontribution.After the first year of study, faculty expected students to master engineering content beyond

Conference Session

ERM Potpourri

Collection

2004 Annual Conference

Authors

Susan Etheredge; Glenn Ellis; Thomas Gralinski; Domenico Grasso; Baaba Andam

Copyright À 2004, American Society for Engineering Educationexample, the National Research Council1 reports that “the natural place to begin is in grades K-12, when all students could be guaranteed a basic familiarity with technology and could beencouraged to think critically about technological issues.” By becoming the first state to adopt astatewide framework for K-12 technology/engineering education, Massachusetts is leading ournation in recognizing the need to integrate engineering into K-12 education. Beginning in 2002,the Technology/Engineering Framework2 has become a major mandatory component assessed bythe Massachusetts Comprehensive Assessment System (MCAS) Test. The InternationalTechnology Education Association has also published

Conference Session

Recruitment & Retention of Women I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lois Calian Trautvetter, Northwestern University; Rose M. Marra, University of Missouri, Columbia; Lisa R. Lattuca, Pennsylvania State University, University Park; Katie L. Piacentini, University of Missouri - Columbia; David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Women in Engineering

Professor at the University of Missouri in the School of Information Science and Learning Technologies. She is Director of Research of the NSF-funded Assessing Women and Men in Engineering (AWE) and Assessing Women in Student Environments (AWISE) projects, and a co-principal investigator for the National Girls Collaborative project. Dr. Marra teaches course on assessment, evaluation and the design and implementation of effective online learning experiences.Lisa R. Lattuca, Pennsylvania State University, University ParkKatie L. Piacentini, University of Missouri - ColumbiaMr. David B Knight, Pennsylvania State University, University Park David Knight is a PhD candidate in the Higher Education Program at Pennsylvania State

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

“excellent overall” student report. The SLO criteria: (the student engineer will successfully complete the project and present an optimal design configuration in an engineering report)—such that the report explicitly adheres to all project and document specifications and exemplifies writing that is clear, concise, correct, complete, and convincing.Although the instructor strived to be unbiased, the instructor’s assessment must be viewed asnotable, yet subjective.Third-party Evaluation of Student FeedbackTo collect objective feedback, toward the end of the 10-week academic quarter, after the gradedreports had been returned to students, the instructor gave a follow-up activity calling upon thestudents to reverse evaluate the

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin Sargianis, Museum of Science, Boston; Sharlene Yang, Museum of Science, Boston; Christine M. Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

Guides.Participants are then given time to look through copies of the Teacher Guides in small groups.To help facilitate these small-group discussions, we provide participants with a handout (seeAppendix A) of questions that have participants think about key aspects of planning andimplementing an EiE unit in the classroom, such as materials preparation and management,differentiated instruction, and assessment. If possible, we support participants in linking andintegrating the EiE unit with their science curriculum and/or their state science (and Page 25.503.5engineering/technology, if applicable) learning standards. Finally, we conclude the workshopwith

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amber Leigh McFarland Kendall, Tufts University; Kristen Bethke Wendell Ph.D., University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

activities with LEGOTM. When showntest scores revealing that students in the experimental group gained more on the sciencecontent assessment than comparison students, one teacher cited engagement as a majorfactor. I'm not surprised. I keep my students a lot more engaged with this lesson.Another teacher cited engagement as a source for better classroom behavior. They pay attention more when they come to science when it was LEGOTM time. Page 25.1395.11 They really pay attention and I was surprised because my kids, the minute they notice science time then they're, like, silent. They know.And, of course, the teachers believed that

Collection

2001 Annual Conference

Authors

Penelope Peterson; Frank Fisher

in finding the solution to a problem.Metacognition refers to the learners’ use of various techniques to self-assess and monitor his/herpersonal understanding and performance13, 19, 20. Individuals with high levels of metacognitionfrequently question their own understanding of a situation, seek feedback from relevant sources(including personal reflection and outside critique), and are able to recognize areas were theirknowledge may be incomplete or insufficient. Metacognition can be manifest in many differentsituations, whether as a traditional student learning new information in a classroom setting, as anengineer responsible for learning new information at work, or as a practitioner applying theirknowledge.The category goals and beliefs

Collection

2001 Annual Conference

Authors

Nicholas Cain; Julia McLees; Jason Bara; Gary Wnek; Bradford Crosby; Gary Huvard

past 25 years, they have created ateaching primer for new engineering educators. They have also saved some of us considerabletime; rather than wade through an encyclopedic assembly of books and articles from a quartercentury of educational research in order to start learning from the appropriate data and sources,we can read (and reread) the primer.Rugarcia et al. divide the skills required to address the challenges to be faced by future engineersinto seven categories (FEE I):1. independent, interdependent, and lifetime learning skills2. problem solving, critical thinking, and creative thinking skills3. interpersonal and teamwork skills4. communication skills5. self-assessment skills6. integrative and global thinking skills7. change management