Conference Session

Industrial Engineering Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Heriberto Garcia-Reyes, Tecnologico de Monterrey; Cesia de la Garza Garza

Tagged Divisions

Industrial Engineering

Paper ID #12775A Problem Based Learning Framework to Assess and Develop Soft Skills ina Linear Programming CourseDr. Heriberto Garcia-Reyes, Tecnologico de Monterrey Heriberto Garcia is a Professor in the Industrial and Systems Engineering Department at the Tecnologico de Monterrey, Campus Monterrey. He received his B. Sc. on Mechanical Engineering and M. Sc. on Industrial Engineering degrees from the Tecnologico de Monterrey (Monterrey, Mexico). He is PhD in Industrial and Systems Engineering from Florida International University. Professor Garcia is coauthor of the book ”Simulacion y analisis de sistemas con ProModel

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Imelda Olague-Caballero, New Mexico State University; Delia J. Valles-Rosales, New Mexico State University

Tagged Divisions

Industrial Engineering

, and STEM disciplines in general, in the last decade.In the context of university career services, experiential learning is commonly defined as thestudents’ opportunity to gain practical experience related to their major before they finish theircollege degree and usually includes cooperative education, internships, service learning andvolunter work5. No matter what approach is being used, the pedagogical value of experientiallearning relies on its ability to strengthen technical skills while nurturing soft skills, qualities, andunderstandings to be successful in diverse and multicultural working environments (Andrews &Higson, 2008). In particular, the NMSU Department of Industrial Engineering has been fosteringglobal and cultural

Conference Session

IE Program Design I

Collection

2007 Annual Conference & Exposition

Authors

Leslie Potter, Iowa State University; K. Jo Min, Iowa State University; Frank Peters, Iowa State University

Tagged Divisions

Industrial Engineering

engineering programs have been required to document assessment ofoutcome items a-k as defined by ABET.1 Some of these outcome items can be classified as‘hard’ skills, such as (c) [an ability to design a system, component, or process to meet desiredneeds within realistic constraints such as economic, environmental, social, political, ethical,health and safety, manufacturability, and sustainability]. The evaluation and assessment of‘hard’ skills is generally considered to be significantly easier than that of ‘soft’ skills andabilities, such as (h) [The broad education necessary to understand the impact of engineeringsolutions in a global, economic, environmental, and societal context]. Without good assessmentmethods, determining if improvements have

Conference Session

IED Technical Session: Preparing Programs for the Future

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nabeel Yousef, Daytona State College; Ron Eaglin, Daytona State College

Tagged Divisions

Industrial Engineering

, interviews and surveys were conducted with 88 industryleaders in Florida. The goal of the survey was to identify the set of skills and competenciesacademia should produce to meet industry requirements in the area. The identified skills andcompetencies were used to guide the research team in the development of a new skilledworkforce oriented curriculum.The survey concentrated on two categories or set of skills, the soft skills and the technical skills.Soft skills included: Communications, team work/collaboration, work ethics,innovation/creativity, global competency, financial literacy, and flexibility/adaptability. Whilethe technical skills concentrated on the depth of technical knowledge, critical thinking andjudgment abilities, and system thinking

Conference Session

IED Technical Session: Preparing Programs for the Future

Collection

2018 ASEE Annual Conference & Exposition

Authors

Houshang Darabi, University of Illinois, Chicago; Fazle Shahnawaz Muhibul Karim, University of Illinois, Chicago; Samuel Thomas Harford; Elnaz Douzali, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago

Tagged Divisions

Industrial Engineering

research are available indicating the importance of integrating various skillsfrom the job market into the engineering curriculum. Chikumba, S. et al. discusses the benefit ofintegrating hard technical skills and technologies with the soft skills required by IndustrialEngineers to satisfy the marketplace [3]. The University of Florida produced a study on the“talent paradox” in which students cannot find jobs because they do not possess the skillsrequired by companies and companies cannot find the right employees because of the lack ofskills in applicants [4]. One article outlines a course for engineering students in their lastsemester. This course aims to bridge the skills gap from school to real life situations [5],[6]. TheU.S. Department of

Conference Session

Evaluation and Assessment of IE Programs

Collection

2006 Annual Conference & Exposition

Authors

Shantha Daniel, Iowa State University; Devna Popejoy-Sheriff, Iowa State University; K. Jo Min, Iowa State University; Leslie Potter, Iowa State University

Tagged Divisions

Industrial Engineering

design course, we will show how we demonstrate thatour IE majors attain the ABET outcome items (c) and (h) where (c) is an ability to designa system, component, or process to meet desired needs within realistic constraints such aseconomic, environmental, social, political, ethical, health and safety, manufacturability,and sustainability and (h) is the broad education necessary to understand the impact ofengineering solutions in a global, economic, environmental, and societal context. Theoutcome item (c) represents a “hard” skill while (h) represents a “soft” skill, both ofwhich are essential for a successful practicing engineer.The rest of the paper is organized as follows. In Section 2, we will explain how thecourse is conducted with the

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Bosman, Purdue University at West Lafayette; Nathalie Duval-Couetil, Purdue University at West Lafayette

Tagged Divisions

Industrial Engineering

communication) or what are frequently described as “soft skills”. Industry andpractitioner articles often remind higher education institutions of the need for graduates who excelin team environments and are effective in the exchange of information. It is important for theprofessional skills, including collaboration and communication, to be intentionally integrated intothe learning activities and/or learning assessment. Group projects and project reports/presentationsare relatively easy ways to practice and gain professional skills. 3#3: Curriculum Design for Habit DevelopmentThe learning experience should provide occasions for continued practice, reflection, and feedback,which ultimately drive habit