Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura Savage, Virginia Polytechnic Institute and State University

Tagged Divisions

New Engineering Educators Division (NEE)

analysis was performedafterward for homework, either individually or in groups according to the students’ preference.Related Literature Compared to the hundreds of works available on the use of digital games inundergraduate education, less than 30 can be found studying analog or board games [2]. Ofthose, only a few deal with complex STEM topics, including one examining a game aboutfossilization and another with a game about public health biology. Results in these studies havebeen overall positive, particularly in the development of soft skills such as communication orteamwork. Some studies, such as that of Clark et al., examined the effectiveness of game design, notjust game play, in improving students’ learning outcomes as well as

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joanna Tsenn, Texas A&M University; Jonathan Weaver-Rosen, Texas A&M University; Mohammad Waqar Mohiuddin; Shadi Balawi, Texas A&M University; Carlos R. Corleto, Texas A&M University

Tagged Divisions

Educational Research and Methods Division (ERM)

engineers," Proceedings of the IEEE, vol. 88, no. 8, pp. 1367-1370, 2000.[2] L. Small, K. Shacklock, and T. Marchant, "Employability: a contemporary review for higher education stakeholders," Journal of Vocational Education & Training, vol. 70, no. 1, pp. 148-166, 2018.[3] R. J. Marandi, B. K. Smith, R. F. Burch, and S. C. Vick, "Engineering soft skills vs. engineering entrepreneurial skills," The International Journal of Engineering Education, vol. 35, no. 4, pp. 988-998, 2019.[4] H. Jang, "Identifying 21st century STEM competencies using workplace data," Journal of Science Education and Technology, vol. 25, pp. 284-301, 2016.[5] L. Ballesteros-Sanchez, I. Ortiz-Marcos, and R. Rodriguez-Rivero

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leslie Bartsch Massey, University of Arkansas; Chris Cagle

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

fornumber writing and the handling of significant figures, alongside comprehensive treatment ofunit conversions and dimensional analysis. Additionally, the course teaches practical Excel skills,including techniques such as data sorting, filtering, and basic statistical computation, as well asthe creation of charts and graphs.Furthermore, students are introduced to logical functions for data analysis, and are equipped withthe tools of goal seek and solver for the analysis of linear optimization challenges.Complementary to these technical competencies, the course also addresses a suite of soft skills,including an introduction to artificial intelligence and navigation of library resources withemphasis on academic integrity, plagiarism avoidance

Conference Session

Focus on Capstone Experiences in the Chemical Engineering Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Senra, Lafayette College; Scott Fogler, University of Michigan

Tagged Divisions

Chemical Engineering

Cornell University.H. Scott Fogler, University of Michigan V3ennema Distinguisshed Professor of Chemical Engineering Page 22.1551.1 c American Society for Engineering Education, 2011 Transitioning Students to the Workplace in an Academic SettingAbstract: In their collegiate studies, students are given a wide array of concepts, theories andequations to assist them in their future endeavors. However, students entering the workforce areoften not prepared for the soft skills necessary to succeed in the workplace. Additionally,students have not been sufficiently exposed to practical critical thinking

Conference Session

New Teaching Methods in Construction Eduction

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Walewski, Texas A&M University; Amy Ahim Kim

Tagged Divisions

Construction

Page 22.1532.3perspective, rather than the skills associated with a particular degree program or discipline.For business school graduates, the gap between technical and behavioral skills warranted workbased placement, internships and lifelong learning necessary to acquire soft skills such aslistening, questioning and communication skills.2 Over time, the gaps between degree programsand industry expectation resulted in industry practitioners providing continuous feedback anddeveloping partnerships with academia to shape future professionals.3 Research surveys andfocus groups that emphasized the need for a balance between technical and business knowledgerequired universities to continually reassess the market for current trends and customer

Conference Session

Assessment Methods and Learning Pedagogy II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Mequanint A. Moges, University of Houston; Victor J. Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Morteza Sameei, Houston Community College Northeast

Tagged Divisions

Engineering Technology

grant were students with high levels of accomplishmentsand good communication skills, hence a small increase in these soft skills have been observed asa result of mentoring experience;(iii) Due to the demographics of students at the University Houston’s College of Technology,where most students in CET work at least part-time as shown in Table 1, mentees were better offwith on-target tutoring and mentoring of courses in combination with personalized supportmechanisms; Page 22.1059.6(iv) All students agreed on the interaction with their peers as being valuable experience.Table 1. Summary of Working Hours for Students in Capstone Project Class

Collection

1999 Annual Conference

Authors

Sal Arnaldo

suggestions and examples are offered.Particular attention is given to incorporating these concepts within problem solvingmethodology.I. IntroductionThe average workday of a civil engineer requires the use of “soft skills” (non-technical skills)9.Many students will assume managerial duties early (10 years or less) into their career1. Manysituations in professional life (in the both management and technical aspects) require theapplication of ethical principles.According to the Accreditation Board for Engineering and Technology (ABET), criteria forengineering programs in the United States must introduce students to the ethical, social,economic, and safety issues that arise from the practice of engineering. Newly proposed ABETcriteria for the 21st

Collection

1999 Annual Conference

Authors

John Pongo; Barrie W. Jackson

on the design of their presentationmaterial.Although few of our graduates will find employment as career design individuals, the technicaland “soft” skills that are enhanced by the TEAM experience will give our students an excellentstart as emerging professionals.ACKNOWLEDGEMENTSWe could not even consider such a venture as TEAM without a major commitment of supportfrom our industrial colleagues. Organizations such as DuPont Canada and Fluor Daniel supportus by providing advisors for the student teams. Of major importance is the establishment of aclient base that provides the students with their projects. These clients expect value for themoney and time that they invest in the program, and they must be prepared to work with thestudents as

Collection

1999 Annual Conference

Authors

Alexander N. Cartwright

. 2. To teach students to work in team-oriented environments. 3. To emphasize and improve the students soft-skills (report writing and presentations) for reporting of progress on projects. 4. To teach the specific concepts for the course, i.e., a student should have some technical knowledge of lasers after completing the Introduction to Lasers course. 5. To teach students how to use technology to improve learning.In summary, this learning environment focuses on shifting the burden of the learning effort to thestudent. The student feels that they are part of the process and, therefore, feel some obligation toprepare for the course. This sense of obligation is imposed by both their fellow group membersand by

Collection

1999 Annual Conference

Authors

Gary P. Langenfeld; David Wells

capitalize upon this very basic notion. When properly done, formal education provides the fundamental knowledge critical toengineering, in general, and to a specific engineering discipline. Further, the best formalcurricula will assure that foundational skills for continuous investigation and experimentationare mastered. The challenge in formal education is to achieve the objectives of fundamentalscientific knowledge, plus its application in the workplace, plus broad understanding of theselected engineering discipline, plus in-depth mastery of at least one engineering specialty, pluscross-discipline learning and depth in the ‘soft skills’, plus developed capacity for continuinglearning. A formidable task, to be sure, but the task nonetheless. The

Collection

1998 Annual Conference

Authors

Peter A. Koen; Pankaj Kohli

mannerand the ability to function on multi-function teams. Less important are the breath (item 19 ofTable 2) and depth (item 24 of Table 2) of engineering science. These are important findingswhich should guide the direction of new curriculums which need to emphasize “softer skills.”The challenge is to maintain the engineering skill level while supplementing it with “softerskills.” These results help lead us into the new millennium where graduating engineers will needto have both superior technical skills and broad soft skills. Engineering schools have consistentlyprovided graduates with technical skills, but provided little, if any, training into the “softer

Collection

1998 Annual Conference

Authors

Anthony Brizendine

required? Or maybe, on-the-job experience itselfprovides for a lifetime of learning and development? The National Society of ProfessionalEngineers (NSPE) completed a two-year study of approximately 1000 employers in industry andgovernment in the early 1990’s; this study identified employers’ interests when evaluating apotential employee and sparked considerable discussion. Generally, graduates were assumed topossess technical skills; however, soft skills such as teamwork, leadership, communication andinterpersonal skills, analytical ability, personal initiative, and self-confidence were identified asareas for evaluation in the hiring process. In general, these skills and attributes are desired inaddition to basic competency in mathematics

Conference Session

Sustainability, Diversity, and STEM in Contemporary Energy Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

John M. Robertson, Arizona State University, Polytechnic campus; Slobodan Petrovic, Oregon Institute of Technology

Tagged Divisions

Energy Conversion and Conservation

progress of a new technology to revenue generation.A sound appreciation of the interaction of the technology maturity parameters can assistcareer planning and develop the soft skills students should seek to acquire through their Page 22.15.9degree program. The assessment tool provides an easy-to-use map for technologydevelopment as well as a simple way to quantify what has to be done and how it can bemeasured. It can be applied both to incremental technology and to the most novelconcepts.Bibliography 1. National Hydrogen Energy Roadmap, US Department of Energy, November 2002. 2. Hydrogen and Fuel Cell Technical Advisory Committee annual report

Conference Session

Ethics in different disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig T. Evers P.E., Minnesota State University - Mankato

Tagged Divisions

Engineering Ethics

found anywhere. Additionally, research papers andpresentations explore cultural views on these topics and more detailed personal analyses andapplications of the material.IntroductionIn many engineering and engineering technology programs, there is much emphasis on thedevelopment of technical skills and considerably less on the development of “soft skills”. Softskills usually deal with the interpersonal relationships which are so essential to the long-termcareer success of any graduate. One of these skills is the acceptance of professionalresponsibilities for one’s action. The National Society of Professional Engineers has published aCode of Ethics for Engineers1 which explains in detail what these responsibilities are. The firstand cardinal

Conference Session

Electrical and Computer Engineering Technology Projects and Applications

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chandra R. Sekhar, Purdue University, Calumet ; Omer Farook, Purdue University; Jai P. agrawal, Purdue University Calumet; Essaid Bouktache, Purdue University, Calumet

Tagged Divisions

Engineering Technology

connection isrequired. The GUI Application is designed using Embarcadero’s C++ Builder XE6 , which enables studentsto rapidly build native Windows applications using the C++ language and libraries. This allowsthe students to develop applications faster with pre-built components and drag-and-drop visualdesign.6) Final System Design ProjectsThe course culminates in a Final Projects which are assessed based upon theircomprehensiveness, originality and execution. Students are required to master the soft skills ofcomprehensive report writing on a weekly basis and of technical project report writing andproject oral presentation based upon the Team’s Final Project. Typically there are 3 to 4 separatefinal projects are performed in the semester depending

Conference Session

Professional Graduate Education and Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joy Watson, University of South Carolina; Jed S. Lyons, University of South Carolina

Tagged Divisions

College Industry Partnerships, Graduate Studies

engineering. The list of skillsincluded technical skills, such as solving problems and designing experiments, and transferable Page 22.115.2skills (often referred to as soft skills) such as communication, teamwork and professional ethics.The initial draft of the survey was reviewed by a content review panel, which consisted of amechanical engineering and a chemical engineering faculty member. The modified survey wasnext reviewed by eight professors in mechanical and chemical engineering. The wording of somequestions was clarified and additional questions were added at the request of the departmentfaculty. The final survey was created with Class

Conference Session

Embedded System Design

Collection

2010 Annual Conference & Exposition

Authors

Paul Weber, Lake Superior State University

Tagged Divisions

Electrical and Computer

business majors as part of the teams if possible and/or consult other students/faculty withbackgrounds in environmental and social issues. The effects of such inclusions could then also beanalyzed.6. SummaryHelping students understand broader, non-technical issues, providing opportunities for them todevelop “soft” skills such as researching and presenting information, and facilitating makingconnections between class information and current technology are crucial to student success.This paper has described marketing-based presentations that are designed to do just that. Studentperceptions of the presentations were also summarized in terms of levels of agreement and classconsensus. Based on these results, for the given courses the presentations did

Conference Session

Design Projects in Mechanical Engineering II

Collection

2010 Annual Conference & Exposition

Authors

Brian Vuksanovich, Youngstown State University; Darrell Wallace, Youngstown State University

Tagged Divisions

Mechanical Engineering

-produce the worldduring WWII. Innovation put us on the moon and fueled the computer and internet boom of the1990’s. Studies going back as far as 1959 have identified engineering creativity as a vitalcontributor to industry competitiveness and the national welfare. 1 A preponderance of literaturepublished in the past five years points to a lack of soft skills, including creative innovation, asfactors in declining global competitiveness. 2,3,4,5 At the root of this problem is a deeplyentrenched educational paradigm that does not encourage creative thinkers.This innovation was possible because there were people that not only understood engineeringprinciples; they also knew how to apply them in ways that satisfied a human need. Theseengineers were

Conference Session

Preparing Engineers for the Global Workplace and Successful Graduates for a Flat World: What Does It Take?

Collection

2010 Annual Conference & Exposition

Authors

Lueny Morell, Hewlett-Packard; Martina Trucco, Hewlett-Packard; Rich Friedrich, Hewlett Packard

Tagged Divisions

International

required to develop a comprehensive work plan and training program for each of the research fellows under their guidance. Work plans must address the research goals and expected outcomes of the proposed research, and address how the research fellows will be provided with on-the-job hard and soft skills training to be prepared for the shifting industry mix in science and innovation. Semi-annual progress reports will be required of both the research fellow and the corporate mentors. Mentor reports are to be submitted to ASEE and should include a report on the interactions with the research fellows, address their assessment of the progress of the research plan, list the publications and presentations in process, and address how they

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Steven Chingnam Goh, University of Southern Queensland

Tagged Topics

ASEE International Forum

the professional development stream, the workplace becomes the classroom, and theclassroom becomes the workplace. The former is where work-integrated and informallearning are recognised and captured for articulation; the latter is where the research-basedlearning is part of the company’s innovation or R&D program. These scenarios will be ableto build-on in practice the necessary “soft-skills” but also develop rigour in “intelligence”.Under the personal development stream, there is a case for self-directed but collaborativepeer-driven learning in a philanthropic environment where there is a melting pot of diverseprofiles of participants but also of the recipients of the charitable work. The learning in thesephilanthropic environments will

Conference Session

Teaching Software Engineering Process

Collection

2005 Annual Conference

Authors

Harry Koehnemann; Brian Blake; Gerald Gannod; Kevin Gary

task for thefollowing reasons: • The learning objectives focus more on soft-skills than on “hard”, or technology-specific, skills. It is a difficult task to measure how students have progressed in these areas, though the community clearly recognizes the need to emphasize them more in computing curricula (e.g. Lethbridge[11]) • Though the curricular structures of the three participating programs, as presented in Section2, are similar, they are not the same. Students are participating in the outsourcing experience after having enrolled in non-outsourced versions of prerequisite project courses taught with different syllabi. • Similarly, student academic and skill levels most

Conference Session

Trends in Construction Engineering I

Collection

2005 Annual Conference

Authors

Virendra Varma

daunting task. While thefundamental building blocks of construction engineering are essential for developing thetechnical skills, the soft skills of communications and developing understanding ofopposing and different viewpoints are just as important. The challenges for constructioneducators lie not only in imparting technical skills in students but developing them asprofessionals who would be ethical in practice, and sound in human relations. In theexecution of multi-national projects where multi-cultural teams are involved,understanding of issues such as global economy, global barriers in communication,different languages, cultures, and customs will play a key role in the overall success ofthe engineering projects. Working in teams over the

Conference Session

Innovation for ChE Student Learning

Collection

2005 Annual Conference

Authors

David Silverstein

assigning extra homework, reading, or short termprojects to keep them engaged during the week. Of course, this usually results in thelibrary noting an increase in traffic on the night before those additional assignments aredue.At the same time, some programs are facing the issue of how to document successfulachievement of “soft skill” outcomes in their curriculum, including the ability to functionon multidisciplinary teams, communicate effectively, and to engage in lifelong learning.1Of these three, perhaps the most obvious to address is the communication outcome. Theother two require a little more effort, not only to achieve the outcome but to define whatit means. The lifelong learning criterion seems most often interpreted to mean “givestudents

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Michael Jenkins; John Kramlich

providing and objective viewpoint.Capstone Design: Of the eleven departments/programs, three use capstone design projects toassess how well programmatic goals and learning outcomes are achieved. An advantage of usingcapstone design projects is that these projects represent the synthesis of coursework, thereforedemonstrating an important step in attaining the professional engineering degree. Adisadvantage is that assessing the intangible soft skills of capstone design projects (e.g.,teamwork, communication, etc) can prove problematic and illusive.Aeronautical and Astronautical Engineering reported that design projects illustrate the students

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Linda Leffel; Glenda Scales; Cheryl Peed

line instruction video the phoneTo assess the need for new courses to offer to practicing engineers, company representativeswere asked to name their three preferred course topics for enhancing the engineers’effectiveness. Respondents identified leadership/soft skills, project management softwarecourses and information technology as preferred course topics for enhancing engineers’effectiveness. According to Bowman and Farr, “Employers are calling for [engineering]graduates who are not merely expert in design and analysis, but who possess the leadershipskills to apply their technical expertise and to capitalize on emerging construction andinformation technologies, management models, and

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Keith Gardiner

conclusions all as a corollary to studentlearning. The primary purpose of the course, IE334, is to develop or improve the students’abilities, understanding and appreciation for the “soft skills” of organizational planning andcontrol. It is recognized that “experiential learning,” or “learning by doing,” produces a superiorclassroom experience to uninvolved reading, listening or watching the wielding of chalk (unlessthis is done under the tutelage of the most exceptional, superb and captivating teachers!). Thisclass usually enrolls between 40 and 50 students, mainly IE seniors, but with a scattering ofjuniors and individuals with other engineering majors; there are just occasionally one or twobusiness and graduate students. The class is divided into

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

David Radcliffe

andteleconferences. They also maintain a professional log with regular submissions back to theUSLP team to enable us to maintain track of their progress. Having the site students return tocampus before the end of semester ensures that the whole cohort, not just the students onplacement, draw benefit from the experiences on site. The site students have a portfolioworkshop after returning to consolidate the transferable "soft skills" and professional attributesacquired in the placement.The preparation, support and debrief phases now form the basis of a new course, ProfessionalDevelopment, which the USLP students can enroll in and thus gain academic credit for analyzingand reflecting on the professional aspects of the work in which they engage in on site.On

Collection

2022 CIEC

Authors

Paniz Hazaveh; Aleksandr Sergeyev; Nathir Rawashdeh

13 CH 21 CH 14 CH design, sensors, actuators, system theory, mechatronic materials) 4- General topics (business administration, project management, team and 25 CH 28 CH 33 CH 29 CH 38 CH personal leading, presentation techniques, languages, soft skills) 5- Internship 0 0 0 0 10 CH 6- Bachelor thesis/ enterprise/Senior Design 6 CH 6 CH 6 CH 6 CH 9 CH Total number of CH 122 CH 120 CH 120 CH 120.6 CH 144 CH Proceedings of the 2022 Conference

Collection

2023 ASEE GSW

Authors

Akila Ravichandran; Kiran Katira; Tariq Khraishi

with civic bodies orpublic organizations which is a new soft skill set for the students involved. Nagel et al. (2019)discuss in their paper design courses at James Madison University intended to help the localcommunity through student engagement in projects benefiting the locals. The paper is particularlyfocused on second-year course for the design, development, and delivery of human-poweredvehicles for individuals with disabilities. The course incorporates experiential, problem-basedlearning and active learning pedagogies to teach sophomore engineering students engineeringdesign fundamentals. Lu et al. (2018) presented a paper involving their land-grant university anda created course encompassing three majors (distribution logistics

Collection

2023 ASEE GSW

Authors

Nathan K. Mitchell; Aburi Anil Kumar

underdeveloped and causing problems for women and people ofcolor in the “real” world. A better question might be asked of our students if we should havedeveloped this technology at all?The What Else and Why? GTR challenges students to ask questions related to appropriatecommunication. As applied to engineering education, faculty members might ask students to thinkabout the best way to communicate a finding to different cultural audiences, stakeholders withdiverse backgrounds, or clients with differing abilities. Students need to “slow down” theircommunication to be deliberate with their word choice and phrasing the make the most effectiveimpact.7 It is important to develop and practice these critical “soft skills” in a classroom setting, sothey can