Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

Evan Harpenau; Evelyn Ann Kaelin; Meg Piechocki; Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University-Main Campus, West Lafayette

Tagged Divisions

Continuing Professional Development

years in Manufacturing she decided to pursue her passion of being a leader by completing a M.S. in Technology, Leadership, & In- novation from Purdue University. Thinking outside the box and looking at different perspectives is what sets a leader apart. As leaders are faced with obstacles that become their responsibility to overcome. It’s in these moments that the reaction and allowances made for change and progress are center stage. It is this skill to overcome and push forward as part of a team that drives continuous improvement. Evelyn is passionate about the prospect of intertwining leadership with hard and soft skills to make continuous improvement within herself, her team, her company, and the world around

Conference Session

Krusty's Creations: Robotics and Electronics in Springfield STEAM, Hey Hey!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Justin Jin, TechnoWizards; Parker Olkowski; James Chengda Lu, BASIS Shavano; Vincent Liu, Brandeis High School; Ilias M Bakri; Aditya Rao; Yu-Fang Jin, The University of Texas, San Antonio; Isabel Xu

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

of the US economy and its job sectors. To equip thenext generation of STEM professionals with the skills needed for innovation andto tackle the challenges of globalization, K-12 education plays a key role in layingthe groundwork for STEM education. In addition to the significant efforts madeby the US government, collaborative community initiatives such as internationalrobotics competitions have emerged as valuable platforms for K-12 students toapply STEM and soft skills within the context of robot competitions. Thesecompetitions foster an environment of gracious professionalism, inspiring morestudents to pursue careers in STEM fields while also ensuring a positivelychallenging and enjoyable experience. With kids’ continuous endeavor to

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F Freeman, Northeastern University

Tagged Divisions

First-Year Programs

skills are deemed lacking and also to know student attitudesand perceptions to effectively devise teaching methods that will enhance skills whilesimultaneously shifting attitudes to match situational reality. The results will be drawn from asurvey of freshman having just begun their undergraduate engineering studies at a major urbanUniversity.BackgroundTo both identify the key soft skills perceived to be important and not currently being learned bythe students and to then codify classroom techniques for enhancing these skills, a multistepapproach for this investigation was started.1 A multistep approach is used because each stepdirects the next, and although these are seen as the steps now in our plan, our research may alterthese. The steps are

Collection

2023 Fall Mid Atlantic Conference: Meeting our students where they are and getting them where they need to be

Authors

Samaneh Gholitabar, New York City College of Technology, City University of New York

engineersin engineering and technology programs, development of so-called soft skills is arguably asimportant. Construction engineers routinely and extensively interact with a wide range ofstakeholders ranging from owners to design engineers and construction laborers. Soft skills suchas an ability to work collaboratively, clear and effective oral and written communication skills, anability to integrate and implement feedback to improve project outcomes are only some of the softskills that are central to success in this field. Possessing such skills greatly affects employability,productivity, and retention as well [3,4,5].One of the impediments to training construction engineers for the challenges of the 21st century isthe limitations resulting from

Conference Session

Ocean and Marine Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Byul Hur, Texas A&M University; Dylan Goins, Texas A&M University; Jennifer Allen, Texas A&M University; Brian Proksch, Texas A&M University; Cody Wood, Texas A&M University; Mohammed Alvi, Texas A&M University; Ana Elisa Goulart, Texas A&M University

-capstone survey was performed via an on-lineanonymous survey in May 2022. The questions in the on-line survey are shown as follows: © American Society for Engineering Education, 2022 2022 ASEE Annual Conference & Exposition1. Did this capstone project enhance your learning about relevant technical skills? Strongly agree Agree Neutral Disagree Strongly disagree N/A 5 4 3 2 1 02. Briefly state technical skills and/or tools learned through this capstone project?3. Did this Capstone project enhance your learning about soft skills in engineering? Strongly agree Agree

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dalton Bishop, Indiana University-Purdue University Indianapolis; Connie Justice, Indiana University Purdue University, Indianapolis; Eugenia Fernandez, Indiana University Purdue University Indianapolis

Tagged Divisions

Cooperative & Experiential Education

apply Living Lab skills/experience? • How often do you apply technical skills from the Living Lab? • How often do you apply soft skills from the Living Lab (communication, professionalism, teamwork, etc.)?Each question was based on a 5-point Likert scale with the choices of Never (1) to Always (5).Table 2 presents responses to these questions: Table 2. Application of Living Lab skills on the job Application of… Never Rarely Sometimes Often Always LL Skills/Experience 0 1 2 5 3 Technical Skills 0 3 1 3 4 Soft Skills 0 1 4

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University - Florida State University

Tagged Divisions

College Industry Partnerships

technician program graduates, these skills are not oftenincluded in educational mandates; for example, soft skills are not mentioned in Florida’s AMcurriculum frameworks for two-year programs [12], thus indicating a misalignment betweenwhat employers want and what AM curricula include.Concerns over employees’ lack of soft skills have been documented in manufacturingenvironments for decades, and these concerns still exist today. For example, a study conducted in1998 with 54 personnel human directors and 16 managers in Texas Manufacturing firmsforecasted that the State of Texas would see a 34% decrease in the hiring of high schoolgraduates in manufacturing firms because they lacked personal development and groupinteraction skills [13]. In 2007, a

Collection

2025 ASEE -GSW Annual Conference

Authors

Surupa Shaw, Texas A&M University; Randy Brooks, Texas A&M University

decision-making. This paperexamines how integrating the development of these professional skills into core engineeringsubjects—such as Thermodynamics, Fluid Mechanics, and Electrical Circuits—can foster a morecomprehensive and holistic student education. Through the use of problem-based learning andreferencing real-world applications, the approach aims to enhance both technical knowledge andessential soft skills. The paper also explores alternative assessment methods that extend beyondtraditional exams to evaluate competencies crucial for professional success. By aligningengineering curricula with industry expectations, and supporting faculty development in this area,the study offers a framework for curriculum design that strengthens both

Conference Session

Multidisciplinary Design I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amanda C. Rutherford, Montana State University; Brad Thomas Stanton, Montana State University; Staci Turoski; Elizabeth B Varnes, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

in their own section(s) anddivide the classes up into student groups of 4-5 students. Our instructional team consistscompletely of teaching professionals (non-tenure track faculty) with a variety of backgroundsand industry experience. In order to make mentoring 10 to 20 teams tractable, all students teamscomplete the same design challenge. Creating a “good” design challenge is crucial, as the coursedoes more than simply teach the design process (see Figure 1). Teaming and leadership skills,project management, ethics, and technical communication are important outcomes for the course.All of these “Soft-skill” areas are made more palatable to our students if our design challenge isengaging and fun.With eleven different engineering disciplines

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen M. Short, University of the District of Columbia- CC, Workforce Development and Lifelong Learning ; Annie R. Pearce, Virginia Tech; Christine Marie Fiori P.E., Virginia Tech; Tanyel Bulbul, Virginia Tech; Andrew McCoy, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

value industry places on the studentinternship experience as well as to determine the level of participation they desire within thatrelationship.Introduction and BackgroundThe construction industry has experienced great change over the past twenty years with manyinnovations in building materials, computer technology, project delivery and peoplemanagement1, 2. Additionally, the state of the economy has created a more competitiveemployment environment in the construction industry. These conditions have made it importantto maximize the amount of knowledge provided to students as well as enhancing additional skillsthat will help them gain a competitive advantage in the job market. The focus on relationshipbuilding and other soft skills, such as

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kay Cutler, South Dakota State University; Craig Silvernagel, South Dakota State University; Todd Letcher, South Dakota State University

for Engineering Education, 2022 Powered by www.slayte.comWork-in-Progress: The Transformative Cauldron, Development of the Optimal Space-in-BetweenAbstractWhat are the elements of an optimal space in-between for cross-disciplinary designteams? Specifically, how does the development of high-quality soft skills, such as openness toperspective-taking, openness to failure, healthy problem-solving approaches, a growth mindset, astrong sense of agency, healthy curiosity/creativity, and an openness to a culture of inquiry bybuilding shared meaning impact the design experience of cross-disciplinary teams’ work?Deleuze and Guatarri [1] identify the ‘space in-between’ as a place where teammates negotiateshared

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Dan Burleson, University of Houston; Janice Quiroz Perez, University of Houston

resume preparation skills. This is importantbecause career development has been found to affect student retention and achievement,particularly for underrepresented and underserved student populations in engineering [1], [2].However, previous work related to skills and networking associated with professionaldevelopment in the engineering workforce has been limited. It is seen referenced as career, soft-skill, and employability development in literature but tends to focus on discipline-specific ornear-graduating students focusing on co-curricular engagement [3].Part of the skills developed includes engagement with student groups that support networking,industry engagement, and peer-to-peer mentorship. This engagement is critical to

Collection

1997 Annual Conference

Authors

Ronald H. Rockland

industrial cost analysis course as one of the usefulcourses in the non-technical area, even though it is listed in the curriculum as a technical course.Of those respondents, 80% were in either the research or repair field as their first job position. In analyzing non-technical courses that were least useful in the graduate’s first position aftergraduation, forty percent of the respondents did not list course. Of the remaining students, one-third chose history. CURRENT POSITION COURSES/SKILLS Students were also surveyed as to what courses or skills would help them in their currentposition (see Table 2 for details on their current position). Almost 25% surveyed were interestedin “soft skill” courses. These courses

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Fatin Aliah Phang, Faculty of Education, Universiti Teknologi Malaysia; Aziatul Niza Sadikin, Universiti Teknologi Malaysia; Syed Ahmad Helmi, Universiti Teknologi Malaysia; Mohd Johari Kamaruddin, Centre of Lipids Engineering & Applied Research (CLEAR), Faculty of Chemical Engineering, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia.

Tagged Divisions

Educational Research and Methods

future career. In learning engineering knowledge, they also gainsome important soft skills such as communication skills, teamworking skills, problem solvingskills, leadership and so on6. However, in Malaysia, the internship experiences are onlyintroduced to engineering students after the second semester of their third year, right beforetheir senior year. The question is, how can first year engineering students also gain theengineering workplace knowledge, soft skills and motivation to be persistent in pursuingengineering study and eventually engineering career?There are many research on engineering students’ motivation and persistence in pursuingengineering study and career. Concannon & Barrow7 reported that engineering students’persistence

Conference Session

Information Literacy: Preparing Students for the Real World

Collection

2011 ASEE Annual Conference & Exposition

Authors

John B. Napp, University of Toledo

Tagged Divisions

Engineering Libraries

fordeveloping problem-based assignments.4 Hsieh and Knight describe a study in which theycompared lecture-based learning with problem-based learning (PBL).5 They conclude that “PBLcan be an effective pedagogical approach for information literacy instruction to engineeringstudents.” In terms of ABET, the authors state that such an assignment would “…fulfill ABET‟srequired „soft skills‟ requirement for all engineering programs…”6ABET and Problem-Based Learning ABET Criteria 3 calls for graduates to have an ability “… to function on…teams … tocommunicate effectively… to engage in life-long learning… to use the techniques, skills, andmodern scientific and technical tools necessary for professional practice.”7 Engineering librariansand some teaching

Collection

2021 Fall ASEE Middle Atlantic Section Meeting

Authors

Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus

]. Traditional classroom teaching is often based on lecturing and examinations; therefore, theymight lack going beyond teaching students technical and discipline-specific skills.On the other hand, student competitions go beyond and offer students soft skills, which are thekey to successful experiential learning [6]. In engineering education, senior capstone projectshave become typical venues for teaching soft skills as well; however, these are often still limitedwith class-time and curriculum expectations [7]. Capstone projects, by nature, are towards theend of students’ educational careers, and therefore, students may not have time to practice thesoft skills they just have exposure. Earlier research shows that students’ ability to understandethical

Conference Session

Methods & Techniques in Graduate Education

Collection

2008 Annual Conference & Exposition

Authors

Joy Colwell, Purdue University Calumet

Tagged Divisions

Graduate Studies

technicalexpertise. The need to develop these skills can be met through courses in those areas, or throughincluding learning activities designed to develop these skills within other courses.From a review of these objectives, the soft or conceptual skills will play a vital role, since thedegree is intended to prepare the graduates for leadership and/or academic roles in the field. Outof the five program outcomes, there are several undisputed soft skill outcomes (communication,teamwork, and constructive professional and interpersonal skills).Statistics for outlook and need for degreeAs mentioned above, another source of information about curriculum needs (gap analysis) is theemployment outlook for the degree graduates. The Bureau of Labor Statistics maintains

Conference Session

The Value of Interpersonal Skills Training in Engineering Education: An Interactive Panel Discussion with the Tau Beta Pi Engineering Futures Program

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Liberal Education/Engineering & Society

process. On the advice of the LEES program chairperson for 2016, I amre-submitting the abstract (below) along with this explanatory note. The Value of Interpersonal Skills Training in Engineering Education: An Interactive Panel Discussion with the Tau Beta Pi Engineering Futures ProgramFor more than two decades, the Engineering Futures Program of Tau Beta Pi (the EngineeringHonor Society) has provided engineering students with training in the “soft skills” necessary forsuccess in the workplace. Engineering Futures (EF) seminars cover interpersonalcommunications skills; team building and management techniques; creative problem solving;and effective presentation skills. The EF program won the 2007 Excellence in EngineeringEducation

Conference Session

Mechanical Engineering Division (MECH) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Prashanta Dutta, Washington State University; Soobin Seo, Washington State University; Tahira M Probst, Washington State University; Joseph M Hewa, Washington State University

Tagged Divisions

Mechanical Engineering Division (MECH)

in soft skills such as interdisciplinary understanding,communication, and collaboration skills throughout participating in the interdisciplinary NRTprogram.1. IntroductionIn the rapidly evolving landscape of technology and innovation, the conventional boundaries thatonce confined individual fields of study are becoming increasingly blurred. Moreover, acceleratedby the COVID-19 pandemic, the world of work is undergoing momentous change. Nearly half ofall occupations (including those in production, transportation, extraction, agriculture, andmaintenance/repair) are at risk of being automated within the next two decades [1]. At the sametime, labor shortages within the U.S. have plagued post-pandemic recovery efforts and areparticularly dire for

Conference Session

Track 2 - Curriculum and Laboratory Development

Collection

2012 ASEE International Forum

Authors

Zainura Zainon Noor, Universiti Teknologi Malaysia

Tagged Topics

Track 2 - Curriculum and Laboratory Development

until 8th of July. 21 UTM students will be travelled toDTU to take part in the 3 weeks course. Realizing the significance of this course to UTM specificallyand country in general, this year, Ministry of Higher Education, has allocated a special budget tosponsor the students’ trip to DTU.In a nutshell, UTM-DTU International Summer Course 2011 can be proclaimed to be very successfulsince it has not only exposed the students to an innovative learning approach, but it has alsoenabled them to experience and venture into different working cultures. The Individual feedbackreceived from numerous participants after the program indicates that the program was veryinteresting and beneficial in many aspects including harnessing the students’ soft skills

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Krystal S. Corbett, Cyber Innovation Center; Joshua M Coriell, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

learning STEM fundamental topics, students also apply English language arts concepts and soft skills to each module. This approach allows students to improve their problem-solving and critical thinking skills while they develop invaluable competencies in leadership, team building, creativity, and communication. Target Grade LevelsKrystal Corbett, Ph.D. Explore - 6th grade, Discover - 7th grade, Apply - 8th gradeDirector of Curricula Course Implementationkrystal.corbett

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Atheer Almasri, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Carter Hulcher, West Virginia University; Todd R Hamrick, West Virginia University; Xinyu Zhang, Purdue University at West Lafayette (COE); Lizzie Santiago, West Virginia University

-technical skills aretaught in first year courses and are further reinforced in upper-level engineering courses. Examplesof soft skills taught in first-year engineering courses include oral communication, presentationskills, teamwork, and project management.Soft skills are interpersonal skills that support the relationship with other people and complementthe technical skills and are essential skills to achieve organizational development andeffectiveness. Soft skills can be divided into two categories, functional and adaptive skills[1].Functional skills are related to tasks and how to solve new problems, and adaptive skills are relatedto the way in which the engineer conduct themselves and interact with their peers and theenvironment[1]. Examples of

Conference Session

Curricular Issues in Computing

Collection

2017 ASEE Annual Conference & Exposition

Authors

Secil Caskurlu, Purdue University; Iryna Ashby, Purdue University; Marisa Exter, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology

them for the workforce in a more holistic way than simply conveying technical facts. Indeed, soft skills (such as teamwork, verbal and written communication, time management, problem solving, and flexibility) and personal attributes (such as risk tolerance, collegiality, patience, work ethic, identification of opportunity, sense of social responsibility, and appreciation for diversity) play a critical role in the workplace. Successfully applying technical knowledge in practice often requires an ability to tolerate ambiguity and to negotiate and work well with others from different backgrounds and disciplines. These overarching considerations are important for promoting successful professional

Conference Session

Engineering Technology Division (ETD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

He Shen, Northwestern Polytechnical University; Aren Petrossian; Joseph Anthony Vizcarra; Eva Schiorring, StemEval; Mark Tufenkjian, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

. Many of these students may not have opportunities forpractical engineering training without this course. In a survey conducted at the end of the course, studentsreported improvement in all of the following three areas: (1) knowledge and skills in and out of theirmajors, (2) self-efficacy in solving complex problems in diverse team settings, and (3) soft skills such asleadership, collaboration, and public speaking. Many students indicated the course offered very valuablereal-world experience during their engineering education. Students also commented that this courseexperience is challenging but inspiring and motivating for them to pursue engineering careers. Theirresponses to open-ended questions revealed a high level of engagement and

Collection

2022 ASEE Midwest Section Conference

Authors

Markeya S. Peteranetz; Tareq A. Daher; David Jones; Lance C. Perez; Daniel G. Linzell

tandem with curricular programming to develop its undergraduate students insix core non-technical competencies. These six Complete Engineer® competencies are vitalskills engineers need in today’s dynamic workforce and were identified through a combination ofindustry input and an extensive review of engineering education literature. The result of thisblend of critical technical skills and essential non-technical skills is that our students arepositioned to graduate as well-rounded, successful members of their professions. © American Society for Engineering Education, 2022 2022 ASEE Midwest Section ConferenceLiterature ReviewThe concept of developing students’ “soft skills” in higher education

Conference Session

Chemical Engineering Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Declan Thomas Mahaffey-Dowd, University of California, Berkeley; Shannon Ciston, Lawrence Berkeley National Laboratory; Negar Beheshti Pour, University of California, Berkeley

Tagged Divisions

Chemical Engineering

CarAbstract Teamwork is widely recognized as an important soft skill for engineers in theprofessional workplace. ABET includes teamwork skill development in their accreditationcriteria, and recent alumni report that teamwork is among the most important skills in theirprofessional lives. However, the typical undergraduate classroom consists of a lecture format,which does not help foster teamwork skill development. An alternate space in which teamworkskills can be fostered is in undergraduate technical clubs, such as those that compete in theAIChE annual ChemE Car regional competitions.  The present work-in-progress research studyattempts to provide a framework to continuously improve the development of teamwork as aprofessional skill in a

Conference Session

Working at the Intersection of Industry and Academia

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., The Citadel; David S. Greenburg, The Citadel

Tagged Divisions

Continuing Professional Development

demand by both students and industry [1].To address the increasing industry demand for workers to have advanced education and theaccompanying increase in undergraduate engineering enrollment, The Citadel developed newMS graduate degrees in three programs to meet demands.By employing a multi-disciplinary approach existing non-technical graduate degree courses,focusing on management and leadership, that can be taken to fulfill electives better preparegraduate students to meet employer and industry requirements. As a result, MS engineeringprograms have seen increased enrollments and partnerships with other departments and industryconnections. Various elective tracts provide the opportunity for students to earn graduatecertificates in soft skills in

Conference Session

New Teaching Methods in Construction Eduction

Collection

2011 ASEE Annual Conference & Exposition

Authors

Casey Cline, Boise State University

Tagged Divisions

Construction

in daily operations. No matter the discipline,scope, nor delivery method, to effectively manage construction projects, the project managermust have a definable set of key competencies that facilitate his/her ability to effectively leadadministrative personnel, supervisors, foremen, skilled and non-skilled labor, subcontractors,and suppliers by applying learned skills, knowledge, values, ethics, and characteristics1. Akey competency is the knowledge, trait, skill, motive, attitude, value or other personalcharacteristic essential in performing a job2. A key competency can be a hard skill, where atechnical ability or proficiency is needed, or soft skills that focus on the interpersonalrelationships and workplace productivity3.In a study

Conference Session

NSF Grantees Poster Session

Collection

2002 Annual Conference

Authors

Ralph Budwig; Beyerlein Steve; Matthew Cunnington; Levi Westra; Donald Elger

, so students could solve open-ended problems4.This work combines the characteristics of reinforcing basic concepts so students can solve open-ended problems, motivating student learning with real-world problems, applying math modeling,and teaching engineering soft skills. The main contribution of this work is the focus on creatingan environment for meaningful learning with a focus on the technical aspects of wind tunnelexperimentation. This paper describes and documents the wind tunnel facility, and describeshow the facility was designed to enhance meaningful learning.Objectives for the Wind Tunnel FacilityThe wind tunnel project team determined four goals for the University of Idaho's new windtunnel facility. The first objective was creation

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Mosier, Oklahoma State University; Heather N. Yates, Oklahoma State University; Laura Kay Emerson, Oklahoma State University; Carisa H. Ramming, Oklahoma State University

Tagged Divisions

First-Year Programs Division (FYP)

these tools into engineering and introduction to engineering courses for team-building and software skills development [9, 10].Games are an option to create active learning and self-efficacy [11]. To create studentengagement in soft skills, a variety of games have been created including “The Two DollarGame” [12], “Marshmallow Dodgeball” [13], “How would you solve it?” and Team JengaGame” [2]. These types of educational games, are also called “Serious Games” (SG) [11]. Theauthors have used soft skill games in the first year engineering orientation course for a variety ofreasons. Using a game like “Marshmallow Dodgeball” provides students with a differentapplication of engineering skills, creates peer-to-peer interaction, and burns off excess