Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; James Collofello, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Brent James Sebold, Arizona State University; Sarah Hoyt, Arizona State University

Tagged Divisions

Faculty Development Constituent Committee

, the instructors, and the client involved in theinnovation [9]. Additionally, rather than focusing solely on the technical content that isprevalent in many other required engineering courses, capstone faculty reported the followingtop six content areas: Written communication (87%), Oral Communication (83%), EngineeringEthics (76%), Project Planning and Scheduling (72%), Decision-Making (68%), andTeambuilding (66%) [8].Entrepreneurial Mindset in EngineeringThe unique structure, design, and topics addressed in capstone courses provide ampleopportunities for embedding innovative instructional best practices as well as complementaryskill sets such as sustainability, soft skills, and the entrepreneurial mindset (EM). It has becomeincreasingly

Conference Session

Engaging Community through STEM partnerships

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. Additionally, project-based courses require a lot of time andresources that typical lecture-based courses might not. For example, at every class meeting eachteam gives an informal project status to the professor. At these meetings, the professor helpsguide design, gives feedback, and provides resources for project materials for projects toprogress. Furthermore, project management and other “soft skills” (also often known as“interpersonal” or “people skills”, “EQ” (Emotional Intelligence), or “communication skills”) aretaught as part of the course. Frequently students have no experience in these areas and thus theirintroduction takes time to implement meaningfully as part of student projects. Furthermore, eachcommunity partner is unique and has

Conference Session

International Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Guoyang Zhang; Jiabin Zhu, Shanghai Jiao Tong University; Yang Da Wei

Tagged Topics

Diversity

Tagged Divisions

International

self-reported learning design knowledge, fundamentalengineering knowledge, Chinese cultural knowledge; In the skills domain, learningoutcomes included both hard skills (e.g. design skills, programming skills, hands-onskills and using software skills) and soft skills (e.g. time-management skills,navigations skills, people skills, and timework skills); In the attitude domain, studentsself-reported to be more hard-working, open-minded, and confident, less judgmentaland yet more respectful towards different cultures and ideas. Meanwhile, as we increasethe diversity of subject population in terms of their home countries, their engineeringdisciplines, and their degree levels, we will maintain an open mind as to new learningcomes.Our findings support

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gang Zheng, University of Michigan-Shanghai Jiao Tong University Joint Institute; Horst Hohberger, University of Michigan - Shanghai Jiao Tong University Joint Institute; Chengbin Ma, University of Michigan–Shanghai Jiao Tong University Joint Institute; Pradeep Ray, University of Michigan Joint Institute, Shanghai Jiao Tong University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

ethics, and “soft” skills such asleadership, communication skills, social awareness, etc. Figure 1 illustrates the kind of engineerswe want our graduates to be through the interdisciplinary curricula we designed for them. Figure 1. Goal of our interdisciplinary curriculaMultidisciplinary Design ProjectsThe freshman students matriculated into the JI do not declare a major until the sophomore year.In the first year, all students take an Introduction to Engineering course where they work inteams on self-proposed engineering design projects. In this course, they go through the entireengineering process from an initial idea to the design to manufacturing and finally to a workingprototype. They learn about the skills and

Conference Session

Liberal Education/Engineering & Society Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Caitlin Donahue Wylie, University of Virginia; Ian Linville, University of Virginia; Angielyn Campo, University of Virginia; Suk Jun Kim, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

graduate students learna great deal from these partnerships, though they tend to learn different things. This findingsuggests that partnering novice and advanced researchers can help fill gaps in both partners’technical and professional knowledge and skills about research.Research skills, such as collaborating with others and identifying and producing “good”evidence, are crucial for future engineers and are difficult to learn. These skills overlap withother categories such as professional skills, technical skills, and "soft" skills. They are necessaryfor conducting research, although they are rarely explicitly defined. Scholars in Science andTechnology Studies (STS) have gained important insights into how experts, such as engineersand scientists

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lesley M. Berhan, University of Toledo; Aaron Lee Adams, Alabama A&M University; Willie Lewis McKether; Revathy Kumar, University of Toledo

Tagged Topics

Diversity, NSF Grantees Poster Session

they have going now is actually pretty good. I can't see it being any better. Interviewer: Again thinking about your experience in the workforce, is there anything that you feel your education could have given you more of to prepare you? Male Speaker: Yeah. I guess how to deal with people in the work place. Like, aside from doing your job, you also have to deal with people. I feel like there should have been more soft skills maybe that you educate people on. There's some stuff you don't really find in a book. I would say that.The preliminary social network analysis results provide some interesting data on the networksof

Conference Session

Design in Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ferris Pfeiffer, University of Missouri; Johannes Strobel, University of Missouri; Suzanne Burgoyne, University of Missouri

Tagged Divisions

Design in Engineering Education

thinking in engineering undergraduates," 8, pp. 1495-1522, 2017.[9] A. Valentine, I. Belski, and M. Hamilton, "Engaging engineering students in creative problem solving tasks: How does it influence future performance?," in 44th SEFI Conference: Engineering Education on Top of the World: Industry University Cooperation, 2016, pp. 1-9: European Society for Engineering Education.[10] H. R. Associates, "Falling Short? College Learning and Career Success," (in English), NACTA Journal, vol. 60, no. 1a, pp. 1-6, 2016.[11] A. Blom and H. Saeki, "Employability and skill sets of newly graduated engineers in India: a study," IUP Journal of Soft Skills, vol. 6, no. 4, p. 7, 2012.[12] P. Tulsi and M. Poonia, "Expectations

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lilian Maria de Souza Almeida, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education; Idalis Villanueva Alarcón, Utah State University

Tagged Divisions

Educational Research and Methods

. In a systematic review including 52 studies (27 quantitative and 25qualitative) addressing what competencies engineers need and which are the most important,Passow and Passow (2017) indicated that communication is among the 16 generic competenciesthat are essential to engineering practice, and that engineers spend more than half of their workday (55% - 60%) communicating. Nathans-Kelly and Evans (2017) added that not only iscommunication essential, but it can no longer be seen as a distinct element of the engineeringpractice as proposed by the misleading dichotomies hard skills versus soft skills, or technicalskills versus professional skills.The Accreditation Board for Engineering and Technology (ABET) introduced in 2000 and haskept

Conference Session

ECE Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Branimir Pejcinovic, Portland State University; Phillip Wong, Portland State University; Robert Bass, Portland State University

Tagged Divisions

Electrical and Computer

March 2015, pp. 249–54. [10] Valentin, J. Carvalho, R. Barreto, “Rapid Improvement of Students’ Soft-skills Based on an Agile-process Approach,” in 2015 IEEE Frontiers in Education Conference (FIE), 2015, DOI: 10.1109/FIE.2015.7344408. [11] R. de Souza, S. Zorzo, D. da Silva, “Evaluating capstone project through flexible and collaborative use of Scrum framework,” in 2015 IEEE Frontiers in Education Conference (FIE), 2015, DOI: 10.1109/FIE.2015.7344249. [12] L. Collingbourne, W. Seah, “Teaching Project Management using a Real-World Group Project,” in 2015 IEEE Frontiers in Education Conference (FIE), 2015, DOI: 10.1109/FIE.2015.7344301. [13] Rover, C. Ullerich, R. Scheel, J. Wegter, and C. Whipple

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Christina Marie Sias, Utah State University; Anne Seifert, Idaho National Laboratory

Tagged Divisions

Pre-College Engineering Education Division

. Applying content knowledge to the solution of authentic problems presents students with a scenario that is more similar to what they will encounter in college and career than prescribed inquiry (such as book work). Core STEM Core STEM practices are Knowledge of STEM is more than learning content, it Practices24, 25, 26 the activities and processes involves understanding of the practices and activities of that align with the authentic associated with the formal process of exploration and work and soft skill sets

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Miller, Ohio State University; Laura Hirshfield, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

. Zhang, Aimao. "Peer Assessment of Soft Skills and Hard Skills." Journal of Information Technology Education: Research 11 (2012): 155-68.

Conference Session

Focus on the Classroom: Innovative Pedagogies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady; Rebecca S Hartley, Clemson University Center for Workforce Development; Kapil Chalil Madathil, Clemson University; Hope Epps Rivers, South Carolina Technical College System; Elaine L. Craft, Florence-Darlington Technical College; Stephanie Denise Frazier, South Carolina Technical College System

Tagged Divisions

Two Year College Division

-equipped to prepare students for highly technical careers. Educators suggested that schools move away from standardized learning, and focus more on employability skills such as critical thinking, soft skills, professionalism, and technological skills to better prepare students for the workforce. • Participants agreed that educators need additional STEM training and education in order to properly implement STEM education in their classrooms. Suggestions for professional development included “Educators in Industry” programs to provide teachers with technical job experience, best practices tours of

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katelyn Elizabeth Gunderson, Rochester Institute of Technology; Margaret B. Bailey P.E., Rochester Institute of Technology ; Joseph A. Raelin, Northeastern University; Jamie Ladge; Robert Garrick, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

hired engineers interviewed strongly believed that theircooperative education (co-op) experience had helped prepare them for full-time employment.Additionally, all strongly conceded that these experiences specifically helped ease the transitionfrom student to professional. Although three out of five agreed that their college coursesprovided them with technical skills they could use in the engineering field, only two felt asthough they had adequately developed the soft skills in college that they needed for full-timeemployment. Notably, all mentioned that their co-ops provided opportunities to meet and workwith active role model(s) which aided in the development of self-confidence.All five of the engineering students graduating within the next

Conference Session

Curriculum Development in Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eva Andrijcic, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

. “Adaptive Thinking & Leadership Simulation Game Training for Special Forces Officers.” I/ITSEC 2005 Proceedings, Interservice/ Industry Training, Simulation and Education Conference Proceedings, November 28-December 1, 2005 Orlando, Florida, USA. 3. Aebersold, M. and D. Tschannen. “Simulation in Nursing Practice: The Impact on Patient Care.” The Online Journal of Issues in Nursing, Vol. 18, No. 2, 2013. 4. Shaw, Carolyn M. "Designing and Using Simulations and Role-Play Exercises." The International Studies Compendium. Ed: Robert A. Denemark. Wiley – Blackwell, 2010. 5. S. Kumar, and J. K. Hsiao. Engineers Learn “Soft Skills the Hard Way: Planting a Seed of Leadership in Engineering Classes.” Leadership

Conference Session

Best of DEED

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University; Erin Susan Araj, Santa Clara University

Tagged Divisions

Design in Engineering Education

 changes shown in IRB survey results to any one course characteristic. One exception might be for question 9, where the positive change was likely due to inclusion of Maker Lab training as part of the course. In general, we believe many of these gains were related to the more structured design communication expectations from the eFolio templates. Additionally, the course learning objectives have been more focused on project management, teamwork, and communication, with particular emphasis towards partner communication with regard to design expectations. The application of these ‘soft’ skills in relation to their discipline skills has been well received.  Conclusions When looking at student project progress using an engineer’s notebook, there seems

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Cindy M Walker, University of Wisconsin - Milwaukee; Luciana Cancado, University of Wisconsin-Milwaukee; Dian Mitrayani , University of Wisconsin-Milwaukee

Tagged Topics

NSF Grantees Poster Session

getting a job in industry upon graduation. As such, mostof the faculty interviewed wanted to tailor the URE to best help the students in getting a job inindustry.5) Faculty wanted the students to obtain applied engineering skills in their URE.6) The faculty interviewed saw both soft skill development (confidence, responsibility,leadership) and applied engineering skill development by the students that they have overseen inUREs.From the survey results and the interviews of the faculty, it can be seen that the preliminarydefinition of a successful URE developed from the student survey is generally in agreement withwhat faculty also perceive. One item that may be missing from the preliminary definition isdevelopment of self-sufficiency by the

Conference Session

Materials Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Isaac L. Howard P.E., Mississippi State University; Braden T. Smith, Mississippi State University

Tagged Divisions

Materials

by Benderly3 discussed career paths of engineers andprovided information on a workshop titled Pathways for Engineering Talent. According toBenderly3, participants repeatedly stated that engineering education too often fails to provide allneeded skills to prosper in the workforce (especially the so-called professional or soft skills suchas communication and collaboration).2.0 Materials Laboratory LayoutThe layout of MSU’s CE 3311 laboratory has several parallels to that described by Hall4. Theprimary educational outcome for materials students is to produce a bachelor’s graduate that iswell grounded in fundamental concepts, and the CE 3311 laboratory is a key component of thatoutcome. The laboratory is modeled more after a professional

Conference Session

Computers in Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Neelam Soundarajan, Ohio State University; Swaroop Joshi, Ohio State University; Rajiv Ramnath, Ohio State University

Tagged Divisions

Computers in Education

byfreeing up class time to spend on activities that contribute to their soft skills such as teamwork,but also improve the extent to which individual students attain the course outcomes related to thetechnical contents of the course. But in order to reach this potential, it is important to go beyond Page 24.1395.11what has been done so far in most FC classrooms. In particular, it is necessary to engage smallgroups of students in deep discussions about the technical material; and to organize these groupson the basis of well understood theoretical principles. Our approach, and the CONSIDER systemare designed to do that. We plan to use our approach

Conference Session

Evaluation: Diversity in K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Hee Kim, Iridescent ; Tara Chklovski, Iridescent

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

  partnering  with  engineering  corporations  and engineering  professional  societies,  training  professional  engineers  to  develop  Open  Ended Engineering  Design  Challenges  and  teach  Family  Science,  adopting  the  EasT  and  Family Science  model  to  a  professional  instead  of  collegiate  setting.  This  will  enable  engineering corporations  and  their  engineers  to  broaden  reach  in  their  immediate communities. Through this early  work,  Iridescent is also conducting a research study on the impacts of training and outreach on  employee  engagement,  job  satisfaction,  and  development  of  soft  skills  (including  public speaking,  communication  to  laymen,  and  team  management).  We  understand  that  employee

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology (SES); Christos Christodoulatos, Stevens Institute of Technology (SES); Kate D. Abel, Stevens Institute of Technology (SES); Leslie R Brunell, Stevens Institute of Technology (SES); Sandra V. Furnbach P.E., Stevens Institute of Technology; Vikki Hazelwood, Stevens Institute of Technology (SES); Kishore Pochiraju, Stevens Institute of Technology (SES); Eirik Hole, Stevens Institute of Technology (SSE); Bruce McNair, Stevens Institute of Technology (SES); Thomas G. Lechler, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

content knowledge and project requirements must be included in allcapstone courses to ensure core outcomes are met, especially on the “soft skills”. Disciplinaryengineering programs can supplement with program-specific requirements. The core set may befacilitated by expert faculty teaching common classes. The common set of requirements must berequired and assessed for all projects.  Phase 2  Changes made in response to Phase 1 Phase 2 built on the experience and feedback of Phase 1. In the Fall of 2014 the program wasexpanded to approx. 240 students from 6 engineering programs. For the 2014/5 year, in additionto the multidisciplinary projects, several engineering programs adopted the pilot format for theirdisciplinary capstone projects. A working

Conference Session

Electrical and Computer Engineering Curriculum Design and Evaluation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeremy N. Thomas, DigiPen Institute of Technology; Christopher Theriault, DigiPen Institute of Technology; Charles Duba, DigiPen Institute of Technology; Lukas P van Ginneken, Digipen Institute of Technology; Nicholas James Rivera; Brian Michael Tugade, DigiPen Institute of Technology

Tagged Divisions

Electrical and Computer

radar system building on work done at MIT, a customprogramming language designed to be used with embedded systems, and an improved routingalgorithm for mesh networks.Lecture content continues to focus on project development. Additionally, “soft skill” topics arepresented, such as resume writing and interviewing, to prepare students for a transition into theworkforce (DigiPen Institute of Technology also offers an elective course, COL 499, which dealsexclusively with such topics). Some lectures may also be geared to topics of particular relevanceto the students’ projects. Due to the open-ended nature of the allowed project specifications, it isalmost inevitable that students will be working with components or techniques that were notcovered in

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Leslie, New York University Polytechnic School of Engineering (formerly Polytechnic University); Gunter W. Georgi, New York University Polytechnic School of Engineering; Alyssa Marie D'Apice, New York University Polytechnic School of Engineering

Tagged Divisions

First-Year Programs

effectiveness. Over theyears, we have noted that teamwork is a particularly difficult aspect to improve, and we are notalone in this regard. For one thing, soft skills like teamwork may take several courses todevelop,7 and so our effort in this course may only be the beginning of a trajectory that results ina successful engineer. Incorporating teamwork in the first year of college also is challengingbecause it runs counter to students’ previous experience. According to one researcher, theindividualistic nature of high-school education, which rewards students for their performance inindividual assessments, like taking tests and presenting oral reports, does not fit in with theexpectation of working on a team.8 Teaching students to work on teams is

Conference Session

Utilizing Digital Technologies in Classroom and Distance Learning in ET Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aleksandr Sergeyev, Michigan Technological University; Nasser Alaraje, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

weekly and the solutions to the problems areprovided. Homework assignments are not graded, but must be worked thoroughly with thestudents to prepare for a follow up quiz given to the students in one week upon receiving therelated assignment. This approach of assessing student's knowledge has been tested for severalconsecutive years and proved to be very effective in student’s comprehension of a subject taught.The other assessment tools used in the EM course are the midterm and final examinations, andstudents’ presentations. To make students more well-rounded engineers, the development of thestudent soft skills is becoming an integral part of the curriculum in most universities. In most ofclasses offered in the School of Technology at Michigan

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mania Orand, University of Washington ; Brook Sattler, University of Washington; Jennifer A. Turns, University of Washington; Lauren D. Thomas, University of Washington

Tagged Divisions

Liberal Education/Engineering & Society

toparticipating in reflective activities because engineering students are “generally fact focused”[23]and many engineering students consider reflection to be a non-engineering or a soft skill.[6,18,24]In a two-year study of 350 engineering students in Australia, Jolly and Radcliffe report thatstudents were generally resistant to reflection writing and required a lot of follow up andencouragement to get the reflection task done. Jolly and Radcliff added that the studentsparticipated more actively only when the grade percentage of the reflection journal assignmentwas increased. They suggest that students’ attitudes are evidence for the need for engineeringeducators “to model reflective practices and place regular emphasis on its value as a

Conference Session

Problem- Project- and Case-based Learning in Environmental Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Kevin A. Nguyen, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

engineers ranked project management with 5’s strongly agreeing PSO 5b Page 26.678.16was addressed satisfactorily.Students’ questionnaire responsesResults from the open-ended responses from student questionnaires highlighted what studentsperceived as strengths and areas for improvement before and after completion of the firstsemester design course. Students perceived their strengths prior to completion of the designcourse to include knowledge of water/wastewater treatment technologies enhanced anddeveloped through the MEnvE curriculum. Select students also viewed soft skills such ascommunication and time management as strengths. Areas for improvement

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Sánchez-Parkinson, University of Michigan ; Shanna R. Daly, University of Michigan; James Paul Holloway, University of Michigan; Amy J Conger, University of Michigan; Kathleen H. Sienko, University of Michigan; Lorelle A Meadows, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

., & Lohmann, J. (2012). Innovation with impact: Creating a culture for scholarly and systematicinnovation in engineering education. American Society for Engineering Education, Washington, DC.  4 National Academy of Engineering. (2004). The Engineering of 2020. National Academies Press, Washington DC.  5 Crismond, D., & Adams, R. (2012). The informed design teaching and learning matrix. Journal of EngineeringEducation, 101(4), 738-797.6 Del Vitto, C. (2008). Cross-Cultural "soft skills" and the global engineer: Corporate best practices and trainermethodologies. Online Journal for Global Engineering Education, 3(1), 1.7 DeTurris, D. (2012). Assessment Rubric for Global Competency in Engineering Education. Proceeding of the 2012ASEE

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Doug Reeve P.Eng., University of Toronto; Cindy Rottmann, University of Toronto, ILead; Robin Sacks, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

 learn  "soft  skills  the  hard  way":  Planting  a  seed  of   leadership  in  engineering  classes.  Leadership  and  Management  in  Engineering,  2007.   7(1):  p.  18-­‐23.  25.   McCuen,  R.H.,  A  course  on  engineering  leadership.  Journal  of  Professional  Issues  in   Engineering  Education  and  Practice,  1999.  125(3):  p.  79-­‐82.  26.   NAE,  Educating  the  engineer  of  2020:  Adapting  engineering  education  to  the  new   century,  2005,  National  Academy  of  Engineering:  Washington,  DC.  p.  208.  27.   Osagiede,  A.,  M.  Farmer  Cox,  and  B.  Ahn.  Purdue  University's  Engineering  Leadership   Program:  Addressing  the  shortfall  of  engineering  leadership

Conference Session

Promoting Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin, The University of Dublin; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

engineers participate in this process must be central to the understanding thattechnologically and engineering literate persons, let alone engineering students should have.Studies of engineers at work over a forty period support this view and show the need for whathave come to be known as the “soft” skills. Heywood21 interpreted a study of engineers atwork22 to show the importance of the informal organization, the need for skills of persuasion,and the need that each person in the organization has for some degree of management skill.Hutton and Lawrence23 showed important cultural differences in the emphasis placed byGerman and British project engineers on the technical and the managerial aspects of work. Aqualitative study by Vinck24 showed the way

Conference Session

Perspectives on Degree Completion and Graduate School Application

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matt Gordon P.E., University of Denver; Bradley Davidson, University of Denver; Corinne Shirley Lengsfeld, University of Denver; Bernard Chao, University of Denver Sturm College of Law

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

and Parikhh, Samir, “Teaaching 'soft' skkills to engineers,” Internaational Journaal of Electrical E Engiineering Educcation 40.4 (O Oct 2003): 2443-254. 3. Kumar, K Sanjeeev, and Hsiao, J Kent, “Engineers Learnn 'Soft Skills tthe Hard Wayy': Planting a Seed off Leadership in Engineerinng Classes,” Leadership L annd Managemeent in Engineeering 7.1 (20007): 18 8-23. 4. R. R Kim Craft & Joe G. Bakeer, “Do Economists Make Better Lawyyers? Undergrraduate Degreee Field and Lawyer Earnings,,” The Journaal of Economiic Education, 34:3 (2003), 263-281, DO OI

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Delaine, Universidade de São Paulo and IFEES; Jose Roberto Cardoso, Universidade de São Paulo; Joachim Walther, University of Georgia

Tagged Divisions

Community Engagement Division

engineering problems”.Promoting, empathy, EQ and other soft skills has been referred to as holistic engineeringeducation [29]. As these skills are essential to workforce success [26], play an importantrole in augmenting communication skills in engineering students [30, 31], and areimportant to help engineers consider the impact of their work on society [32], findingways in which holistic engineering education can be achieved is important, yetchallenging. Engineering has historically had a masculine image [33], which is“associated with keeping emotions to oneself or actively hiding feelings in order to beperceived as objective, impartial, analytical, and not weak [34].” Integrating these