Conference Session

Professional Development for Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Astri Briliyanti, Michigan State University; Julie W. Rojewski, Michigan State University; Dirk Joel Luchini Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Graduate Studies

helping develop methods for measuring the Carbon stored inside of soil. Dr. Colbry has taught a range of courses, including; com- munication ”soft” skills, tools for computational modeling, Numerical Linear Algebra, microprocessors, artificial intelligence, scientific image analysis, compilers, exascale programing, and courses in program and algorithm analysis.Dr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Assistant Dean for Graduate Student Services at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she earned Ph.D. and M.S.E. in computer science and

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

James Conrad, University of North Carolina-Charlotte

EngineersAbstractProject management is becoming a crucial skill in today’s work environment. Practicingengineers learned technical concepts in their university studies, but few actually learned projectmanagement concepts. These “soft skills” are often overlooked because they are not mandatedby accreditation boards – yet. This paper proposes several options for including projectmanagement concepts in a university curriculum without sacrificing the time spent on technicalconcepts.IntroductionIn today’s competitive business environment, engineers cannot afford to be pure engineers. Inthe last decade, many companies have reduced the numbers and levels of management positionsand given more decision-making authority to teams at lower levels. Many engineers are

Conference Session

Entrepreneurship & Engineering Innovation Programs and Courses Session 5

Collection

2014 ASEE Annual Conference & Exposition

Authors

Federico Garcia Lorca, Saint Louis University, Parks College of Engineering, Aviation & Technology; Sridhar S. Condoor, Saint Louis University, Parks College of Engineering

Tagged Divisions

Entrepreneurship & Engineering Innovation

examples, by recent remarks from experts at the Kauffman Foundation, the push forthe JOBS act from the White House, and the continuous expansion of entrepreneurialcurriculums in colleges and universities across the nation. Engineering has always been seen asthe powerhouse that helps innovate and assemble the building blocks of modern society.However, there is no common approach as to how to better prepare engineering undergraduatesto become successful leaders in tomorrow’s workforce.A common theme when referring to engineering graduates is their underdeveloped “soft” skills,such as an ability to identify opportunities, team building, conflict resolution, communicationskills, etc. Universities are trying to address this by offering minor degrees

Conference Session

Integrating Art, Humanities, and Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Southern Polytechnic State University (ENG); Craig A Chin, Southern Polytechnic State University; Mir M. Atiqullah, Southern Polytechnic State University; John F. Sweigart P.E., Southern Polytechnic State University; Beth Stutzmann, Southern Polytechnic State University; Wei Zhou

Tagged Divisions

Multidisciplinary Engineering

; emphasis on social relevance, service learning, volunteerleadership, and collaboration. These skills can be taught without significant investment.Introduction and emphasis on more soft skills in engineering classes can help students develop Page 23.256.3these skills.In the engineering senior design courses for example, ethics and law (patent and trademark) canbe incorporated in the teachings. These could be in the form of assigned reading, case studies,videos, external lecturers, and webinars from professional organizations like ASME, IEEE, andAIAA. Moreover writing should also be much emphasized, assigned and graded. Further oraland technical

Conference Session

Motivating students to achieve

Collection

2003 Annual Conference

Authors

Elizabeth Davis; David Socha; Valentin Razmov

, morepositive light.We believe the practices worked particularly well because we set up the course with ampleopportunities for students to make mistakes – a fodder for reflection – and learn from them in anon-threatening (academic) environment. While we recommend the approach to engineeringeducators interested in teaching “soft skills,” we caution that to successfully apply it, one needsto be comfortable identifying and handling conflict that may emerge.1. IntroductionThis paper describes a set of reflective practices that formed the backbone of a 9-week softwareengineering course at the junior undergraduate level. We report on our, and our students’,assessments of the effectiveness of these practices. The data were collected during the course, atthe

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marla Hilderbrand-Chae, University of Massachusetts, Lowell; Adam St. Jean, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

their graduatestudent/post-doc mentors. Part I presented interns with difficult STEM lab-specific communication scenariosand served as prompts for individual, and then small group brainstorming. Ideas were shared out with the wholegroup and discussed. In part 2, each grad student/post-doc mentor was told to deliver a scenario to 2-3 internswho could then work together to develop a response. Table 1 in the Appendix lists the small groups scenariosand the soft skills the reasoning for their inclusion. This communication workshop was designed to not onlyoffer communication skill-building for the interns, but also to provide grad student/post-doc mentors withinsights for future interactions with their PROPEL interns.PROPEL Program Evaluation - The

Conference Session

Engineering, Ethics, and Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Farnoosh B. Brock, Prolific Living Inc.; Jessica Koehler, Wake Forest University; Andy Brock, Prolific Living; Olga Pierrakos, Wake Forest University and National Science Foundation

Tagged Divisions

Engineering Ethics Division (ETHICS), Engineering Leadership Development Division (LEAD)

, businessknowledge, teamwork skills, an entrepreneurial mindset, lifelong-learning skills, sustainability,cultural awareness, social responsibility, critical thinking skills, and so much more. While somemight label such competencies as ‘soft skills’ or ‘professional skills,’ these competencies areessential to the success of every engineer. As pointed out previously, many of thesecompetencies are already embedded within the student outcomes that all ABET-accreditedengineering programs must show attainment of from graduates. And yet, while there areengineering programs that do integrate such competencies within engineering curricula, themajority do not because the assumption that is made is that such competencies are taught andlearned outside of engineering

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jung Won Hur, Auburn University; Cassandra Thomas, Tuskegee University; Li Huang, Tuskegee University; Xiao Chang, Tuskegee University

Tagged Topics

Diversity, NSF Grantees Poster Session

academically gifted, low-income Black students to earnCS degrees in four years and pursue careers in the field of CS. In the spring of 2023, wesuccessfully recruited and retained the first cohort of six talented students (i.e., S-STEM scholars).In the fall of 2023, we recruited a second cohort of five students.Throughout the past year, we provided a series of mentoring and professional developmentopportunities to the S-STEM scholars, fostering their personal and professional growth. Some ofthese opportunities were extended to the entire university to maximize the program’s impact. Keyactivities included career mentoring, technical skill development (specifically in Pythonprogramming), soft skill development, undergraduate research, and high school

Conference Session

EM Program Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy Hsiao, Memorial University of Newfoundland

Tagged Divisions

Engineering Management

: Engineering Manager Activity and Problem Difficulty Skill Area vs Benefit of Training 80% 70% 60% 50% Benefit 40% 30% 20% 10% 0% Little or no benefit Somewhat Beneficial Highly Beneficial Table 5: Perceived Benefit of Additional Training in an Engineering Management SkillDiscussionThe initial research presented in this paper supports the balance of Business and Engineeringgraduate courses as required by MUN’s Master of Engineering Management program.Specifically, practicing engineering managers are stating that “professional skills”, sometimesinadequately called “soft skills”, are what is

Conference Session

Capstone and Senior Design in Engineering Technology: Part I

Collection

2010 Annual Conference & Exposition

Authors

Fernando Rios-Gutierrez, Georgia Southern University; Youakim Al Kalaani, Georgia Southern University

Tagged Divisions

Engineering Technology

achievingthe TAC2000 outcomes. In particular, our Senior Design capstone course (TEET4010/ 4020) isa comprehensive three-credit, two-semester engineering design course, that all engineeringmajors are required to take as their capstone experience. We view this course as a veryimportant component in the preparation of a trained EET professional. The course emphasizesboth hard and soft skills and serves as an emulation of a real world engineering project. We useboth, projects proposed by the faculty and projects contributed from local industry and wepartner the teams of student with faculty and industry mentors. As a result of their participationin this course, students are subjected to a real world engineering project development experiencefor the first

Conference Session

Diversity: Women and Minorities in Engineering Technology

Collection

2004 Annual Conference

Authors

Julie Phillips; Joseph Fuehne

mature as those of the PRIME coalition.The Learning with LEGOs workshop also uses LEGOs to introduce technology and developskills such as measuring distances in both the English and metric unit systems while employingsimple math skills. In addition, an exercise emphasizing people or soft skills is also included.Engineering technology accreditation as defined by the Technology Accreditation Commission(TAC) of the Accreditation Board of Engineering and Technology (ABET) emphasizesteamwork in their Technology Accreditation 2000 criteria6. Additionally, most industrialorganizations now require employees to work in cross-functional teams, whose effectivenessdepends on soft skills and teamwork. This team-building exercise will be used at the

Collection

2024 ASEE North Central Section Conference

Authors

Craig J. Gunn, Michigan State University

Department of Mechanical Engineering Michigan State University East Lansing, MI 48824There are many things that a university must focus on when deciding on what to teach ourincoming and ongoing students. For engineering we hope that during their first years on campusstudents become acquainted with ethics, writing, speaking, and all the “soft skills” associatedwith the more liberal side of the institution. Many people do not realize that our students willsink or swim with their ability to function in a society that does not contain 100% engineers. Butthat is of little concern to many who simply say that controls, fluids, thermal sciences, and themany other engineering topics are the

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ann D. Christy, Ohio State University

Tagged Divisions

Biological & Agricultural

communicate effectively; (h) the broad educationnecessary to understand the impact of engineering solutions in a global, economic,environmental, and societal context; (i) a recognition of the need for, and an ability toengage in life-long learning; and (j) a knowledge of contemporary issues. Often thesenontechnical skills do not receive as much emphasis in undergraduate engineeringeducation and instead must be learned on the job, learning "soft skills the hard way" 2.Opportunities do exist in current engineering curricula to better integrate the developmentof these nontechnical skills into students' experience. These include team projects incapstone design and freshman design courses, engineering study abroad courses, servicelearning projects in both

Conference Session

Software Engineering Division (SWED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bruce R. Maxim, University of Michigan, Dearborn; Jeffrey Jonathan Yackley, University of Michigan, Flint

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division (SWED)

thepast four years.Active LearningEngineering educators regard experiential learning as the best way to train the next generation ofengineers [7]. It is reasonable to believe that the soft skills practiced in active learningclassrooms can improve the capabilities software engineering students and better prepare themfor their capstone projects [8]. Active learning is “embodied in a learning environment where theteachers and students are actively engaged with the content through discussions, problem-solving, critical thinking, debate and a host of other activities that promote interaction amonglearners, instructors and the material” [9]. Prince defines active learning as any classroomactivity that requires students to do something other than listen

Collection

2013 Spring ASEE Middle Atlantic Section Conference

Authors

ASM Delowar Hossain; Zory Marantz; Djafar Mynbaev

] Proceedings of the Spring 2013 Mid-Atlantic Section Conference of the American Society of Engineering Education 147 Table 1: Summary of core skills expected from a engineering technology graduate Knowledge Programming Test Equipments Soft skills PC Skills Hardware-Circuit analysis -C/C++ -Oscilloscope -Teamwork -A+ -Fiber splicing-Networking -Java -Multimeter -Leadership -Network+ -PLC-Electronics -Assembly -Power Supply -Oral and

Conference Session

Committee on Educational Policy Presents: Holistic Program Topics

Collection

2023 ASEE Annual Conference & Exposition

Authors

Venktesh Pandey, North Carolina Agricultural and Technical State University; Maranda McBride, North Carolina A&T State University (CoE); Hyoshin Park

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

article and discuss the ongoing/future work.2 Literature ReviewEngineering and technology education is often criticized for producing students without some ofthe most critical skills required to succeed in the workforce. While technical skills are essentialand must be among the primary outcomes of any STEM education program, they are not the soleskills needed by STEM graduates. Upon graduation, STEM students should be equipped with theskills necessary to communicate both orally and in written form, work in and lead diverse teams,think creatively and critically, and adapt to the ever-changing work environment. Thesetransferrable skills are commonly referred to as soft skills [10-12]. Transferrable skills weredeemed vital enough to the STEM

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Carissa Schutzman, University of Cincinnati; Keren Mabisi

contribution describes threeadditional interventions within this NRT: a transferable skills course, an interdisciplinaryresearch proposal and project, and a multidisciplinary research symposium, along with theassessment and outcomes of each of these interventions.2. Description of the three interventions within UK’s NRT2.1. Transferable skills courseProfessional skills are often classified as either “hard” or “soft” skills. Hard skills are also called“technical”, “discipline”, or “core” skills because they relate to the technical knowledgenecessary to perform the discipline-specific tasks at the core of a job [3]. Soft skills, which aremore commonly identified with a worker’s personal qualities, are also called “enterprise” or“transferable” skills

Conference Session

Professional Development for Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dennis W. Hess, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

studentssimply state that they want to learn more about being a leader; specifics are missing in almostevery case, suggesting that they are not certain what leadership entails nor what is required toimprove. After completion of the course, one of the evaluation questions asks students for theirperception of the utility of the course. Primary responses have been: my awareness of theimportance and practice of soft skills improved substantially; this has been useful for my jobsearch/interviews; I feel more confident regarding how to work in teams; we learned from eachother due to the discussion-based nature of the course; the leadership scenarios we discussedwere extremely useful; this course should be required for all engineering students.I have also

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Olukemi Akintewe, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Anna Maria Bateman, University of South Florida; Lynn Chisholm, University of South Florida

Tagged Divisions

First-Year Programs

students for successful careers inengineering by developing essential soft skills. This paper reports the approach taken to improvean engineering course by incorporating a PD component. This is a 3-credit first-year engineeringfoundations laboratory course, which focuses on the fundamentals of design processes. In its firstiteration, over 500 first-year students performed three sequential assignments to complete themodule. These students methodically engaged in a career readiness process within a program thatdocuments achievement while promoting their academic growth. The intent is to presentprofessional contexts as part of their undergraduate experience.The PD module in this course is initiated by students’ automatic enrollment in the

Conference Session

Session 4: Focus on the Americas

Collection

2017 EDI

Authors

Cecilia Paredes

 Entrepreneurship Knowing contemporary issues Professional and ethical responsibility Our way… Curricular routes: formation and evaluation  Focused not only in the disciplinary aspects but soft skills too. Capstone (integrating course)  To validate the professional profile  Horizon: integrate students from different programs to solve real problems. Accompaniment  Counseling  Student-to-student tutoring  Clubs  Induction processes for students and teachers  Pedagogical preparation and supportInstitutional LearningOutcomes: routes forMechanicalEngineeringInstitutional Learning Outcomes: the routes for Graphic Design Institutional

Collection

2013 ERC

Authors

Theresa Maldonado

/smartphone-shipments-top-pcs-for-the-first-time-ever/So we talk about developing our 21st CenturySkills. On the whole, Engineering is a mindset.http://en.wikipedia.org/wiki/21st_Century_Skills How do we get the “T-shape?” And how do we ensure relevant careers over time? Challenges facing ENG Education…• How to fit it all in? • “Then” ENG students: 144-152 credits for BS • “Today” ENG students: 120-136 credits for BS• “Hard core tech” vs. “Soft skills”– curricula alignment and planning to achieve T-shaped engineer• Retention and degree completion time• Pathways and “quality” perspectives• Opportunities for enhanced “learning experiences” and informal education? Project based learning models. The rapid growth rate of underrepresented group

Conference Session

ECE Poster Session

Collection

2009 Annual Conference & Exposition

Authors

John McLellan, Freescale; Andy Mastronardi, Freescale

Tagged Divisions

Electrical and Computer

Page 14.541.4autonomous high speed Smart Car is far from simple. During the design and construction phaseof the challenge students must tackle several Science, Technology, Engineering, and Math(STEM) related issues such as embedded microcontroller programming, closed loop controlcalculation, modeling and implementation, as well as overall vehicle dynamics (physics).Soft skills are likewise emphasized through team collaboration, design documentation, andproject management.Creating a high-speed race car is the apex of the challenge. High speed control coupled with theunpredictable track design creates some spectacular problems to solve and just as common somespectacular crashes. For example, in 2007, many teams came prepared for a flat fast

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey J. Evans, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Michael Thomas Smith; Sorin Adam Matei, Purdue University Polytechnic Institute; Esteban Garcia

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

A Transdisciplinary Approach for Developing Effective Communication Skills in a First Year STEM SeminarAbstractMany STEM graduates leave school academically prepared in their fields however business leaders havebeen stating that they often lack the more intangible qualities such as teamwork, critical thinking,communication skills, and the ability to manage interpersonal relations. These are often referred to as”soft skills”, yet they are tightly coupled with professional performance. Furthermore, they are allconnected to basic communication skills, commonly referred to as oral and written communication, andtheir close counterparts, listening and reading. Such skills are not only add-ons to a STEM job, they canmake the

Conference Session

Research to Practice: STRAND 3 – Principles of K-12 Engineering Education and Practice

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bassant Mohamed Yasser, Qatar University; Mahmoud Abdulwahed, Qatar University; Rashid Alammari, Qatar University; Saud A Ghani, Qatar University; Mazen O. Hasna, Qatar University

Tagged Divisions

K-12 & Pre-College Engineering

products are not wellconnected to outside problems 5. Engineering is an applied science and mathematics field that isto a significant extent problem solving and design oriented, hence engineering design connectstudents to real-world problems 6; Main steps of Incorporating Engineering Design Challengesinto STEM courses are shown in Figure (1) 7 The paper provides an analysis on the impact of engineering design in K-12 student’sperception and attributes towards STEM fields, as well as, impact on 21st century skillsdevelopment. The paper reports on Quantitative analysis investigating the impact of engineeringdesign based experience “Life is Engineering project” on soft skills enhancement and technicaldevelopment of K-12 students. Figure (1) the

Conference Session

Track 2 - Session 2

Collection

2014 ASEE International Forum

Authors

Dianne J DeTurris, California Polytechnic State University; Jane L. Lehr, California Polytechnic State University; James M Widmann, California Polytechnic State University; Lily Hsu Laiho, California Polytechnic State University; Fred W DePiero, California Polytechnic State University; Zoe Wood Wood; Alana Christine Snelling

Tagged Topics

Curriculum and Lab Development

Page 20.8.1 c American Society for Engineering Education, 2014 Comparative Assessment of Scaled Global Engineering Initiatives ABSTRACTAccreditation is an important aspect of contemporary engineering education and globalizationimpacts what is being taught and assessed. The ABET EC-2000 criteria that currently guideengineering accreditation program review processes include both “hard” skills (e.g., “an abilityto apply knowledge of mathematics, science, and engineering”) and “professional” or “soft”skills. In the area of soft skills, attention to “global competence” has proliferated in highereducation since the 1990s – including definitions, assessment criteria, and proposed

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Brett Tempest, University of North Carolina, Charlotte; Miguel Pando P.E., University of North Carolina, Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Michael Adam Hoff, UNC Charlotte

Tagged Topics

ASEE International Forum

compared with responsesfrom the faculty leaders.Background on engineering student service and international education The professional practice of engineering has been changed by emergent 21st centurychallenges, which include a globalizing workforce, newly evolving disciplines and increasinglycomplex, multidisciplinary problems. This environment tests the traditional skill set provided bycollegiate engineering programs, which predominantly focus on developing technical abilities instudents. Professional development and “soft skills” are expected to be acquired throughinternships or co-ops or picked up on the job. Two other activities that might develop the softskills are service learning and study abroad, both of which are less frequently

Conference Session

Systems Approach to Teaching ET

Collection

2005 Annual Conference

Authors

Gary Mullett

skill sets of tomorrow’s graduates will becomes even more disconnected fromthe world of work than they are today. This change needs to embrace and emphasis a systems level approach to theteaching of electronics technology along with an infusion of the Scan’s report soft skills into the curriculum. Severalsuggestions of how this may be accomplished are presented here.I. OverviewApproximately forty years have past since the implementation of the first governmentrecommended two-year college electronics curricula. Although tremendous technologic changehas occurred in the electronics field and its manufacturing industry, little change has occurred inthe typical curriculum leading to an associate degree in this area. Except for the continuous

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karen L. Webber, University of Georgia; Amy Stich, University of Georgia; Matthew Grandstaff, University of Georgia; Collin Case, University of Georgia

Tagged Topics

NSF Grantees Poster Session

enough to ensurestudents reach their desired outcomes [27].The benefit of WREAs toward employability originates primarily through skill development andthe expansion of personal networks. For example, research suggests that internships serve as away to build technical, leadership, and entrepreneurial skills [18]. Although postsecondaryeducation and engagement in WREAs contribute to broad human capital and aid in developingan individual’s critical thinking, skills are environmentally contextualized in how they form andare employed [28]. As such, we should strive to think of soft skills, such as communication andleadership, within the context of the environment in which they form to adequately understand astudent’s ability to navigate an

Collection

ASEE-NE 2022

Authors

Diane Ward, Educator

Tagged Topics

Diversity

Engineering Outreach: Project-Based Learning for Elementary and Middle School StudentsAbstract: Parents have sought out engineering preparatory programming for their children whohave expressed an interest in the field as a college major and as a career. The supplementaleducational industry which has arose to train the hard and soft skills required to prepare studentscontinues to grow and transform the way elementary and middle school engineering education isshared. The cost of these supplemental programs is a future investment in that they provide anentry to engineering concepts, exploration of first principles, and project based learning. Newadditions to this market such as Ad Astra/Astra Nova and Synthesis have sought to

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin; Alan Cheville, Bucknell University

technology.It is argued here, that the Division has failed to keep up with these changes, and that for manyof its members its purpose is about teaching engineering and technology to non-engineers andtechnologists, and not about the role of engineers and technologists in pursuit of a commongood. Evidence supporting this view, is the oft reported difficulty that engineering educatorshave in finding time for the development of soft skills in the curriculum, which is seenprimarily as engineering science divided for convenience into a number of appropriatedivisions based on a high level of competence in mathematics. The principle objection to theinclusion of soft skills and knowledge in the curriculum is that the curriculum becomesoverloaded.At least two