Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morgan M Hynes, Tufts University; Ann F. McKenna, Arizona State University, Polytechnic; Chris Rogers, Tufts University; Megan Kiely Mueller, Tufts University; Xaver Neumeyer, Northwestern University; Richard M. Lerner, Tufts University

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executive at Media Contacts in Boston, and Jarrett, 23, a 2009 English major graduate of Tufts University and an aspiring fiction writer. Page 22.1500.1 c American Society for Engineering Education, 2011 The role of intentional self-regulation in achievement for engineeringIntroductionAlthough often overlooked and under assessed in engineering education, the acquisition of life,or “soft,” skills has been linked in adolescence to greater success in high school and evenbeyond, for instance to success in life (e.g., 1,2,3,4). In particular, previous

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Patricia A. Ralston, University of Louisville; Norb Delatte, Cleveland State University; David Wheatley, University of Louisville

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students. 24 Fortenberry et al. 5summarizes much of these retention efforts and concludes that continued efforts at retentionshould recognize that “fewer students leave engineering when their education links concepts toreal-world practice”. Case studies offer a way to easily bring forth contextual factors and to linkto the real world.Recently, Sankar et al. 25 published an informative literature review of soft-skill development andresults of a research study using multiple instructional methodologies in two differentintroductory engineering classes. The research question was: Which methodologies enhancestudents’ perceived higher-order cognitive skills, team-working skills, attitude towardengineering, and impact on future work environments (soft

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

William David Schlecht, Washington State University; Bernard J. Van Wie, Washington State University; Paul B. Golter, Washington State University; Robert F. Richards, Washington State University; Jennifer C. Adam, Washington State University; Ashley Ater Kranov, Washington State University; Marc Compere, Embry-Riddle Aeronautical University, Daytona Beach; Edwin Maurer P.E., Santa Clara University; Denny C. Davis, Washington State University; Olusola O. Adesope, Washington State University, Pullman; Joseph D. Law, University of Idaho, Moscow; Gary Robert Brown, AAC&U; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University; Baba Abdul, Washington State University

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additional benefit of improving soft skills such as communication and teamwork. Asurvey of alums from WSU shows that the project centered class work and assessment rubric arein good alignment with industrial expectations and that the work produced by students inCHAPL based courses is in good alignment with what industry would expect of entry levelemployees.AcknowledgementsThe authors wish to acknowledge the US National Science Foundation CCLI Grants DUE-0618872 and 1023121) for support of the work to build, test and more importantly implement theDLMs and associated CHAPL pedagogy. We are grateful to the College of Engineering &Architecture important design contributions to and manufacturing of the DLM from Mr. GaryHeld, Machinist in the WSU

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Boise State University; Sondra M Miller, Boise State University; Ross A. Perkins, Boise State University

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NSF Grantees

4. Tries Out Train 5. Uses SupportThe aim of the project is to promote successful characteristics of individuals and their workenvironments that will encourage movement toward higher stages of adoption, with the ultimategoal of sustained use of education innovations in the classroom. The implementation model wepropose is based on the Johari Window19. The Johari Window is typically used to document andimprove self-awareness, as well as allow individuals to understand each other better within agroup. It is focused on soft skills – what we commonly refer to today as EmotionalIntelligence20. Figure 3 shows a typical Johari Window model on the left and our proposedtransformation into an