Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tom Roy Brown, Eastern New Mexico University; Mo Ahmadian, Eastern New Mexico University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Paper ID #9054Improving Students’ Soft Skills through a NSF-SupportedDr. Tom Roy Brown, Eastern New Mexico University Tom Brown is a professor of Computer Science and the Chair of Mathematical Sciences Department at Eastern New Mexico University. He received his BS in Mathematics Education and MS in Mathematics with an emphasis in statistics from the Illinois State University and his Ph.D. in applied mathematics.Dr. Mo Ahmadian, Eastern New Mexico University Tom Brown, Eastern New Mexico University Tom Brown is a professor of Computer Science and the chair of Mathematical Sciences Department at Eastern New Mexico University

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Imelda Olague-Caballero, New Mexico State University; Delia J. Valles-Rosales, New Mexico State University

Tagged Divisions

Industrial Engineering

, and STEM disciplines in general, in the last decade.In the context of university career services, experiential learning is commonly defined as thestudents’ opportunity to gain practical experience related to their major before they finish theircollege degree and usually includes cooperative education, internships, service learning andvolunter work5. No matter what approach is being used, the pedagogical value of experientiallearning relies on its ability to strengthen technical skills while nurturing soft skills, qualities, andunderstandings to be successful in diverse and multicultural working environments (Andrews &Higson, 2008). In particular, the NMSU Department of Industrial Engineering has been fosteringglobal and cultural

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carrie Steinlicht, South Dakota State University; Byron G. Garry, South Dakota State University

Tagged Divisions

College Industry Partnerships

practice engineeringdesign and to facilitate the integration of what students have learned throughout theircurriculum”5 ,“to better prepare graduates for engineering practice”6, and “to demonstrate theirabilities to potential employers”7.Shuman et al., broke down the ABET Student Outcomes a-k into the categories of hard skills andprofessional skills. The Student Outcomes that represent professional, or ‘soft’, skills were  an ability to function on multi-disciplinary teams  an understanding of professional and ethical responsibility  an ability to communicate effectively  the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context  a

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

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

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

Conference Session

Teaching and Assessment Methodologies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Juan Song, Alamo College

Tagged Divisions

Manufacturing

manufacturing industry. Furthermore,technology is critically important. As such, our program has a stronger emphasis on technologythan most traditional technical programs. Page 24.77.3The goals of our AMT programs included: (1) actively recruiting students with diversebackgrounds to engage in technology in manufacturing; (2) educating students about advancedmanufacturing technologies needed in manufacturing field with cutting-edge/industrial-definedcurriculum; (3) educating students soft skills, including interpersonal, communication, industrialtechnical writing, and natural teamwork skills, etc; (4) providing students with paid workingexperience and

Conference Session

International Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hamid R. Parsaei PE, Texas A&M University at Qatar; Nimir Elbashir, Texas A&M University at Qatar

Tagged Divisions

International

undertake internships and cooperative learningexperiences that increase their soft skills and hands-on experience that would guarantee theirsuccess in the workplace; (8) contributing to Continuing Education at Texas A&M at Qatar tosupport professional advancement of engineers working in Qatar and the region; (9)promoting scholarship and research in engineering education, and record findings in a peer-refereed journal created under the initiative’s auspices; and (10) establishing an advisorycommittee comprising representatives from industry and government to support theaforementioned programs and to provide continuous assessments of their effectiveness inproviding Qatar, the region and the world with highly skilled engineers.Qatar’s discovery of

Conference Session

Integrating Engineering & Liberal Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Dara R. Fisher, Harvard University; Aikaterini Bagiati, Massachusetts Institute of Technology; Sanjay E. Sarma, Massachusetts Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

Page 24.623.1 c American Society for Engineering Education, 2014 Fostering 21st Century Skills in Engineering Undergraduates through Co-Curricular InvolvementAbstractAs engineering institutions attempt to prepare their students for today’s global, cross-disciplinaryworkplace, incorporation of 21st century “soft” skills into classroom-based engineering educationhas become the practice of many colleges and universities in the United States and elsewhere.While this method may prove effective in many cases, this paper presents an alternativeapproach to fostering these skills in engineering education: student skill development through co-curricular involvement. For this analysis, we focus

Conference Session

Multidisciplinary Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Suzanne W. Scott, The Petroleum Institute; Jamal Sheikh-Ahmad, The Petroleum Institute; Jaby Mohammed, Petroleum Institute; Samuel N. Cubero Jr., The Petroleum Institute; Khalid Abdalla Alhammadi, The Petroleum Institute

Tagged Divisions

Multidisciplinary Engineering

effect of multidisciplinary information gathering  Eye-opening preparation for future work with other disciplines (learning what other disciplines do, how they approach problems differently)  The unexpected acquisition of skills in the “other” disciplinesThe students acknowledged the following challenges:  Lack of understanding of the other disciplines (jargon, technical skills)  Difficulty of combining the multidisciplinary subsystems of the project into their designIntroductionIn the past 20 years industry and engineering educators have recognized the need for engineeringstudents to acquire not only technical competencies but also soft skills associated with thepractices of engineering, including teamwork, communication

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

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

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

Manufacturing Materials and Processes

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wayne P. Hung, Texas A&M University; Adam Farmer, Texas A&M University

Tagged Divisions

Manufacturing

. Although is more difficult todevelop this type of exercise compared to the traditional teaching practice, the benefit of thelatter approach is numerous since: a) It simulates industry practice, b) It develops specific hard-skill and soft-skill to students, c) It provides opportunity for lab instructor to be creative and organized, and d) It significantly enhances team communication and cooperation among team members.ApproachTypical laboratory exercise would identify the purpose, list required equipment and materials,and provide detailed step-by-step procedure. A laboratory instructor would demonstrate the stepsand let students repeating on identical machines. The next laboratory exercises would be similaron different type of machines

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas H. DeAgostino, Trine University, Innovation One; Vukica M. Jovanovic, Old Dominion University; M. Brian Thomas, Trine University

Tagged Divisions

College Industry Partnerships

Simulating Real World Work Experience in Engineering Capstone Courses Abstract Experiential learning and cooperative education provide students with the necessary toolsto succeed in the workplace by simulating their future working environment. Various studieshave shown that many graduates have gaps related to their so called “soft skills”, which arerelated to teamwork, time management, working under pressure and tight deadlines. The mainpurpose of the inclusion of the industry expert in senior design discussions is to providemeaningful feedback through a competitive led by industry practitioners. In this simulation, thesenior engineering students take on the role of actual engineering job functions, on a

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Mehmet C. Ozturk, North Carolina State University; Renata S. Engel P.E., Pennsylvania State University, University Park; Carolyn A. Vallas, University of Virginia; Meghan McGlinn Manfra, North Carolina State University ; Tom Snyder, North Carolina State University; Chunlei Wang, Florida International University; Veena Misra, North Carolina State University

Tagged Divisions

Graduate Studies

context of engineering work, cross-disciplinary aspects, business, ethical, and socialimplications, and (iii) is able to communicate with, work in, and direct teams of ethnic andcultural diversity.In addition, there is a range of non-technical skills commonly known as “soft skills” that areoften categorized together. Stephens7, a former Senior Vice President of Human Resources andAdministration at the Boeing Company brings up these soft skills emphasizing that studentsrarely lack the technical competencies, but often fail to succeed in industry due to lack ofcreativity, teamwork, and communication skills. Also, they need the ability to create productsthat are useful in the “real world”. Nair et al8, discuss the mismatch between recent

Conference Session

Aerospace Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Terry Allen Michmerhuizen, College of Aviation, Western Michigan University

Tagged Divisions

Aerospace

trainingaviation maintenance technicians in accordance with Federal Aviation Regulation Part 147 areadded to the traditional academic requirements, a total of 1900 (student clock) hours must beintegrated and the challenge becomes even greater. Training aviation maintenance students is anextremely complex process, and programs should include transportable “soft skills” such as thefour “C’s” presented in this paper.Historical PerspectiveAn ideal formula for establishing an aviation maintenance curriculum would be to develop itbased upon what the Federal Aviation Regulations (FARs) require, and what industry needs.Although the FARs provide general subject matter topics, and specify a level of proficiencywhich the student must possess upon completion, they

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara Hahler, Louisiana Tech University; Krystal S. Corbett, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

which includes writing assignments, classroom debates, and student presentations.Beyond concrete skills, the curriculum also aims for students to improve upon soft skills andhigher order thinking as well as creativity; this aspect of the curriculum meshes well with thestandards for mathematical practice that should occur at every grade level. For example, theopening project of the AMES curriculum that introduces the Cartesian coordinate systeminvolves students guiding a peer to a certain spot in the class using only verbal instructions.Unless the student giving directions is very specific, the student following the instructions mayend up in a completely different position than the directing student intended. The resulting affecton the students

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eric L. Wang, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

students (as measured by their individual grades). This assumption isbased on the fact that the group work in most classes requires that the students display a masteryof the skills learned from the assignments completed as an individual.While it is true that effective group work also requires many “soft skills” (e.g. teamwork andcommunication), a mastery of the “hard skills” is a necessary condition to be an effectiveteammate. Other studies found a relatively strong correlation between peer evaluations andindividual test scores5,14, which supports this notion.For obvious reasons it is difficult to create teams in a first-year, first-semester course withheterogeneous distributions of GPAs as is often recommended1,5,15. Thus, we expected to

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

Tagged Divisions

Engineering Leadership Development Division

Paper ID #10204Assessing the Effectiveness of Leadership Education for Engineering Stu-dentsDr. David Bayless, Ohio University Page 24.207.1 c American Society for Engineering Education, 2014Assessing the Effectiveness of Leadership Education for Engineering StudentsAbstractRegardless of the approach taken to help engineering student develop their leadership potential,the engineering leadership development community faces challenges in assessing theeffectiveness of the educational approach. Soft skills, while assessable, are much

Conference Session

Entrepreneurship & Engineering Innovation Programs and Courses Session 5

Collection

2014 ASEE Annual Conference & Exposition

Authors

Heath Joseph LeBlanc, Ohio Northern University; Khalid S. Al-Olimat P.E., Ohio Northern University; Firas Hassan, Ohio Northern University; Nesreen Alsbou, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

ECCS Department Ohio Northern University Ohio Northern University Ada, OH 45810 Ada, OH 45810 f-hassan@onu.edu n-alsbou@onu.eduAbstractEducators should always seek opportunities to enhance their course material and equip studentswith skills to help them achieve success in their career after graduation. One skill that has drawnmuch attention recently is the entrepreneurial mindset. This paper presents a project-basedlearning approach that infuses some of the soft skills associated with the entrepreneurial mindsetwith the technical skills of electric circuit analysis and design through a specific multi-phase

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nassif E. Rayess, University of Detroit Mercy; Brian A. Garner, Baylor University; Darrell K. Kleinke, University of Detroit Mercy; Rebecca P. Blust, University of Dayton; William M. Jordan, Baylor University; Edmond John Dougherty Jr., Villanova University

Tagged Divisions

Entrepreneurship & Engineering Innovation

although not free of frustrations. Faculty also observed the pedagogicalvalue of collaborative projects but there was no consensus as to if or how much extra work isrequired to administer them.1- IntroductionCapstone design projects, being the culminating experience of a typical four year engineeringcurriculum, present an opportunity to reinforce a number of critical soft skills that are deemedimportant in professional engineering practice. Such soft skills are outlined by the EngineeringCriteria of ABET1 relating to communications, teamwork, ethical responsibilities, contextualunderstanding, among others. A more extensive list of student outcomes, presented by the KernEntrepreneurship Education Network (KEEN), is aimed at fostering an

Conference Session

Critical Thinking, Leadership, and Creativity

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael L. Jones, Faculty of Information, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

but positive effects on test results [2, 27] but strongpositive effects on development of professional skills such as critical thinking, problem-solving, teamwork, interpersonal communication, and project management skills [15]. Given such “soft” skills are increasingly in demand by employers and accreditingagencies such as ABET[1], engineering schools have similarly warmed to an adaptedform for PBL for engineering education. Kolmos describes PBL in engineering asinvolving five key differentiating factors:Traditional Education Project-Based Learning1. Given a professional problem 1. Identify a professional project based on inclination, interest, experience or

Conference Session

Entrepreneurship & Engineering Innovation Education Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University, West Lafayette; Elizabeth C. Kisenwether, Pennsylvania State University, University Park; Joe Tranquillo, Bucknell University; Jacob Dean Wheadon, Purdue University

Tagged Divisions

Entrepreneurship & Engineering Innovation

weekly instructor meetings, peer evaluations, pre-post skill evaluationsurveys, and university required course evaluations. Actual assessments used were not providedin description.A Model for a Biomedical Engineering Senior Design Capstone Course, with Assessment Toolsto Satisfy ABET “Soft Skills” – Stevens Institute of TechnologyHazelwood, Valdevit, & Ritter (2010) described a two semester course sequence at StevensInstitute of Technology that enabled students to work with a physician to address real worldclinical unmet needs and develop basic product development and project management skillswhile working in small teams of 3 or 4. Students were guided through exercises to assessclinical and market needs, technical feasibility, the

Conference Session

K-12 Computer Science and Computational Thinking Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amy Eguchi, Bloomfield College

Tagged Divisions

K-12 & Pre-College Engineering

were from New Jersey. There were four teams participating inRescue, four in Soccer and two in Dance leagues. Among the ten teams, four teams weresecondary level teams (students older than 14 year old) and six teams were primary levelteams (students up to 14 year old). There were 36 students participating, among which fourwere female students (11%).ONLINE QUESTIONNAIRE: The online questionnaire consists of demographic information(age and gender), past RCJ experience, learning experience in STEM, and engineeringthinking and computational skills, and other soft skills (including collaboration, persistence,communication, creativity), STEM interests, and interests in pursuing their leanring incollege. Open-ended questions are also included to

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

MaryShannon Williams, University of Missouri, Columbia; Sara Elizabeth Ringbauer, University of Missouri, Columbia

Tagged Divisions

Environmental Engineering

24.974.2Introduction Problem-based learning (PBL), the practice of presenting students with ill-structuredproblems to solve at the beginning of the learning process, has proven to be an effective strategyfor preparing professionals to meet the demands of the 21st century workplace. Whenimplemented well, problem-based learning mirrors both the technical skills and the soft skillsrequired in environmental engineering jobs. These soft skills such as teamwork, argumentation,communication, listening, time management and meeting deadlines are often overlooked intraditional engineering lecture courses1. Incorporating a PBL unit into an environmentalengineering lecture course provides an opportunity for students to improve these soft skills. PBL has

Conference Session

Pedagogical Approaches in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Suat Gunhan, University of Texas, San Antonio

Tagged Divisions

Construction

Management in Engineering, 22(2), 75-80. 5. Kurien, N. D. (2010). “Body Language: Silent Communicator at the Workplace.” The IUP Journal of Soft Skills, Vol. IV, Nos. 1 & 2. 6. Dainty, A., Moore, D., and Murray, M. (2006). Communication in Construction; Theory and Practice. London & New York: Taylor and Francis, 2006. 7. Loosemore, M., Patrick, L. (2002) “Communication Problems with Ethnic Minorities in the Construction Industry.” International Journal of Project Management, no. 20, 517–524 8. Tulacz, G. J. (2010). The ENR Top 100 Construction Management-at-Risk and Design-Build Firms List, Engineering News Record, June 7, pp.30-31. 9. Tulacz, G. J. (2012). The ENR Top 100 Construction

Conference Session

ETAC, ABET, & STEM Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Les Kinsler, Kansas State University, Salina; Saeed Khan, Kansas State University, Salina

Tagged Divisions

Engineering Technology

Additionally, early discussions betweencollaborators resulted in a decision to try and include important soft skills as a part of this course.Along with the STEM disciplines, the course was to include competencies in global skills, Page 24.657.3teamwork, technical writing, and project management.First Year ImplementationThe first year implementation of the STEM program was ambitious, in that it involved facultyfrom both the Salina and Manhattan campuses. The campuses are 70 miles apart. The classsessions were held on the Salina campus. The STEM course was scheduled with cooperation ofSalina South high school and involved only students from that

Collection

2014 ASEE Zone 4 Conference

Authors

Andriani Parastiwi; Taufik Taufik

observed at Cal Poly. For example, more workshops and seminars should be offered by thecareer service at Polinema to help students improve their soft-skills and thus supports studentsuccess. More outreach activities coordinated by either each program or student club should beencouraged by the administration. Polinema should also continue the effort in upgrading theirlabs through state funding and industries.Both the visiting faculty from Polinema and the host faculty at Cal Poly strongly believe that thefaculty exchange program benefits both campuses. To Cal Poly faculty and students, the facultyexchange program provides the opportunity to learn how polytechnic schools outside of the USis structured. Recognizing and understanding the similarities

Conference Session

Assessment of Learning in ECE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Youakim Kalaani, Georgia Southern University; Rami Jubrail Haddad, Georgia Southern University

Tagged Divisions

Electrical and Computer

Programs, SACS does not adopt particular outcomes but mandates thatoutcomes are meaningful, manageable, and measurable. SACS also encourage programs not tohave more than six SLOs for effective assessment and to only use direct measures whichsometimes present conflict with ABET outcomes which are more numerous and have norestriction on using additional indirect measures to assess the soft skills. Therefore, combiningboth SACS and ABET criteria into a unified assessment process is not a trivial task but can havetremendous advantage to any engineering program. To this end, the eleven ABET outcomeswere used as performance indicators for the six SACS defined student learning outcomes. TheseSLOs identify the skills categories that Electrical Engineering