June 26, 2011
June 26, 2011
June 29, 2011
22.259.1 - 22.259.14
Assessment of Soft-Skills-Program Learning Outcomes Using Engineering CoursesABET’s Criterion requires engineering students to possess several technical “hard-skills”, andnon-technical “soft-skills”, upon their graduation, where the former is usually easier to assessand evaluate than the later. In this paper, an assessment plan using engineering courses ispresented. The focus of this paper is on the assessment of soft skills such as communication;team work, professional and ethical obligations, global impact of engineering practice, and thedevelopment of engagement in life-long learning competencies. The recently developed andadopted course “Engineering Technical Writing and Presentation,” in which students learn todevelop an effective writing process for writing engineering documents in future courses andindustry, is used in the assessment of competencies concerning effective oral and writtencommunication skills. Another new course, “Engineering and Workforce Diversity,” whichanalyzes workforce diversity and legal, ethical, and equity needs in engineering, is used in theassessment of professional and ethical obligations and the global impact of engineering practice.Students in the senior capstone project, which is typically a comprehensive assessment tool, mustwrite and present a global impact statement that outlines and highlights the product impact onhumankind, environment, and economy. Finally, the paper presents results from the fluidmechanics course used to assess the life-long learning competency through a set of semester-long assignments that include topics like nano-fluid mechanics; severity of the poor conditions ofolder dams in the US; new methods and technologies of pressure measurement; survey of fluidvelocity measurements techniques; fluid mechanics of hurricanes; and liquid jet cutting, tomention a few. Rubrics, detailed assessment plan, analysis, and evaluation of the results arepresented in the paper.
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