Horton, K. J. (2012, June), Professionalism Skills:  A Framework for the Academic Environment  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21833

\bibitem{asee_peer_21833}
  Horton, K. J. (2012, June), \emph{Professionalism Skills:  A Framework for the Academic Environment}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21833

Karen J. Horton P.E..  "Professionalism Skills:  A Framework for the Academic Environment".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21833 Internet.  17 Jul, 2024

\bibitem{asee_peer_21833}
  Karen J. Horton P.E..
  "Professionalism Skills:  A Framework for the Academic Environment".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21833 Internet.  17 Jul, 2024

@INPROCEEDINGS{asee_peer_21833
author = "Karen J. Horton P.E."
title = "Professionalism Skills:  A Framework for the Academic Environment"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21833}
number = {10.18260/1-2--21833}
}

TY  - CPAPER
AB  -               Professionalism Skills: A Framework for the Academic                                   Environment                                             AbstractFaculty members at many colleges and universities are “lamenting the rise in behavior problemsin the classroom.” 1 However the faculty in the Mechanical Engineering Technology (MET)program at the xxx Institution (xxx) has seen consistent improvement in student professionalismin the past decade since incorporating learning outcomes, classroom management methods, andgrading practices related to professionalism. The MET program initiated these efforts in 2001 tosupport TAC/ABET program outcomes. What resulted was a civil, productive, and supportiveclassroom climate for both faculty members and students, and particularly for our students fromunderrepresented groups. We emphasize to students that practicing professionalism skills asundergraduates benefits them directly and immediately since employers of interns and entry levelengineers strongly value these skills. The practices are introduced to first-semester students inMET 100, Introduction to Mechanical Engineering Technology. Subsequent courses incorporatelearning activities that apply and reinforce the skills developed in this introductory course. Thequestions answered in this paper include, what “professional skills” do our employers value, howdo we teach, support, and evaluate these skills and provide feedback for improvement, and howdo we incorporate “professional skills” in classroom practices? This paper offers some specificpedagogical methods employed in MET 100, and resulting outcomes the MET faculty membersand students have observed. The framework for the methods can be applied in other programs.1 Susan D Baker, Debra R Comer, M Linda Martinak, “All I’m askin’ is for a little respect: How can wepromote civility in our classrooms?” Organization Management Journal 5 (2008): 65-80.
AU  - Karen J. Horton P.E.
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Professionalism Skills:  A Framework for the Academic Environment
UR  - https://peer.asee.org/21833
DO  - 10.18260/1-2--21833
ER  -