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This paper continues a previous paper [1] in which we described students' gradual understanding of computer science (CS) and software engineering (SE) soft skills. Our study focused on a course we taught on soft skills in CS and SE, offered by the Department of Computer Science at the Technion -Israel Institute of Technology. The course was developed in response to a call by the Israeli hi-tech industry to equip Technion CS graduates with such skills. In [1] we presented the nature of CS soft skills, described the course schedule, including the teaching principles applied in the course, and showed how, in the course of the course, students gradually constructed a mental perception of CS soft skills in a 4-stage process. In this paper, we refine the comprehension process into a 6-rung ladder, based on further data analysis and additional experience gained when teaching the course for a second time. We elaborate on the additional rungs and further illuminate the results of two evaluation surveys on the course that were distributed to the students (in addition to the formal course evaluation administrated by the Technion's Center for the Promotion of Teaching). One of our main conclusions is that the course provides students with the opportunity to express their desire to be more involved in the teaching process of the course and to discuss and analyze their own soft skills. In other words, students realize the importance and significance of learning soft skills by actually implementing these skills in the learning process. In the Summary part of the paper, we present several pedagogical conclusions that are based on this observation and that we intend to implement in the future when teaching this course.

Aim/Purpose: This paper presents a study about changes in computer science and software engineering students’ perceptions of their soft skills during their progress through the Computer Science Soft Skills course. Background: Soft skills are often associated with a person’s social, emotional and cognitive capabilities. Soft skills are increasingly sought out and are well recognized by employers alongside standard qualifications. Therefore, high importance is attributed to soft skills in computer science and software engineering education. Methodology: Content analysis was applied to interpret, categorize and code statements from students’ course assignment answers. Data analysis was performed gradually at the three main stages of the course and by the two students’ study populations. Contribution: The paper highlights the variety of (a) soft skills that can be learnt in one course, both on the individual level and on the team level and (b) assignments that can be given to students to increase their awareness and motivation to practice and learn soft skills. Findings: Data analysis revealed the following: (a) five individual soft skills categories, with 95 skills, and five team-related soft skills categories, with 52 skills (in total, the students mentioned 147 soft skills); (b) course assignments and particularly team-based activities elicited student awareness of their individual soft skills, both as strengths and weaknesses; (c) students developed their reflection skills, particularly with respect to team-related soft skills; and (d) significant differences exist between the two groups of students in several categories. Recommendations for Practitioners: It is important to provide undergraduate students with opportunities to integrate soft skills during their training. Establishing a meaningful learning process, such as project-based learning, enables students to apply and develop soft skills when accompanied by reflective thought processes. Recommendation for Researchers: A similar course can be taught and be accompanied by similar analysis of students’ learning outcomes, to examine the influence of local culture on the characteristics of soft skills. Impact on Society: Increased awareness of soft skills in scientists and engineers’ undergraduate education. University graduates who will strengthen their variety of soft skills in their academic training process and will be more meaningful employees in the workplace and in society. Future Research: Our future research aims (a) to explore additional innovative ways to increase students’ learning processes, awareness and practices in relation to soft skills and (b) to research how students’ soft skills are developed during the entire undergraduate studies both on the individual level and the team level.

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