Work in Progress: Professional Development Module in First-year Engineering Courses

Akintewe, Olukemi; Gaines, Jonathan Elliot; Bateman, A; Chisholm, Lynn

doi:10.18260/1-2--35678

Cited by 4 publications

(4 citation statements)

References 22 publications

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“…The Foundations of Engineering lab, EGN 3000L at the University of South Florida (USF), is a three-credit course focused on the design process developed by Ulrich and Eppinger [5][6]. Incoming and transfer engineering students are required to take the course in their first year at the college of engineering.…”

Section: Course Structure and Methodologymentioning

confidence: 99%

Remote Teaching Robotics Design Project

Akintewe

2021 First-Year Engineering Experience Proceedings

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She is also an instructional faculty in the Department of Medical Engineering at USF. She received a B.E. degree in chemical engineering from City College of New York, CUNY, an M.Sc in materials science and engineering from the Ohio State University, and a Ph.D. in chemical engineering from the University of South Florida. Dr. Akintewe's research focuses on experiential learning in engineering education, evidence-based teaching practice, and engineering assessment models supporting students' learning, classroom management techniques, and retention.

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Section: Course Structure and Methodologymentioning

confidence: 99%

Remote Teaching Robotics Design Project

Akintewe

2021 First-Year Engineering Experience Proceedings

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“…The USF first-year Foundations of Engineering Laboratory course (EGN 3000L) employs a project-based learning approach built on a design-thinking framework [20,21]. Professional communication competence is integrated into the course to develop the engineering mindset and to gain communication skills while working in teams.…”

Section: University Of South Florida's Integration Approachmentioning

confidence: 99%

Integration of Professional Communication Competence in a Design Thinking Course

Akintewe,

Silva Sotillo,

Anderson

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Communication competence is among the top four career competencies most valued by employers, as reported by the National Academy of Colleges and Employers (NACE). In a 2019 job outlook survey, oral and written communication was rated consistently high in the past three years. Also, proficient communication is essential for engineers in the 21 st Century to create an inclusive environment and engage multiple stakeholders, as indicated by the National Academy of Engineering. In particular, the ability to communicate effectively to various audiences across the STEM disciplines and the public is a great need. The engineering program at the University of South Florida (USF) aims to fulfill the NACE's professional competencies for career readiness by devising new methodologies for communication-oriented pedagogy. Current research shows that integrating writing assignments into discipline-specific coursework is an effective strategy to accomplish this objective. Thus, the USF has explored implementing oral and "process writing" assignments into creative thinking engineering undergraduate coursework to fulfill a state communication requirement and satisfy the NACE professional proficiency.In an attempt to teach students how to develop and communicate ideas within the engineering field to a wide range of audiences, USF integrated pre-writing, co-authoring, revising, and editing strategies into a first-year engineering design course. In so doing, an aspect of the oral and written communication needs between industry and academia should be mitigated. Though the student's learning outcomes are assessed prematurely, the proper impact of such implementation might take extended periods when these students advance to upper-level courses. Hence, promoting students' communication capabilities in engineering courses would require future evaluation. However, herein students develop technical writing and oral communication skills individually and collaboratively. Documentation formats consist of process writing exercises, executive summaries, scientific research reports, and other forms of engineering communication. The approach presented may prompt a feasibility study for specific integration of communication competencies in traditional coursework in other engineering programs. Therefore, induce a transformative representation of a range of professional applications of communication skills that STEM programs foster.

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“…The elements derived from the green ellipse correspond to items required from all first-year seminars at the institution, including the development of general skills for academic success. The pink ellipse relates to the high-level engineering knowledge that we expect first year students to acquire, in particular, a conceptualization of engineering design through evidence-based decision making, and the development of professional skills, which do not differ significantly from what has been documented extensively in the literature, such as professional skills [18], [19]. Because the documented demographic differences between the intended and accepted populations (i.e., a higher proportion of first-generation students and students of color in the intended group), we paid particular attention to literature on the barriers to marginalized groups' success.…”

Section: Concept Mappingmentioning

confidence: 99%

Using Backwards Design to Redesign a First-Year Engineering Seminar to Serve a Diverse Student Population

Sánchez-Peña,

Zirnheld,

Burke

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Buffalo -SUNY where she leads the Diversity Assessment Research in Engineering to Catalyze the Advancement of Respect and Equity (DAREtoCARE) Lab. Her research focuses on the development of cultures of care and well-being in engineering education spaces, assessing gains in institutional efforts to advance equity and inclusion, and the use of data science for training socially responsible engineers.

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Work in Progress: Professional Development Module in First-year Engineering Courses

Cited by 4 publications

References 22 publications

Remote Teaching Robotics Design Project

Remote Teaching Robotics Design Project

Integration of Professional Communication Competence in a Design Thinking Course

Using Backwards Design to Redesign a First-Year Engineering Seminar to Serve a Diverse Student Population

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