TY - JOUR
T1 - Moving Beyond Technical Skills
T2 - Geo-Congress 2020: Geotechnical Earthquake Engineering and Special Topics
AU - Larson, J.
AU - Barnard, Wendy
AU - Chandler, J.
AU - O'donnell, M.
AU - Savenye, W.
AU - Zapata, C. E.
N1 - Funding Information:
This material is based upon work primarily supported by the Engineering Research Center Program of the National Science Foundation under NSF Cooperative Agreement No. EEC‐ 1449501. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
Funding Information:
This material is based upon work primarily supported by the Engineering Research Center Program of the National Science Foundation under NSF Cooperative Agreement No. EEC-1449501.
Publisher Copyright:
© 2020 American Society of Civil Engineers.
PY - 2020
Y1 - 2020
N2 - Across most disciplines of engineering there continues to be economic, social, and political changes that merit a more comprehensive knowledge base for those pursuing careers in engineering. STEM education in general is often cited as a critical component to increase economic global competition by expanding the competitive edge in modern economies. In addition to technical skills taught at the university level, evidence from industry suggests a need to create an environment fostering a holistic engineering skillset that prepares students for a variety of engineering careers and accelerates their professional development. Data from surveys, interviews, and career fair observations revealed that non-technical skills such as writing, presenting, communicating, collaborating, leading, mentoring, and critical analysis have been identified as important by industry representatives. This paper discusses the efforts of one National Science Foundation-funded Engineering Research Center to strategically embed and adjust educational components to allow future engineers to learn, practice, and apply non-technical skills that enrich their university experiences.
AB - Across most disciplines of engineering there continues to be economic, social, and political changes that merit a more comprehensive knowledge base for those pursuing careers in engineering. STEM education in general is often cited as a critical component to increase economic global competition by expanding the competitive edge in modern economies. In addition to technical skills taught at the university level, evidence from industry suggests a need to create an environment fostering a holistic engineering skillset that prepares students for a variety of engineering careers and accelerates their professional development. Data from surveys, interviews, and career fair observations revealed that non-technical skills such as writing, presenting, communicating, collaborating, leading, mentoring, and critical analysis have been identified as important by industry representatives. This paper discusses the efforts of one National Science Foundation-funded Engineering Research Center to strategically embed and adjust educational components to allow future engineers to learn, practice, and apply non-technical skills that enrich their university experiences.
UR - http://www.scopus.com/inward/record.url?scp=85081985829&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85081985829&partnerID=8YFLogxK
U2 - 10.1061/9780784482810.072
DO - 10.1061/9780784482810.072
M3 - Conference article
AN - SCOPUS:85081985829
SN - 0895-0563
VL - 2020-February
SP - 694
EP - 701
JO - Geotechnical Special Publication
JF - Geotechnical Special Publication
IS - GSP 318
Y2 - 25 February 2020 through 28 February 2020
ER -