Supporting the Development of Complete Engineers

Juliana de Melo Bezerra

, Neusa Maria Franco Oliveira

, Cristiane Aparecida Martins

Raquel Caratti Piani

, Lara Kühl Teles

and Maria Margareth da Silva

Computer Engineering Department, ITA, Sao Jose dos Campos, Brazil

Electronic Engineering Department, ITA, Sao Jose dos Campos, Brazil

Aeronautical Engineering Department, ITA, Sao Jose dos Campos, Brazil

Communication Department, ITA, Sao Jose dos Campos, Brazil

Physics Department, ITA, Sao Jose dos Campos, Brazil

Mechanical Engineering Department, ITA, Sao Jose dos Campos, Brazil

Keywords: Engineering Education, Non-technical Competences, Project based Learning.

Abstract: Engineering technical competence is an indisputable need in an engineer professional life. However, to be a

complete engineer, able to work in an ever changing globalized world, but sensible to cultural differences, it

is necessary more than technical skills. It is then important for students acquiring non-technical

competences, such as intercultural appreciation, leadership, self management, service and civic

responsibility, teamwork, and understanding of engineering ethics. Here, we present the “Women in

STEM2D” Program, developed with undergraduate engineering students, whose goal is to attract and keep

female students in the technological and science areas. We provide a critical analysis about how the

planning and execution of the program activities contribute to the development of non-technical skills in the

engineering students.

1 INTRODUCTION

The continuous integration of technology in our

infrastructure and lives requires an increasing

involvement of engineers in the civic arena. So, it is

in evidence the need to educate engineers who are

broadly educated, who see themselves as global

citizens, who can be leaders in business and public

services, and who are ethically grounded (National

Academy of Engineering, 2004).

On the other hand, looking back to the past, we

see that many of the earliest engineering projects

were the design and construction of public works for

the general good of society. The Incan water canals,

the Great Wall of China, the Greek public buildings,

among others, were undertaken by the engineers in

benefit of their societies. So, the work in the civic

arena is not new for an engineer (Moore and

Voltmer, 2004). However, nowadays there is an

increasing interest in new non-technical qualities to

an engineer.

Technical knowledge and skills are undoubtedly

essential for engineers propose, develop and

implement solutions for society. Even so, in order to

provide comprehensive and sustainable engineering

solutions, technical expertise must be paired with

non-technical competencies. Woods at al. (2000)

divide the skills required to address the challenge to

future engineers in: independent, interdependent,

and lifelong learning skills; problem solving, critical

thinking, and creative thinking skills; interpersonal

and teamwork skills; communication skills; self-

assessment skills; integrative and global thinking

skills; and change management skills.

More recently, National Academy of

Engineering (2004) says “We aspire to engineers in

2020 who will remain well grounded in the basics of

mathematics and science, and who will expand their

vision of design through a solid grounding in the

humanities, social sciences, and economics.

Emphasis on the creative process will allow more

effective leadership in the development and

application of next-generation technologies to

problems of the future.”

Studying career success, Paul and Falls (2015)

say that the most significant competencies related to

an engineer’s career success were career insight,

proactive personality, openness to experience, and

214

Bezerra, J., Maria Franco Oliveira, N., Aparecida Martins, C., Caratti Piani, R., Kühl Teles, L. and Margareth da Silva, M.

Supporting the Development of Complete Engineers.

DOI: 10.5220/0006678002140221

In Proceedings of the 10th International Conference on Computer Supported Education (CSEDU 2018), pages 214-221

ISBN: 978-989-758-291-2

lifelong learning. Being so, they propose that it

should be worked on and improved the ability of

engineering graduates to work on teams, to be

effective communicators, to be socially adept, and to

be prepared for leadership roles.

Addressing engineering educators, Woods et al.

(2000) explain that our goals should include

equipping our students with problem-solving,

communication, teamwork, self assessment, change

management and lifelong learning skills. The

authors verified that these skills are consistent with

ABET Engineering Criteria 2000 and critical to the

engineer professional life nowadays.

With this overview about engineers and

engineering desired qualities, their characteristics

through time, and their expected responsibilities, we

select six non-technical competencies as essential to

engineers: intercultural appreciation, leadership,

self-management, service and civic responsibility,

teamwork, and understanding of engineering ethics.

The work presented here is being developed in a

program to both foster young girls to embrace

STEM2D areas, and support those girls whom are

already in STEM2D areas. STEM2D means Science,

Technology, Engineering, Math, Manufacturing and

Design. Programs to attract and keep students to

these areas are expanding around the world (Bybee,

2010; Brown, 2011; Milgram, 2011). More than that,

in the 21

century most jobs will need professionals

with skill related to STEM2D education.

This paper is organized as follows. Section 2

presents each non-technical skill chosen to be

worked here and related works and research which

are being conducted around the world. Section 3

describes the general context of the “Women in

STEM2D” Program, the situational characteristics

and actions which characterize its development.

Section 4 analyzes the non-technical skills related to

the actions conducted in the program in 2016.

Conclusions and future work are presented in

Section 5.

2 CRITICAL COMPETENCES

FOR COMPLETE ENGINEERS

Complete Engineer is understood in this paper as the

non-technical competencies needed, beyond the

technical knowledge, to solve the various societal

challenges we face in the 21st century and beyond.

As stated before, we selected six non technical

competencies to be used as needed skills to a

complete engineer professional. This section

presents information about each skill chosen to be

worked in this paper. Also, it is explained the

importance of each one in engineering practice and

professional career. Related works and research are

indicated through the section.

2.1 Intercultural Appreciation

Engineering – at its core – is a service and helping

profession. Since we are in a world increasingly

globalized, the skills of engineering professionals

must be such that they can understand, respect,

propose solutions for and work with people from

diverse cultural backgrounds.

For achieving intercultural skills, some research

and activities are being developed. Deardorff and

Deardorff (2016) verified that engineering

companies are interested in graduates who have

more than just content knowledge and technical

skills. They are interested in hiring graduates able to

be successful in diverse settings with peolple from a

range of backgrounds.

Since the intercultural appreciation is established

as a desirable skill in engineering professional,

studies and activities are being made in order to

promote these skills among the engineering students

(Lehto, et al., 2014; Ciocci, 2005).

2.2 Leadership

Leadership can be stated as the ability of an

individual or a group of individuals to influence and

guide followers or other members of an

organization. In recent years, Canada and USA

urged the engineering educators to supplement

technical coursework with multiple domains of

professional skills development. One of such

domains is engineering leadership (Rottmann,

Sacks, and Reeve, 2014).

There has been a growth of engineering

leadership education programs (Paul and Falls,

2015; Fernandez et al, 2015). However, it has not

yet gained traction as a legitimate field of study and

generally these skills are developed in extra-

curricular activities.

2.3 Self Management

Modern engineers should present a continuous

engagement in acquiring, applying and creating

knowledge and skills. Engineers are increasingly

involved with problems that demand to cohesively

conceptualise engineering fundamentals to develop

holistically acceptable solutions. In this way,

Supporting the Development of Complete Engineers

215

Stewart (2007) studied competencies focusing in

three factors, namely, self management, desire for

learning and self control. Self-management factor

was found to be an important predictor for college

success, according to Huy (2005). In the model of

desirable graduate attributes by Bridgstock (2009),

self-management is indicated as important to

lifelong career management and enhanced

employability.

Procrastination, related to the difficulty in self-

management, is a problem that affects a huge

amount of people. Among students, their tendency to

procrastinate significantly interferes with their

academic standing, capacity to master classroom

material, and the quality of their lives. Research

examining the possible causes of both academic and

chronic procrastination indicates that procrastination

is related to low self-confidence and even health

problems. Pychyl (2000) argue that procrastination

is a self-regulation problem wherein the individual is

over concerned with short-term affective

improvement at the expense of long-term self

management and goal attainment.

In order to manage and lead projects and teams,

engineers must first lead and manage themselves. To

be successful in these activities, it is appropriated to

get used to reflect on one’s behaviour and

experience, managing one’s time and establishing

personal goals. Then, self-management, skill to be

developed by the professional, helps him/her in

taking responsibility, having initiative and

assertiveness. These characteristics are necessary to

a good 21st century professional, mainly to an

engineer. Promoting activities to develop such skills

among undergraduate students is a good strategy to

educate them.

2.4 Service and Civic Responsibility

The Accreditation Board for Engineering &

Technology (ABET) defines engineering as “the

profession in which a knowledge of the

mathematical and natural sciences, gained by study,

experience, and practice, is applied with judgment to

develop ways to utilize, economically, the materials

and forces of nature for the benefit of mankind.”

(Moore and Voltmer, 2003). Looking back, the

engineers of antiquity conducted themselves as a

mean of raising the living standards of their

societies. This focus – serving the needs of society –

is the root of and, therefore, should remain the vision

for all engineering education (Moore and Voltmer,

2003).

So, it can be said that Engineering is a service

profession. To achieve this goal, it is required

professional skills as vision, leadership, and a sense

of responsibility to those you serve and those with

whom you are serving. With such a professional,

innovative solutions can raise the living standards of

society and benefit mankind.

2.5 Teamwork

In Berteig (2009), there is a list of essential skills to

teamwork, not only related to engineers, but to

general public, since jobs requiring these skills are

increasing among all professions and jobs (Expert

Group Report, 2012).

Particularly for engineers, it is rare to serve

without the benefit of a team. As teams are

composed of people with diverse background,

developing skills to improve the work development

is desirable. However, most engineering programs

provide little or no specific instruction in this area,

even though the importance of teaching

communication and teamwork skills is well

understood. Also, the assessment of these skills is

not trivial, so research about this theme is being

conducted (Lingard, 2010).

Even with difficulties to assess teamwork skills,

the importance of them is already established. Seat

et al. (2001) describe a minor Engineering

Communication and Performance, which is being

designed to improve the ability of engineering

graduates to work on teams, to be effective

communicators, to be socially adept, and to be

prepared for leadership roles.

2.6 Understanding of Engineering

Ethics

Engineers must understand the importance of their

professional conduct and how their actions can

affect the safety, health, and welfare of the public

(Harris et al., 2014). So Engineering Ethics is an

established study area, with many ethical

predicaments and decision-making dilemmas,

including engineering confidentiality, corruption,

conflict of interest, whistle-blowing and other

related ethical impasses (Shuriye and Gombak,

2012).

Institutions around the world consider

Engineering Ethics in courses or curricular and/or

extra-curricular activities (Chung, 2015; Bekir et al.,

2001).

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3 THE “WOMEN IN STEM2D”

PROGRAM

The program is held in a federal institute, whose

mission is to provide teaching and education, and

conduct research in the areas of interest to the sector

of Aeronautics, Space, and Defense. In this paper,

we focus on undergraduate education. There is no

tuition. Students have low-cost dorms and free food.

We have almost 600 engineering students from

different regions of our country. Only 8% of

students are girls. The institute aims to gather

students from the entire country, using the strategy

of applying the entrance exams in 23 cities scattered

throughout the country.

There exists an honor code known by the

acronym CD (Conscious Discipline) that was

established by the undergraduate students in the

early years of the institute. All undergraduate

students of ITA adopt CD. Honesty, fairness, and

transparency are then key values of the honor code.

Such values help to create a pleasurable and

harmonious environment where people trust in each

other. CD implies in a proactive attitude by the

person with respect to the maintenance of these

values in the academic life of the group. Alumni

carry these values, crafted during their academic

lives, to their professional lives. Alumni have strong

commitments to social and development efforts as

professionals due to CD values.

In 2016, we have 18 undergrad girls participating

in the “Women in STEM2D” program. Two

professors are in charge of the program

coordination, with the support of other three

professors and one communication professional. All

participants were women. In order to involve the

institute in a broad way, the invited professors are

from distinct areas: computer science, electronics,

mechanics, aeronautics, and physics.

We provide a scholarship to each student, in

order to meet her personal needs. We also give an

extra financial support to allow girls to develop

technical projects as they desired. Students are free

to develop any project related to courses or other

students’ initiatives. Projects are in general

developed in heterogeneous groups with boys and

girls.

In the beginning of the program, we had a

meeting with all participants in order to discuss

expectations, initiatives to promote, and groups to

lead such initiatives. During the program, we had

meetings to follow initiatives in terms of planning,

execution and results. We identified three main

initiatives: lectures, workshops, and events.

“Lecture” initiative involves the elaboration and

identification of material (presentations and videos)

related to STEM2D. Using such material, students

then visit middle and high schools in our region and

conduct a lecture itself. “Workshop” initiative aims

to develop hands-on activities in STEM2D context,

and also to offer such activities to a group of female

students attending middle or high school. “Event”

initiative involves the promotion of events to

develop abilities and competencies of our students

beyond those technical acquired in the engineering

course.

4 CRITICAL COMPETENCIES IN

THE “WOMEN IN STEM2D”

PROGRAM

In this section, we discuss how the non-technical

competences desired for engineers’ formation were

addressed by the initiatives promoted by the

“Women in STEM2D” program.

Table 1: Non-technical competencies in the program

initiatives.

context

lectures

workshops

events

intercultural

appreciation

leadership x x x

self management x x x

service and civic

responsibility

x x

teamwork x x x x

understanding of

engineering ethics

In Table 1, we present the relation between

competences and initiatives. Besides the program

initiatives, the added program context, which has

important data driven by institute characteristics,

program team, and program structure. Details are

discussed in the topics below.

4.1 Promoting Intercultural

Appreciation

The program context itself contributed to develop

intercultural appreciation, since we have students in

the institute from different cities and in turn diverse

Supporting the Development of Complete Engineers

217

cultures of our country. Other fact is that the

participants in the program worked with professors

with distinct formation and backgrounds.

The program also promoted in the participants a

sense of belonging and strength. The main issue here

is that girls are minority in our institute: only 8% of

the 600 students. The program had the non-expected

but grateful output of avoiding girls’ isolation, and

increasing their reputation. Figure 1 shows the

students planning the initiatives at the begging of the

program.

Figure 1: Students working on initiatives’ definition.

4.2 Developing Leadership

By giving lectures and workshops, students develop

leadership. They motivated, inspired and guided

others during the presentation or the workshop

execution. The definition and development of

workshops were made in groups, where students

faced coordination issues inherent to teamwork and

then practiced leadership. In Figure 2, we show a

lecture provided by undergrad students in a high-

school.

Figure 2: Students giving a lecture.

The “event” initiative also contributed to

leadership. In order to promote an event, students

had to be protagonists to choose and invite lectures,

to conciliate agendas, to invite the public, and to

coordinate the day. In Figure 3, an example of event

promoted by the program, specifically it was a

lecture about leadership development.

Figure 3: Students participating in an event about

organizational leadership.

4.3 Practicing Self Management

Since the first meeting of the program (as show in

Figure 1), students had the opportunity to develop

self management. In that occasion, they discussed

how they would like to develop themselves and how

they could contribute to incentive others in

STEM2D. After that, we established the main

initiatives in the program and started our activities

always practicing the freedom of choice and the

responsibility with deliverables.

A group of students provided the material to be

used in lectures, including the preparation of

presentations and the selection of videos. Students

then develop self management in terms of taking

responsibility and having initiative. The developed

material presents STEM2D areas and applications,

discusses women participation in STEM2D, and

explains undergrad programs and students’ life in

our institute. Other students, when preparing

themselves for the presentation, decided to adapt the

material to cope with the selected public (chosen

class in a school) and the available time to the

lecture. It was an opportunity to practice

assertiveness, time management and flexibility,

which are key characteristics of self management.

The lectures were conducted in 15 distinct medium

and high schools, reaching a total of 1017 students.

The “workshop” initiative developed in students

important skills related to self management, such as

joint responsibility, interdependence, empowerment,

and curiosity. Students had to decide the desired

public to apply the workshops, so they focused on

girls from 10 to 15 years old. Linking curiosity,

empowerment and responsibility, students defined

and produced six activities related to: tower of

straws, LEGO constructions (shown in Figure 4), 3D

printer, circuit, LEGO robotics, and logic gates

(shown in Figure 5). The design of activities focused

on children’ motivation, incorporating aspects as

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games, competitions, and challenges. Students also

practiced time and resource management, since they

need to comply with the available time for the

workshop and the available budget of the program.

Students decided even how to promote the

“workshop” initiative using events and social media,

and how to accept online registrations. A group of

30 girls participated of all workshops in 2016.

Figure 4: Workshop about LEGO constructions.

Figure 5: Workshop about logic gates.

The practice of self management occurred in the

“event” initiative as well. Students had the

resolution and flexibility to choose the lecturers and

to organize the day, including aspects as: room

allocation, public definition and invitation, lecture

briefing and reception, coffee-break organization,

certification preparation, and event evaluation.

Students promoted eight events for participants in

the “Women in STEM2D” program. Three lectures

were female professionals who talked about their

trajectories and careers. Other events were:

leadership and self development course; a course on

self-consciousness and development focused on the

professional environment; female identity and

dreams applied to the professional area; self-

knowledge applied on the professional area;

communication and leadership applied on the

professional area.

4.4 Developing Service and Civic

Responsibility

Technological innovation evolves fast and the world

becomes intensely interconnected. There is a need to

prepare people to face technical issues in a

multidisciplinary way, considering social, cultural,

political, and economic forces. To prepare society to

face these issues, it is desirable to spark an interest

in pursuing STEM2D education in people. It would

lead to more people chosen STEM2D carriers, so

important to technological development. Meanwhile,

our country faces critical social issues, including

problems in quality and efficiency of public

education system.

In the “Women in STEM2D” program, mainly

the “lecture” and “workshop” initiatives contributed

to develop service and civic responsibility in our

undergrad students, since they actively participated

in the community in a committed and constructive

manner. Students recognized the human dignity and

understood the concept of the common good. The

positive impact of the program is confirmed by the

results of the “lecture” initiative. A total of 1017

students of middle and high school informed if the

lecture improved their interest in STEM2D. Results

showed that 45% strongly agree, 41.5% agree, 9.3%

disagree, and 4.2% strongly disagree.

Two testimonies below also confirm that the

program participants engaged in an active process

that goes beyond passive citizenship.

“The best of everything was to make the

difference in the children lives. Maybe we did not

define a career, but certainly we spark their

interests.”

“At the beginning of the program, my only

concern was to receive a financial support to my

technical project. Now, I would make all again

but with a different reason: the satisfaction of the

students during the workshops.”

4.5 Practicing Teamwork

As all initiatives in the program were made in

groups, students had the opportunity to practice

teamwork skills, including: communication,

reliability, and conflict management.

Communication is the central part, since students

had to communicate to define and organize the

initiatives. Students trained active listening, when

they gather ideas and concerns of their peers in a

respectful manner. Reliability was developed as each

student had to cope to specific deliverables and to

follow a joint scheduler, always according to the

Supporting the Development of Complete Engineers

219

initiative goal. Conflicts are intrinsic to teamwork

due to distinct views and perceptions, so students

also had to manage conflicts. It is important to

mention that professors were supporting groups, in

order to coach them during challenges and conflicts.

At the end of the program, the 18 students

evaluate their experience with teamwork. Nine

students agree and nine students strongly agree with

both sentences: “My team worked together” and

“My team kept a positive attitude”. Seven students

agree and eleven students strongly agree with both

sentences: “My team discussed and solved its

problems” and “My team completed the assigned

task”. Thirteen students strongly agree, four students

agree, and one disagrees with the sentence:

“Members cooperated in my team”. The data shows

students’ feedback, mainly regarding collaboration

and coordination that they experienced in teams.

Problems in teams were also reported, for

instance: the need to establish feasible deadlines;

some teams were overloaded; the desire to

participate in activities promoted by other teams;

communication issues; the difficulty to conciliate

program demands and academic activities.

4.6 Promoting Understanding of

Engineering Ethics

The context where students belong already brings

ethics to their formation, mainly due to the honor

code CD. CD includes moral principles to guide life

in campus, rights and responsibilities, conduct, and

moral decisions. Honesty and integrity, the basis of

CD, are essential to engineers’ conduct due to the

impact of engineering activities on society.

In the “Women in STEM2D” program, students

were always remembered about moral principles for

a good relationship in groups, and also about their

responsibilities in the program including the quality

and deadline agreed for deliverables.

Regarding the overall evaluation of the program

by the 18 students, twelve students believed that “the

program surpassed my expectation”, six students

agreed that “the program met my expectation”, and

two students were neutral. A final remark regarding

the relevance of the program was stated in a

testimony:

“I believe in the transformation potential of

this program in our society. The program should

be disseminated in other universities and reach

girls in the whole country.”

5 CONCLUSIONS

Non-technical skills in the engineer professional

lives are increasingly needed and in evidence. Here

we chose some of these skills and verified their

development in extra-curricular activities. The

activities were developed in a program called

Women in STEM2D, with engineering

undergraduate students. This project aims to attract

and keep female students in the technological and

science areas. We described the main initiatives in

the project and explained how they cope to the

development of non-technical skills of our

undergraduate students.

The program conducted in 2016 was successful.

It reached hundreds of students in medium and high

school students, through the initiatives of lectures

and workshops. Parallel to these reached goals, the

non-technical skills worked on the undergraduate

students participating in the program are very

important to their professional lives, as it was

presented here.

As future work, we aim to quantify how program

participants perceived the development of each non-

technical competence. Increasing data related to the

improvement of the competences during the

development of the activities, statistics analysis

could be generated and presented. We intend to

encourage the participation of students in

organization and execution of distinct initiatives, in

order to broad their experiences. Other goal is to

organize our effort to increase the number of

children reached in lectures and workshops, as well

as to expand our events in terms of themes and

public.

The program is focused on women due to the

characteristic of the received grant. However,

program initiatives are generic enough to be applied

for other students in the institute. In this trend, we

intend to provide a detailed explanation about the

program structure, in order to easy its implantation

and adaptation in other universities.

ACKNOWLEDGEMENT

A special thanks to Johnson&Johnson company for

funding the program.

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