Supporting the Development of Complete Engineers
Juliana de Melo Bezerra
1
, Neusa Maria Franco Oliveira
2
, Cristiane Aparecida Martins
3
,
Raquel Caratti Piani
4
, Lara Kühl Teles
5
and Maria Margareth da Silva
6
1
Computer Engineering Department, ITA, Sao Jose dos Campos, Brazil
2
Electronic Engineering Department, ITA, Sao Jose dos Campos, Brazil
3
Aeronautical Engineering Department, ITA, Sao Jose dos Campos, Brazil
4
Communication Department, ITA, Sao Jose dos Campos, Brazil
5
Physics Department, ITA, Sao Jose dos Campos, Brazil
6
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
Copyright
c
2019 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
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
st
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).
CSEDU 2018 - 10th International Conference on Computer Supported Education
216
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 theWomen 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
x
leadership x x x
self management x x x
service and civic
responsibility
x x
teamwork x x x x
understanding of
engineering ethics
x
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
CSEDU 2018 - 10th International Conference on Computer Supported Education
218
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 theWomen 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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