Gansemer-Topf, A. M., & Li, Q., & Jiang, S., & Kremer, G. E., & Reuel, N. F., & Mort, R. (2020, October), Implementing Professional Skills Training in STEM:  A Review of the Literature   Paper presented at 2020 ASEE North Midwest Section Annual Conference, Ames, Iowa. 10.18260/1-2--44671

\bibitem{asee_peer_44671}
  Gansemer-Topf, A. M., \& Li, Q., \& Jiang, S., \& Kremer, G. E., \& Reuel, N. F., \& Mort, R. (2020, October), \emph{Implementing Professional Skills Training in STEM:  A Review of the Literature }
  Paper presented at 2020 ASEE North Midwest Section Annual Conference, Ames, Iowa.
  10.18260/1-2--44671

Ann M Gansemer-Topf, Qing Li, Shan Jiang, Gül E. Kremer, Nigel Forest Reuel, and Rebecca Mort.  "Implementing Professional Skills Training in STEM:  A Review of the Literature ".  2020 ASEE North Midwest Section Annual Conference, Ames, Iowa, 2020, October.  ASEE Conferences, 2020.  https://strategy.asee.org/44671 Internet.  14 May, 2024

\bibitem{asee_peer_44671}
  Ann M Gansemer-Topf, Qing Li, Shan Jiang, Gül E. Kremer, Nigel Forest Reuel, and Rebecca Mort.
  "Implementing Professional Skills Training in STEM:  A Review of the Literature ".
  \emph{2020 ASEE North Midwest Section Annual Conference, Ames, Iowa, 2020, October}.
  ASEE Conferences, 2020.
  https://strategy.asee.org/44671 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_44671
author = "Ann M Gansemer-Topf, Qing Li, Shan Jiang, Gül E. Kremer, Nigel Forest Reuel, and Rebecca Mort"
title = "Implementing Professional Skills Training in STEM:  A Review of the Literature "
booktitle = "2020 ASEE North Midwest Section Annual Conference"
year = "2020"
month = "October"
address = "Ames, Iowa"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/44671}
number = {10.18260/1-2--44671}
}

TY  - CPAPER
AB  - 
Project management and other professional skill training is often lacking in graduate student education, typically as a result of limited resources, lack of faculty buy-in, and narrow focus on thesis research (Denecke et al., 2017; Leshner & Scherer, 2018; Wendler et al., 2010). To address this need and with support from the National Science Foundation (NSF), we are developing the Graduates for Advancing Professional Skills (GAPS) program at Iowa State University. To aid the initial development of this program, we conducted a literature review to understand the current context of the development and implementation of professional skills in higher education curricula, with a specific interest in STEM fields. We focused on the curricular and pedagogical approaches to implementing these skills, results of the initiatives, and methodologies used to assess their effectiveness. Our literature review uncovered the “messiness” of teaching and learning skills such as project management. There is often not one approach or definition of project management – it may change based on the scope of project and context (Joslin & Muller, 2016; Pace, 2019)  
Successful implementation requires adaptability, mentorship, problem solving, creativity, and communication (Gilbuena et al., 2015; Poston & Richardson, 2011). Additionally, project management has been referred to as a “threshold concept” and requires a certain level of intuition that cannot necessarily be gained through traditional classroom education (Caljander et al., 2011). Although some departments (e.g.,  Civil and Industrial Engineering) do offer project management training for specific projects, students may struggle in how to apply these skills to their thesis and research. In other departments, there is little exposure to this training. The focus of the program will be to describe the literature on project management and its integration into graduate education. Although this literature was conducted to aid in the planning for our specific project, the synthesis of the research can inform other faculty and industry leaders who are interested in teaching and applying project management techniques in their courses or companies. 
References
Cajander, A., Daniels, M., McDermott, R. & von Konsky, B. (2011). Assessing professional skills in engineering education. In J. Hamer & M. de Raadt (Eds.), Proceedings of the Thirteenth Australasian Computing Education Conference – Volume 114 (ACE’11)(pp.145-154) Darlinghurst, Australia: Australian Computer Society.
Denecke, D., Feaster, K., & Stone, K. (2017). Professional development: Shaping effective programs for STEM graduate students. Washington, DC: Council of Graduate Schools.
Gilbuena D M, Sherrett B U, Gummer E S, Champagne A B, Koretsky M D (2015) Feedback on Professional Skills as Encultruation into Communities of Practice. Journal of Engineering Education 104(1):7-34
Joslin R & Muller R (2016) The relationship between project governance and project success. International Journal of Project Management 34(4): 613-626
Leshner, A., & Scherer, L. (2018). Graduate STEM Education for the 21st Century. Consensus Study Report. Washington, DC: National Academics Press.
Pace, M (2019) A correlation study on project management methodology and project success. Journal of Engineering, Project, and Production Management 9(2):56-65.
Poston R S, & Richardson S M (2011) Designing an academic project management program: a collaboration between a university and a PMI chapter. Journal of Information Systems Education, 22(1).
Wendler, C., Bridgeman, B., Cline, F., Millett, C., Rock, J., Bell, N., & McAllister, P. (2010). The path forward: The future of graduate education in the United States. Princeton, NJ: Educational Testing Service.



AU  - Ann M Gansemer-Topf
AU  - Qing Li
AU  - Shan Jiang
AU  - Gül E. Kremer
AU  - Nigel Forest Reuel
AU  - Rebecca Mort
CY  - Ames, Iowa
DA  - 2020/10/15
PB  - ASEE Conferences
TI  - Implementing Professional Skills Training in STEM:  A Review of the Literature 
UR  - https://strategy.asee.org/44671
DO  - 10.18260/1-2--44671
ER  -