2025 ASEE Annual Conference & Exposition

This is a Methods/Theory, full paper. Current approaches to engineering education incorporate learning experiences to develop the problem-solving, critical thinking, and interpersonal skills needed in the modern workplace. These skills are cultivated through increased exposure to real-world scenarios and challenges, implemented through group projects, internships, and capstone experiences. While significant attention has been devoted to bridging the gap between classroom learning and workplace realities, one crucial area that remains under-recognized is the development of effective supervisor-subordinate skills.
The traditional dynamic present in the professor-student relationship differs markedly from analogous workplace relationships. Years of training in navigating academic power structures often fail to prepare students for effective interaction with their future supervisors in professional settings. Consequently, students may need to unlearn certain classroom habits and acquire new skills to thrive in the workplace hierarchy.
This paper investigates strategies to modify the professor-student relationship within the classroom environment to foster stronger supervisor-subordinate interaction skills. By reimagining this fundamental academic relationship, we can better equip engineering students with the interpersonal competencies essential for success in their future careers. This research explores innovative pedagogical approaches that simulate workplace dynamics, enabling students to develop the adaptability and communication skills necessary for productive relationships with supervisors in professional settings.