Matney, S. M., & Bullard, L. G. (2011, June), Panel Session: Socialization of Engineering Students: A Workplace Approach   Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18452

\bibitem{asee_peer_18452}
  Matney, S. M., \& Bullard, L. G. (2011, June), \emph{Panel Session: Socialization of Engineering Students: A Workplace Approach }
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18452

Susan M. Matney and Lisa G. Bullard.  "Panel Session: Socialization of Engineering Students: A Workplace Approach ".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18452 Internet.  07 May, 2024

\bibitem{asee_peer_18452}
  Susan M. Matney and Lisa G. Bullard.
  "Panel Session: Socialization of Engineering Students: A Workplace Approach ".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18452 Internet.  07 May, 2024

@INPROCEEDINGS{asee_peer_18452
author = "Susan M. Matney and Lisa G. Bullard"
title = "Panel Session: Socialization of Engineering Students: A Workplace Approach "
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18452}
number = {10.18260/1-2--18452}
}

TY  - CPAPER
AB  -          Socialization of Engineering Students: A Workplace Approach       The education of today’s engineer is a complex process. Graduates are expected to notonly be technically literate and of an engineering mindset, but also competent team playerscapable of the independent thought required of innovation. Such a demanding process requirescollaborative intervention from a varied subset of sources.        There is an educational adage that asserts “when the student is ready, the teacher willappear.” While certainly it is the case that the curriculum is adequate to the task of preparingyoung minds for their roles as engineering professionals, the role of the teacher is not exclusiveto the classroom. In the case of fortunate engineering students, the teacher will take many forms.Potentially among these is a network of faculty, employers, and cooperative educationprofessionals. This highlights the “value added” of experiential learning. By expanding theclassroom boundaries beyond campus, the student broadens his/her educational reach whilesimultaneously enhancing workplace competencies.         This discussion panel will be comprised of representatives (aka teachers) from each ofthese three groups; faculty, employers and co-op professionals. Each panelist will bring theirperspective to bear on their responsibility as a “teacher” of engineering students. Dimensions tobe explored will include managing expectations, creating appropriate boundaries, and definingone’s self-efficacy.
AU  - Susan M. Matney
AU  - Lisa G. Bullard
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Panel Session: Socialization of Engineering Students: A Workplace Approach 
UR  - https://peer.asee.org/18452
DO  - 10.18260/1-2--18452
ER  -