Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lelanie Smith, University of Pretoria; Nadia Millis Trent P.E., University of Waikato

Tagged Divisions

Cooperative and Experiential Education

provides a platform for students for experiential learning through practical application but also a space to connect with local industry, international interns and post graduate students as part of a diverse and dynamic team. She has been running such a program for the last 6 years and in 2020 took over the Vertically Integrated Projects in the Engineering, Built Environment and IT Faculty.Dr. Nadia Millis Trent P.E., University of Waikato Dr. Nadia M Trent is an industrial engineer in the supply chain management arena. Currently she is a senior lecturer in the Waikato Management School at the University of Waikato. Her research primarily focuses on quantitative modelling to support policy decision-making in the freight

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amitava 'Babi' Mitra, Massachusetts Institute of Technology; Timothy Kassis, Massachusetts Institute of Technology; Yuan Lai, Massachusetts Institute of Technology; Justin A. Lavallee, Massachusetts Institute of Technology; Gregory L. Long PhD, Massachusetts Institute of Technology; Alice Nasto, Massachusetts Institute of Technology ; M. Mehdi Salek, Massachusetts Institute of Technology ; Rea Lavi, Massachusetts Institute of Technology; Rebecca Shepardson, Massachusetts Institute of Technology

Tagged Divisions

Cooperative and Experiential Education

. He was the founding Dean of Engineering, BML Munjal University, Gurgaon, India where he launched ”Joy of Engineering”, a first-year project-based course designed to get students engaged with engineering, the Senior Vice-President, Knowledge Solu- tions Business Unit, NIIT, Inc., Atlanta. , and founding Chief, Distance Learning Programs Unit, BITS, Pilani, India. Dr. Mitra is a Guest Editor, ASEE’s journal, Advances in Engineering Education, and the keynote speaker/panelist at engineering education conferences in Lisbon, Portugal; Aalborg University, Denmark; Bengaluru, India; ITA, Brazil and Higher Colleges of Technology, United Arab Emirates. He volunteers as a board member, Arbor Creek Montessori Academy, Dallas

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Radana Dvorak, City University of Seattle ; John L. Whiteman, University of Portland

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Cooperative and Experiential Education

Paper ID #33589A Call to Create an Open-source Project Initiative for CybersecurityVirtual LabsDr. Radana Dvorak, City University of Seattle Dr. Dvorak received her Ph.D. in computer science from the University of London, Queen Mary College and Master’s in AI from the University of Sussex. Dr. Dvorak has been working in IT, higher education, academic industry and program development for over 25 years. She has served as a researcher, university professor and Dean in the US, UK, and the Cayman Islands. Currently, Dr. Dvorak is an associate professor and program manager at the School of Technology & Computing at City

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lynn Merritt Ekstedt, Oregon State University; Nikki James, Northeastern University; Kemi Jona, Northeastern University; Erich White, Oregon State University; Scott Paja, Oregon State University; Josefine Fleetwood, Oregon State University

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Diversity

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Cooperative and Experiential Education

agencies, national labs, and non-profits. We have established a purpose-built model to accel- erate Cincinnati as a talent hub and beacon for innovation–in years, not decades.Josefine Fleetwood, Oregon State University American c Society for Engineering Education, 2021 Virtual Internships: Accelerating Opportunity Through Disruption Abstract Experiential learning programs like internships and capstone projects are high-impact practices that allow engineering students to build a professional network, apply technical skills in a real-world context, and

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L Peters P.E., Kettering University; Ronald E Kumon, Kettering University; Gabrielle Feeny

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Cooperative and Experiential Education

, a midwestern STEM-focusedinstitution, received an internal grant to develop a class in research for undergraduates. Thisclass, which is designed to be offered online either for cohorts or for individual students as anindependent study, contains information and resources on a diverse range of issues such asmotivation for research, research ethics, planning a research project, conducting literaturesearches, experimental procedures, keeping lab documentation for various types of projects, dataanalysis, technical writing, intellectual property, and issues relevant to scoping out one’s ownresearch project.This paper will give the background for the course development, evaluation of the requiredcontent and decisions on structure and format, and

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Divisions

Cooperative and Experiential Education

. Theapproach used is presented as a model for potential use by other programs in the future. Finally,the paper concludes with a discussion of potential changes to the model that could beimplemented in future REU programs, should there be a continued need to operate them online.2. BackgroundThis section provides a brief overview of prior work that provides a foundation for the presentstudy. First, a discussion of prior work related to project-based learning and experientialeducation is presented. Then, the current cybersecurity workforce need is discussed.2.1. Prior Work in Project-Based Learning and Experiential EducationREU programs inherently draw on prior work in project-based learning (PBL) and experientialeducation, as undergraduate research

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carlos Martin Chang, Florida International University; Adeeba Abdul Raheem, University of Texas at El Paso

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Diversity

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Cooperative and Experiential Education

- cialization Fund (TCF), DOE-NE’s Consolidated Innovative Nuclear Research- Construction Group, and Oak Ridge Institute of Science and Education (managed by Oak Ridge Associated Universities (ORAU) for DOE). Dr. Raheem has a research portfolio of more than $2 million with projects funded by various U.S. federal agencies and non-profit organizations such as the U.S. Department of Labor, U.S. Department of State, U.S. National Science Foundation and VentureWell. Her research interests include sustainable cities, construction safety, construction management, and sustainable construction. She is an EnvisionTM Sustainability Professional (ENV SP), a certified associate member of the Design-Build Institute of Amer- ica (Assoc

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carol S. Stwalley, Purdue University at West Lafayette; Robert Merton Stwalley III P.E., Purdue University at West Lafayette; Grace Lynn Baldwin; Virginia Lynn Booth-Womack, Purdue University at West Lafayette; Sarah Larose

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Diversity

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Cooperative and Experiential Education

graduation. A summer research project with a faculty-directed laboratorybefore the sophomore year and a self-directed research project prior to the junior year were usedto build project management experience, along with a paid, external internship in a professionalorganization likely to hire within the student’s major. Based upon the limited data collected sofar, the researchers seem to have been conclusively demonstrated that a structured, ‘high-touch’program with a heavy experiential component can successfully move low-SES students withSTEM inclinations through a highly ranked institution. Counselling to reduce the anxietysurrounding the collegiate process for first generation students and some form of scholarshipsupport to reduce the financial

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John H. Callewaert, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Kevin Cai Jiang, University of Michigan

Tagged Divisions

Cooperative and Experiential Education

Paper ID #33440Assessing and Communicating Professional Competency Development ThroughExperiential LearningDr. John H. Callewaert, University of Michigan John Callewaert is Director of Strategic Projects in the Office of the Associate Dean for Undergraduate Education, College of Engineering, University of Michigan. He previously served as a program director with the University of Michigan’s Graham Sustainability Institute, Director of the University of Michigan- Flint’s Office of Research, and the Director of the Institute for Community and Environment at Colby- Sawyer College. He completed doctoral study in Resource

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dennis Rogalsky P.E., Minnesota State University, Mankato; Ronald Ulseth P.E., Iron Range Engineering

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Diversity

Tagged Divisions

Cooperative and Experiential Education

the programfor continuing to improve the experience and success of future cohorts.I. Design-Based Research MethodThe curricular development work for this project-based learning (PBL) program began in 2016[1] utilizing design-based research (DBR) as the methodology for both design and research.Design-based research (DBR) was adopted as the methodology to 1) address learning theories, 2)to study learning in context, 3) to develop measures of learning, and 4) to contribute to newdesigns and learning theories [2] for the program development. The work incorporates the fourphases of DBR identified by Kolmos [3]: design; implementation; data collection and analysis;and findings and conclusions. The DBR phases were adapted and combined with

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Koopman, Virginia Polytechnic Institute and State University; Robert S. Emmett, Virginia Polytechnic Institute and State University; Nicole P. Sanderlin, Virginia Polytechnic Institute and State University

Tagged Divisions

Cooperative and Experiential Education

. Emmett is a certified Project Management Professional and since 2018 has supported strategic global and online initiatives in engineering, including developing online modules to train global engineering competencies. He is the author of the books Cultivating Environmental Justice: A Literary History of US Garden Writing (University of Massachusetts Press, 2016) and with David E. Nye, Environmental Humanities: A Critical Introduction (MIT Press, 2017). With Gregg Mitman and Marco Armiero, he edited the collection of critical reflections and works of art, Future Remains: A Cabinet of Curiosities for the Anthropocene (University of Chicago, 2018). His humanities scholarship has appeared in the journals Environmental

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia Caratozzolo P.E., Tecnológico de Monterrey; Anna Friesel, Technical University of Denmark; Peter Jan Randewijk, Technical University of Denmark; David Navarro-Duran, Tecnológico de Monterrey

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Diversity

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Cooperative and Experiential Education

Paper ID #34183Virtual Globalization: An Experience for Engineering Students in theEducation 4.0 FrameworkDr. Patricia Caratozzolo P.E., Tecnol´ogico de Monterrey Patricia Caratozzolo was born in Buenos Aires, Argentina. She received the Ph.D. degree from the Uni- versitat Polit´ecnica de Catalunya, Barcelona, Spain, in 2003. Since 2005 she has been a member of the faculty of Tecnol´ogico de Monterrey, Campus Santa Fe, where she is Assistant Professor of Power Energy Systems in the Mechatronics and Sustainable Development Department. She is leading different projects in the area of educational innovation, teaching

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tracy L. Ross, Actua; Lisa Romkey, University of Toronto

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Diversity

Tagged Divisions

Cooperative and Experiential Education

the Institute for Studies in Transdisciplinary Engineering Education & Prac- tice (ISTEP) in the Faculty of Applied Science and Engineering, which serves as a hub for pedagogical innovation and transdisciplinary engineering education. American c Society for Engineering Education, 2021 Post-Secondary Work Integrated Learning through STEM OutreachAbstractThis work in progress paper reports on a multi-year project designed to articulate the learningand employability skills gained by a pan-Canadian group of undergraduate students, by way oftheir training and work experience as youth program “instructors” delivering

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Candyce Hill, Michigan State University; Katy Luchini-Colbry, Michigan State University

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Diversity

Tagged Divisions

Cooperative and Experiential Education

engineeringdisciplines, and the context of their research varied considerably. Some students were part oflarge, established experimental laboratories while other students worked individually or in smallgroups on computational or theoretical projects. As this course was launched in Fall 2020,students in this class experienced the additional challenge of starting college (and undergraduateresearch) remotely during a global pandemic. The design and content of this course wereevaluated using anonymous feedback and a review of reflective discussion posts in order todetermine whether the course supported the stated learning goals. This evaluation indicates thatstudents found the course material helpful in understanding their role as undergraduate researchassistants

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica Britt, Energy Systems Division, Argonne National Laboratory; Lucas W. Shoults, Energy Systems Division, Argonne National Laboratory

Tagged Divisions

Cooperative and Experiential Education

morale.Throughout this process, the organizers learned the importance of communicating a clearproblem statement, collecting structured stakeholder feedback early, keeping an open mind,utilizing low fidelity prototypes, and employing project management tools. Over the past year,organizers gained experience from their successes and failures, and these valuable lessons can beapplied to any organization seeking to manage the unexpected.I. IntroductionThis case study focuses on the EcoCAR Mobility Challenge organizers’ effort towardimplementing contingency thinking to address stakeholder value and organizational stressors inan ever-changing COVID-19 environment.A. Historical Competition BackgroundFor over 30 years, Argonne National Laboratory has managed multi

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Peters, Kettering University

Tagged Divisions

Cooperative and Experiential Education

specific, distinct items mentioned by students ranged from zero to four,with an average of 1.6.Essays were also analyzed for non-content-based connections, which were defined for purposesof this study as those connections based in any skills that could be learned in a class that werenot uniquely tied to the class content itself. This could include problem-solving skills that couldbe applied to a wide range of tasks, time management, writing or reflection skills, teamwork, orthe ability to carry out an engineering project. Students provided fewer examples of non-content-based connections between the class and their co-op jobs, with an average of 1.1 specific itemslisted, and overall exhibited a lower level of perceived connections in this area. The