Conference Session

Developing Tomorrow's Leaders through Co-op Education

Collection

2009 Annual Conference & Exposition

Authors

Jacqueline El-Sayed, Kettering University; Denise Stodola, Kettering University

Tagged Divisions

Cooperative & Experiential Education

AC 2009-1151: INTEGRATING CO-OP AND CLASSROOM LEARNINGEXPERIENCESJacqueline El-Sayed, Kettering University Dr. Jacqueline El-Sayed is a professor of mechanical engineering at Kettering University, the Richard L. Terrell Professor of Excellence in Teaching. She has been an engineering educator for over 20 years and currently is an American Council on Education Fellow placed at Harvey Mudd College. In addition, she is the Chair of the Michigan Truck Safety Commission for the State of Michigan.Denise Stodola, Kettering University Dr. Denise Stodola is an assistant professor of communication at Kettering University. Her research focuses on rhetoric and composition, particularly its

Conference Session

Outcomes of Cooperative Education Assignments

Collection

2009 Annual Conference & Exposition

Authors

Daniel Walsh, California Polytechnic State University

Tagged Divisions

Cooperative & Experiential Education

sources and sinks for projects at the institution. These include thecapstone design courses that are an integral part of each departmental curriculum, the seniorproject and thesis requirements for students, and the individual interests and efforts of bothstudents and faculty. In the current nascent stage of the PBLI there are a range of activitiesacross the spectrum of departments. Unit requirements for the capstone design experience rangefrom 4 to 9 quarter units, senior projects are occasionally integrated with capstone design, butmany are stand-alone classes or individual study experiences. Single student experiences are thenorm, with a few departments offering “interdisciplinary” experiences. Projects range frominstructor selected activities

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

La Tondra Murray, Duke University

Tagged Divisions

Cooperative & Experiential Education

can beeven more competitive in a global marketplace where technical skills are necessary but notsufficient for success. Some colleges and universities are leveraging their Industrial AdvisoryBoards to refine skills requirements for graduates and obtain feedback about areas forimprovement to better prepare students for industry8. Corporations will benefit by gainingtalented new hires who can ‘hit the ground running’ to rapidly adapt to the environment and addvalue from the start. Page 14.977.6ConclusionsUniversities and the technology industries that they support can partner to introduce specificbehaviors as an integral part of course content

Conference Session

Developing Tomorrow's Leaders through Co-op Education

Collection

2009 Annual Conference & Exposition

Authors

Adrian Millward-Sadler, Joanneum University of Applied Sciences; Annette Casey, Joanneum University of Applied Sciences; Emilia Bratschitsch, Joanneum University of Applied Sciences

Tagged Divisions

Cooperative & Experiential Education

technologies have been integrated into the syllabus over the last number of years.The objective of this paper is to outline the use of Web 2.0 technologies within the English syllabus forAustrian students and show how these not only link into the curriculum as a whole, but also prepareundergraduates for professional life after completing their degree.The first Web 2.0 technology examined is “webquesting”, which in this case is the organisation of adepartmental excursion to a real Auto Show in an American city from Austria within a given budget.This is used to provide the basis for 2nd semester students’ first written report at university level inEnglish. Prior to this stage, students have only been required to write such documentation in theirnative

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Prue Howard, Central Queensland University

Tagged Divisions

Cooperative & Experiential Education

preparation and reflection requirements for the workplacement. The changes included a move to Project Based Learning (PBL) with a partiallyinverted curriculum, and the introduction of a dual award, the Bachelor of Engineering(Coop)/Diploma of Professional Practice.PBL and an inverted curriculum was introduced in 1998, with the aim being to ensure thatstudents were sufficiently prepared to work as junior engineers in industry at the end of theirsecond year of study. The PBL curriculum was intended to teach students in context, withcontent being integrated instead of delivered in discipline silos, as well as developing a numberof the professional practice skills required, such as teamwork, communication, critical thinkingand problem solving.The Diploma

Conference Session

Outcomes of Cooperative Education Assignments

Collection

2009 Annual Conference & Exposition

Authors

Jennifer Johrendt, University of Windsor; Schantal Hector, University of Windsor; Michelle Watters, AUTO21; Derek Northwood, University of Windsor; Geri Salinitri, University of Windsor; Arunita Jaekel, University of Windsor; Karen Benzinger, University of Windsor

Tagged Divisions

Cooperative & Experiential Education

have been an option for post-secondary education with the premise of assisting students’ transition from school to workplace. Page 14.42.3These programs have been defined as structured educational strategies integrating academiclearning through productive work experiences in a field related to career goals 4, 5, 6.Groenewald7 determined that cooperative education has four core dimensions: “(a) an integratedcurriculum, (b) learning derived from work experience, (c) cultivation of a support-base, and (d)the logistical organization and coordination of the learning experience.” The basic concepts ofalternating school with work over a substantial