Conference Session

Workplace Concerns, Realities, and Intangibles

Collection

2009 Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University, Calumet

Tagged Divisions

Cooperative & Experiential Education

AC 2009-781: WORKPLACE BULLIES: A RISING WORKPLACE CONCERN ANDDETRIMENT TO CAREER SUCCESSRalph Ocon, Purdue University, Calumet Page 14.1381.1© American Society for Engineering Education, 2009 Workplace Bullies: A Rising Workplace Concern and Detriment to Career SuccessAbstractAs engineering and technology students enter the workforce to begin their careers, theywill encounter several obstacles to their future professional success. In addition to havingto deal with career issues related to global competition and technological change, anadditional concern students are likely to encounter is workplace bullying. Duringinternships or as newly hired

Conference Session

Outcomes of Cooperative Education Assignments

Collection

2009 Annual Conference & Exposition

Authors

Bryan Dansberry, University of Cincinnati

Tagged Divisions

Cooperative & Experiential Education

value of outcomesproduced by their programs to the benefit of their organizations.In 2008, the Undergraduate Student Research Project, NASA’s largest agency-wide internshipprogram, revised its student and mentor evaluations, gathering new data on outcomes whosevalue had not previously been captured. This paper presents a preliminary discussion of the datacollected through these new survey instruments. It includes data connecting the learningproduced to many of the ABET a-k demonstrated abilities criteria as well as data on the changesin professional self-image, confidence, and commitment to career path. In addition, implicationsof the metrics which can be calculated from the raw data are discussed in regards to the valueplaced on that learning

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

presentations that have featured experiential learning and engineering education topics as well as her engineering research in vehicle structural durability and the use of neural networks to model non-linear material behaviour.Schantal Hector, University of Windsor Ms. Hector is currently pursuing her Bachelor's Degree in International Relations and Economics at the University of Windsor. She is a Research Assistant at the Centre for Career Education and has applied her knowledge and skills as part of the project to develop learning outcomes for the cooperative education program over the past two years. She has been instrumental in the collection and statistical analysis of the learning

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

La Tondra Murray, Duke University

Tagged Divisions

Cooperative & Experiential Education

forgraduates who can make immediate contributions.This paper will detail the types of skills and experiences that can best prepare engineeringgraduates for technical careers as identified through interviews with fifteen personnel managersfrom international technology companies. A taxonomy of behaviors to facilitate the move fromacademia to industry is subsequently described, and the activities that can support engineeringstudents in their transition are discussed.IntroductionThe results-oriented culture of industry requires graduates to consistently demonstrate their valuethrough the resolution of issues in support of business needs as well as client requirements. Ifnew employees begin their careers with a fundamental understanding of the corporate

Conference Session

Workplace Concerns, Realities, and Intangibles

Collection

2009 Annual Conference & Exposition

Authors

Anthony Joseph, Pace University; Mabel Payne, New York City Government

Tagged Divisions

Cooperative & Experiential Education

, this advantage may be influenced by several factors includingthe quality and quantity of non cooperative education work experiences.The purpose of this research is to investigate the relative impact of cooperative educationinternships on students' full-time employment salary upon graduation under myriadcircumstances of student employment arrangements. While this work is inclusive of all thecomputing (computer science, information systems, technology systems, etc.) students who usedthe Cooperative Education and Career Services office of the university between 1998 and 2006,it will highlight undergraduate students with particular emphasis on computer science majors.During the eight year period of the study data, a total of 285 computing students

Conference Session

Workplace Concerns, Realities, and Intangibles

Collection

2009 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

get students involved with engineering as early as possible intheir college careers. This involvement will make them a part of not only the institution butthe profession of engineering. Hopefully faculty and staff will provide them with adequateinformation to understand the reasons for taking the calculus and physics and the chemistryand deformable solids. With that there begins the need to provide these same students withan element of their learning that may not seem to exist but is simply atrophied, the vital Page 14.1372.2realization that in order to pursue the profession of engineering they must communicate.This reality definitely does come as

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Prue Howard, Central Queensland University

Tagged Divisions

Cooperative & Experiential Education

AC 2009-2409: PREPARATION AND REFLECTION: MAKING PROFESSIONALPRACTICE EXPLICITPrue Howard, Central Queensland University Dr Prue Howard is a senior lecturer and Convenor of the Future Engineering Education Directions (FEED) research and scholarship group at CQUniversity. She has BEng (Mech), ME in Dynamics and a Professional Doctorate in Transdiciplinary Studies. She moved to the higher education sector in 1990 after a career as a mechanical designer in industry. A love of teaching has kept her there since. Prue has received National Awards in the areas of Women in Engineering and Curriculum Innovation, as well as having received the University's Vice-Chancellor's Award for Quality Teaching

Conference Session

Outcomes of Cooperative Education Assignments

Collection

2009 Annual Conference & Exposition

Authors

Daniel Walsh, California Polytechnic State University

Tagged Divisions

Cooperative & Experiential Education

preparation for a career as an engineer. Furthermore, colleges of engineering cannotjust be a stop on the educational assembly line which takes decreasing numbers of high-schoolstudents with widely varied levels of preparation, provides them with an academic exposure totheory and then graduates them to be trained, as needed, by their employer. Students must beeducated to be life-long-learners, and industry and the university must become constant andpersistent collaborators in this process. This will require universities to rethink the educationalparadigms which have shaped engineering education for the last half century.5 PBL is oneapproach that provides a solution to improving the education of incipient engineers on campusand engineers on the

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

schedule and is the only fully co-operative university in the US.8Students are divided into two sections called “A-section” and “B-section,” which rotatebetween school and co-op work terms every three months. A-section starts with a “schoolterm” and, simultaneously, B-section starts with a co-op or “work term.” Therefore, whileA-section is at school, B-section is at work, and then vice versa. The two sections are notpresent on campus at the same time and go through their academic careers as basicallytwo separate student bodies. There are four terms: Summer, Fall, Winter and Spring.Summer term begins in July, and Spring term ends in June.Once a set of learning outcomes is determined, educational activities can be designed forthe co-op work site

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Robert Rabb, United States Military Academy; Margaret Nowicki, United States Military Academy; Elizabeth Bristow, United States Military Academy

Tagged Divisions

Cooperative & Experiential Education

some haveeven asked for another AIAD for the upcoming summer; again this speaks to the success of theprogram motivating and educating students potentially interested in careers in engineering. Figure 5. Sophomore AIAD SurveyProject Sponsor ExperienceProject sponsor feedback is voluntary, and it provides us with an outside look at our academicprogram. We send students, who are products of our curriculum, out to an AIAD. We shouldknow if we are preparing them for engineering in the real world. Sponsors are asked to assess thestudents’ abilities and our program objectives. Their feedback helps in our internal assessment ofthe department’s goals, the level of student competence, and the scope of certain