Conference Session

Outcomes of Cooperative Education Assignments

Collection

2009 Annual Conference & Exposition

Authors

Bryan Dansberry, University of Cincinnati

Tagged Divisions

Cooperative & Experiential Education

76% Page 14.403.5 Technology 95% Work Culture 97% Organization/Planning 95%In addition, USRP interns were asked a series of questions designed to determine how theirUSRP experience affected their commitment and attitude in regards to their current career path.Table 3 shows the responses of the students to these questions. The number given represents theaverage response on a 5 pt Lickert scale where 5 indicates strong agreement with the statement.Considering the fact that over 50% of the 2008 USRP interns were seniors, the results

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

time forthe learner to manipulate the information, typically between one week and one month and also requiresdeep analysis and a transformation of the original information. The shorter model has been used as thebasis for the activity described in this paper.The webquest has become popular enough to be featured on standard ESL/EFL websites containingteaching materials, notably www.onestopenglish.com and of course, Bernie Dodge’s own website(www.webquest.org).First integrated as a classroom activity in 2005, the webquest represents an intermediary step towardsthe full implementation of Web 2.0 technology based activities in the lesson plan. Indeed, Web 2.0technologies were embryonic at best in their development for use in the language classroom

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

struggles of research. The experience of working in classified and sensitive environments taught me discipline and procedure that I would not have learned elsewhere. Taking part in a long term planning meeting expanded my view on how engineers address problems and choose directions for research”1.The above quotation speaks to the invaluable experience students obtain from AIAD experiencesthat cannot be taught in academia. Other advantages and benefits, similar to those outlined here,to both individual students and outside organizations are well documented2-5. Internships,regardless of length, provide an opportunity for students to get their feet in the doors of variousoutside organizations. They give the student the best of both

Conference Session

Outcomes of Cooperative Education Assignments

Collection

2009 Annual Conference & Exposition

Authors

Daniel Walsh, California Polytechnic State University

Tagged Divisions

Cooperative & Experiential Education

component in the educational experience of nascentengineers.[4,6,7]The College of Engineering Strategic Plan states that: “The mission of the College ofEngineering is to be a flagship college of engineering that benefits humanity by educatingsocially responsible engineers inspired for life-long learning using an innovative learn bydoing philosophy in partnership with industry and other stakeholders.” The PBLI is consistentwith the College mission because it promotes the use of a multi-disciplinary, participatory, learnby doing, “hands-on” laboratory, project and design centered approach. The PBLI enhanceseducational outcomes for students in accordance with the strategic plan, it enhances theprofessional development of the faculty in conformance

Conference Session

Workplace Concerns, Realities, and Intangibles

Collection

2009 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

been given the impression that thepresentation of their engineering knowledge is a secondary issue and never can reach thelevel of importance of the technical information itself, then that technical information willnever reach the level it could if knowledge and communication were equal partners. Thispartnership begins when the freshmen first arrive on campus by putting communication onan equal footing with technical knowledge. The way one conveys information gets the samerespect as the knowledge itself. Technical expertise and communication skill are presentedtogether as a clear indication that one cannot function without the other. Students must havesomething to present and the content must have a way to be presented.In a department’s plan

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

opportunity to experience the changesthat may come as a result of their work.Question 4 To what extent did participation in the co-op program affect your employment opportunities by: a) Enabling you to identify, assess and develop workplace skills and personal competencies b) Teaching you how to write an effective resume and cover letter c) Teaching you how to interview effectively d) Assisting in the process of career planning e) Contributing to your post-graduation employment Page 14.42.13 Contributing to your post- graduation employment (0.044

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

standard co-op plan.)3) Administer post-assessment to student cohort.Phase 51) Administer pre-assessment to student cohort.2) Provide student test group with a specific classroom activity subsequent to their co-opterm.3) Perform final assessment of co-op and classroom learning for student cohort (bothgroups).4) Determine research results and disseminate.Pilot study impact and outcomesThe outcomes of the pilot study would include one thread of this overall integration, byfocusing on a subset of selected learning outcomes and designing one corresponding set Page 14.753.6of templates and best practices for co op companies, and a complementary set ofclassroom

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Prue Howard, Central Queensland University

Tagged Divisions

Cooperative & Experiential Education

Conference.5. Jorgensen D., Howard P. (2005), Ten Years in the Making - A Unique Program in Engineering, Journal of Cooperative Education & Internships -14th World Conference on Co-operative Education, World Association for Co-operative Education, June 2005 Boston USA6. JGFEPS (2004a) Business Plan - Diploma of Professional Practice. Rockhampton: James Goldston Faculty of Engineering and Physical Systems, Central Queensland University7. University of Technology, Sydney (2005). Retrieved March 29, 2005 from http://www.eng.uts.edu.au/ProspectiveStudents/undergraduate/bachelorofengineering.htm#STRUCTURE Page