Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati; So Yoon Yoon, University of Cincinnati

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Cooperative and Experiential Education Division (CEED)

subsequently completed his Ph.D. in Applied Physics at the University of Yaound´e 1, also in Cameroon. Currently, he holds the esteemed position of Associate Professor at the University of Cincinnati.Dr. So Yoon Yoon, University of Cincinnati Dr. So Yoon Yoon is an assistant professor in the Department of Engineering and Computing Education in the College of Engineering and Applied Science at the University of Cincinnati, OH, USA. Dr. Yoon received her Ph.D. in Gifted Education, and an M.S.Ed. in Research Methods and Measurement with a specialization in Educational Psychology, both from Purdue University, IN, USA. She also holds an M.S. in Astronomy and Astrophysics and a B.S. in Astronomy and Meteorology from Kyungpook

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, University of Texas at San Antonio; Robin Lynn Nelson, University of Texas at San Antonio; JoAnn Browning P.E., The University of Texas at San Antonio

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Cooperative and Experiential Education Division (CEED)

undergraduatesfrom marginalized groups in engineering and to undergraduates who may not have the resourcesduring the academic year to participate in research at their institutions. Students are selectedusing holistic measures by each of the sites. The curriculum for the summer program aims tofoster self-efficacy in research through (1) participation in authentic research work, (2) facultyand experienced graduate student researcher mentoring, and (3) community building across thenatural hazards engineering and research communities.Students meet weekly through virtual means to discuss their research progress, address anychallenges, and discuss the rhetoric of scholarly publications and other activities. REU studentsalso participate in career development

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ying Lyu, Beihang University; Chuantao Yin, Beihang University; Qing Lei, Beihang University

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Cooperative and Experiential Education Division (CEED)

engineering system. This is equivalent to 4 years of bachelor’s and 2.5 years ofmaster’s studies in the Chinese higher education system. During the undergraduate(preparatory) stage, students pursue courses in basic sciences and humanities, with intensivetraining in mathematics and physics, reflecting a typical feature of French engineeringeducation (Lemaître, 2017). In the master's (engineering) stage, students engage in generaland interdisciplinary engineering studies and specialize in an area of study in which they willcomplete a master's thesis.Figure 1. SFEP curriculum structureThe WIL program at SFEP includes three internships designed to develop professionalcompetences in a progressive manner. These include a one-month ‘observation internship

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brian Khoa Ngac, George Mason University; Nirup M. Menon, George Mason University

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Cooperative and Experiential Education Division (CEED)

onboarding of clients to the DoD Cyber Crime Center’s Vulnerability DisclosureProgram. The program is gaining a lot of attention and momentum through its successes(publications, past performances, media mentions, and fundings), and has a lot of potential toscale and receive additional funding for all projects – BPI and CySec. Page 1 of 6IntroductionIn a traditional education environment, students typically receive instruction and knowledgethrough lectures, in-class assignments, class projects, homework assignments, case studies, andstudy guides – or some combination of these. Experiential Learning (EXL) programs are used togo beyond these and get students outside-the-classroom training and experience so that

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City University of New York, City College

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Cooperative and Experiential Education Division (CEED)

, andproject development of the participants. This paper will also focus on the continued use of remote internshipsand experiential opportunities as a High Impact Practice to engage students at an urban commuter universityacross all majors.BackgroundHigh Impact Practices (HIPs) have been shown to be effective in retention, persistence, and overall studentsuccess [1-5]. These practices include activities such as undergraduate research, service learning, experientiallearning opportunities, internships, study abroad, collaborative projects and writing intensive courses. Theseactivities have been found to be very beneficial for underrepresented students. Institutional resources,curriculums and student body demographics limit the effectiveness of the

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Grace Lynn Baldwin Kan-uge; Carol S. Stwalley, Purdue University ; Robert Merton Stwalley III P.E., Purdue University

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Cooperative and Experiential Education Division (CEED)

student desiring aneducation in a STEM field can seem insurmountable [1]. Collegiate educations are alsoexpensive in terms of both the cash outlay to attend college and the missed income during thecollegiate studies. Low SES families have meaningful financial constraints that can have lessimpact on other higher status families [2]. Compounding the barriers, low SES families are lesswilling to utilize debt to invest in education [3]. Students in these situations may try to workmenial jobs to earn some money, either to help support themselves or send home. This dilutestheir collegiate studying time, lessening their chances of success [4]. These students areunfamiliar with the academic environment, as no one within their circle of acquaintances has

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert B. Bass, Portland State University; Jen Lindwall, Portland State University

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Cooperative and Experiential Education Division (CEED)

, equity, inclusion, and accessibility in the nation’s workforce,and meet the objectives of the Justice40 Initiative. Justice40 mandates that at least 40% of thebenefits of certain federal investments must flow to disadvantaged communities, which DoEdefines as “being marginalized, underserved, [or] overburdened by pollution” [1].These requirements present opportunities for universities to provide undergraduate engineeringstudents with career development pathways within the industries targeted by the IIJA and IRA.The opportunities are particularly well-suited for Minority Serving Institutions (MSIs), such asAsian American, Native American, Pacific Islander Serving Institutions (AANAPISIs) andHispanic Serving Institution (HSIs). Our university

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatemeh Mirzahosseini Zarandi, University of Cincinnati; David Reeping, University of Cincinnati

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Cooperative and Experiential Education Division (CEED)

interests include transfer student information asymmetries, threshold concepts, curricular complexity, and advancing quantitative and fully integrated mixed methods. ©American Society for Engineering Education, 2024Work In Progress: Influences of Team-Based Activities on Engineering Students' Identities and Careers in University and Co-op Settings AbstractThis work-in-progress (WIP) paper describes preliminary analyses for a qualitative study aboutthe impact of team-based project participation on two constructs: (1) engineering students'professional identities and (2) career goals. In this paper, we describe how we are leveragingexisting data from

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimberly LeChasseur, Worcester Polytechnic Institute; Fiona Levey, Worcester Polytechnic Institute; Ahmet Can Sabuncu, Worcester Polytechnic Institute; Alireza Ebadi, Worcester Polytechnic Institute; John McNeill, Worcester Polytechnic Institute

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Cooperative and Experiential Education Division (CEED)

provide an important bridge between education and employment inengineering and providing marketable skills is a major function of the experience [1]. There isgrowing consensus around capstone projects as a potential site for teaching students professionalskills, such as problem solving and teamwork [2]. Yet there remains a gap in skills betweenemployer expectations and the graduates they hire [3], suggesting that not all capstone coursesare providing sufficient support for developing these skills. For example, [4] found limitedgrowth in professional skills in small, short-term project experiences.One potential amplifier of developing professional skills is self-efficacy. The central premisebehind self-efficacy theory is that having knowledge and

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cynthia Kay Pickering, Arizona State University; Erik Fisher, Arizona State University

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Diversity

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Cooperative and Experiential Education Division (CEED)

education system.This paper looks across three qualitative studies during the work-based experiences (WBEs) ofeleven undergraduate computer engineering and information technology systems students fromgroups traditionally underrepresented in STEM. In this paper, WBEs are defined as paidengagements for students as they work on solving real-world problems, while performing tasksand projects in partnership with an employer or community partner. Three types of WBEs arerepresented: internships (Study 1), apprenticeships (Study 2), and company employees (Study 3).All three studies used the Socio-Technical Integration Research (STIR) methodology which hasbeen established in 80 studies worldwide and over a dozen peer-reviewed publications. As amethodology

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., Pennsylvania State University; Erin A. Hostetler, Pennsylvania State University; Patrick Joseph Tunno, Pennsylvania State University; Christine B. Masters, Pennsylvania State University

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Cooperative and Experiential Education Division (CEED)

leadership, the college has established an award-winning Global Engineering Fellows Program, launched Penn State’s first 3+1+1 program for international students to pursue a one-year master’s degree, and initiated new interdisciplinary faculty-led study abroad programs. Additionally, he has worked for the Federal government, served on foreign language faculty, and led multiple study abroad programs. Tunno earned an M.B.A. at SDA Bocconi University (Milan, Italy) and a Ph.D. from Penn State, with his research focused on the development of global competencies through study abroad programs.Dr. Christine B. Masters, Pennsylvania State University Christine Masters is the Assistant Dean for Academic Support and Global Programs

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laurie Sutch, University of Michigan

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Cooperative and Experiential Education Division (CEED)

experiences, and learn to articulate their skills in ways that will resonatewith employers.BackgroundAs part of the College of Engineering’s strategic visioning in 2018, one of the areas of focus wasexperiential learning [1-3]. The team researched the impact of experiential learning, surveyedfaculty activity related to experiential learning, and scanned the landscape of experientiallearning opportunities for students. One of the important things the team found was that therewere a lot of - and a wide variety of - experiential learning opportunities for students.Additionally, over 95% of graduating seniors reported involvement with at least one type ofexperience, so adding more possible experiences didn’t seem to be the issue.At the same time, it was

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Alexander Steven Victor Krummi; Arynn J. Lorentz, Iron Range Engineering; Cody Mann, Minnesota State University, Mankato; Kaitlyn Mann; Andrew Lillesve, Minnesota State University, Mankato

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Cooperative and Experiential Education Division (CEED)

participated in the same program before the facilitator role wasdeveloped. The paper finishes with lessons learned and recommendations for implementingsimilar practices, regardless of program type.BackgroundWithin academia, as shifts happen from traditional educational models to more innovativemodels, there is a need to revisit student needs when it comes to their support. While professorshave traditionally been thought of as the main support for students throughout the navigation oftheir undergraduate education, mentorship and advising roles do not traditionally translate wellto expected job duties, especially within traditional tenure and promotion pathways [1].Professors just do not have the capacity to balance full student support; life coaching

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Match Ko, University of Hong Kong; Fu Zhang, University of Hong Kong; Chun Kit Chui, University of Hong Kong

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Cooperative and Experiential Education Division (CEED)

education.KeywordsStudent-initiated interest groups, engineering leadership, experiential learning, bio-inspiredrobotics, Guinness World Record, electric vehicle technologies, international awardBackgroundThis practice paper introduces a program designed to cultivate the development of student-initiated interest groups (SIGs) with a focus on technological innovation and challenge-basedlearning within the engineering faculty of the University of Hong Kong. In December 2020, thefaculty inaugurated a 2,000-square-meter Tam Wing Fan Innovation Wing [1] (a.k.a. the HKUInno Wing) at a prominent location on campus. This center serves as the hub for the SIGprogram, equipped with cutting-edge prototyping facilities and extensive project spaces. Settingitself apart from

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lufan Wang, Florida International University

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Diversity

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Cooperative and Experiential Education Division (CEED)

internship programs, and provide a roadmap for highereducation institutions and industry partners to collaboratively design internship programs that arerelevant, effective, and aligned with the evolving needs of both the industry and its futureprofessionals.KEYWORDSInternship program, Construction industry, Comparative analysisINTRODUCTIONInternships have been widely recognized as an important learning method in higher engineeringeducation. It can expose students in real-life work environment, and help them to integrate thetheoretical knowledge learned in the classroom with best practices in the industry [1]. This isparticularly necessary in practical fields like construction [2]. The complexity of projects and thedynamic nature of the work

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kamryn G. Zachek, University of New Mexico; Anjali Mulchandani, University of New Mexico; Sydney Donohue Jobe, University of New Mexico

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Cooperative and Experiential Education Division (CEED)

look at the impacts onstudent self-efficacy. Those outcomes will be used to scale and tailor the program to addressadditional research topics across disciplines at the University of New Mexico.1. Introduction1.1. Undergraduate Involvement in Interdisciplinary ResearchUndergraduate participation in interdisciplinary research opportunities enriches educationalexperiences through the development of critical thinking skills, personal development, exposureto practical application of academic knowledge, and overall increased academic performance[1][2]. Tangible benefits of early-stage research involvement of college students can be observedthrough increased test scores, enhanced retention of class material, and the development ofprofessional