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- Cooperative and Experiential Education Division (CEED) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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Claude Brathwaite, City University of New York, City College
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, 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
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- Cooperative and Experiential Education Division (CEED) Technical Session 3
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- 2024 ASEE Annual Conference & Exposition
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Ying Lyu, Beihang University; Chuantao Yin, Beihang University; Qing Lei, Beihang University
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internships have been implemented, research has revealed that they are often‘just a formality and going through the motions’ (Du et al., 2017).WIL in engineering education is not new, and well-established practices, such as sandwichdegree offerings in the UK, cooperative education in North America, and WIL in Australianuniversities under the National Strategy for WIL, offer valuable references (Edwards et al.,2015; Luk & Chan, 2020). There has been significant discussion among both engineeringeducation researchers and practitioners on learning experiences from these well-establishedmodels (Lin & Geng, 2019; Cai et al., 2019; Qie et al., 2019). In the French engineeringeducation model, WIL is an integral part of the curriculum, with
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- Cooperative and Experiential Education Division (CEED) Technical Session 4
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Laurie Sutch, University of Michigan
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framework for conceptualization and reflection.Development and Implementation of SpireCAI provides the information architecture for Spire and works with academic units to designspecific features based on the unit’s requests. For example, other academic units are currentlyimplementing Spire primarily by integrating it into the curriculum; if students earn certain gradesin specific courses, they “level up” behind the scenes and students don’t necessarily interactdirectly with the platform. Michigan Engineering, however, wanted a different approach sostudents could also incorporate the skills they were gaining from co-curricular activities as wellas from courses, and the CAI software developers worked to address this need.Spire is still in development
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- Cooperative and Experiential Education Division (CEED) Technical Session 2
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- 2024 ASEE Annual Conference & Exposition
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Cynthia Kay Pickering, Arizona State University; Erik Fisher, Arizona State University
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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
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Robert B. Bass, Portland State University; Jen Lindwall, Portland State University
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. K. Schauer, A. Kohls, and K. Fu, “Push and pull: Exploring the engineering retentionproblem for underrepresented groups and gauging interest in interdisciplinary integration intoundergraduate curriculum,” in 2023 ASEE Annual Conference & Exposition. Baltimore,Maryland, June 2023.[10] J. Yang, J. D. Towles, S. Sheppard, and S. Atwood, “Internships’ impact on recognition forfirst-generation and/or low-income students,” in 2022 ASEE Annual Conference & Exposition.Minneapolis, Minnesota, August 2022.[11] A. Meador, “Examining recruitment and retention factors for minority STEM majorsthrough a stereotype threat lens,” School Science and Mathematics, vol. 118, no. 1-2, pp. 61–69,January 2018.[12] T. L. Strayhorn and R. M. Johnson, “What
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- Cooperative and Experiential Education Division (CEED) Technical Session 3
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Lufan Wang, Florida International University
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been considered an essential experiential learning method in higherengineering education. It can immerse students in real-world practices and bridge the gap betweentheory and practice. Internship experience is particularly crucial in fields with strong practicalemphasis, such as construction. Recognizing the value of student internship experiences, manyuniversities embed internship courses within their curriculum, and even making them aprerequisite for graduation. However, despite the widespread presence of internship programs,there still exists a gap between the requirements and offerings from the industry and theexpectations of students. Such gap can affect the efficacy of student learning experience,potentially undermining the objectives
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- Cooperative and Experiential Education Division (CEED) Technical Session 4
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- 2024 ASEE Annual Conference & Exposition
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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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. Retrieved from http://upcea.edu/wp- content/uploads/2017/05/Demographic-Shifts-in-Educational-Demand-and-the-Rise-of- Alternative-Credentials.pdf. [Accessed Jan 6, 2024].[3] C. Craig, “Open Badges and Microcredentials,” Technlogy in the Curriculum, OER Lab Ontario Tech University, J.M Stokes and S. Stokes (Eds.), 2021.[4] V. Devedžić and J. Jovanović, “Developing Open Badges: A Comprehensive Approach,” Educational Technology Research and Development, vol. 63, pp. 603-620, 2015. https://doi.org/10.1007/s11423-015-9388-3. [Accessed Jan 4, 2024].[5] F.M. Sullivan, “New and Alternative Assessments, Digital Badges, and Civics: An Overview of Emerging Themes and Promising Directions,” CIRCLE Working Paper #77, 2013. Retrieved
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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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workforce needs.Table 1. The WPI Plan Orients Students Toward Workforce Needs Traditional Curriculum Curriculum in the WPI Plan Each student is an isolated learner Graduates are part of a team Courses develop long, narrow “corridors” of Professions require integration of knowledge knowledge Students follow rigid, prescribed path – little Total responsibility for setting personal opportunity to set personal objectives objectives Get the “right” answers to structured Ask the right questions in unstructured problems situationsToday, WPI students engage in Major Qualifying Projects in a variety of different ways, such ascompleting a
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Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati; So Yoon Yoon, University of Cincinnati
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Menefee [1] found that students with study abroadexperience have more employability probability and greater organizational, communication, andleadership skills. Including study abroad programs in the curriculum helps students achieveholistic learning by gaining intercultural competence and an inclusive, open, and reflectiveperspective for solving complex global problems.Due to the highly immersive experiential learning nature of the study abroad programs, they alsoprovide transformative learning opportunities to participants. However, the extent and nature oftransformative learning in various experiential learning programs differ among individuals [2][3]. The broader purpose of this paper is to investigate whether the differential impacts of