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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

learn about thedesign, planning, and operation of these facilities and contribute to industry-leading projectsaimed at enhancing grid reliability, renewable energy integration, and energy efficiency.As is often the case with many MSIs, PSU hosts multiple programs that serve historicallyexcluded students, including career services, mentoring, and internship preparation. The PEIprogram will leverage the offerings provided by two such programs, the Center for Internship,Mentoring and Research (CIMR) and the Engineering Work Experience (EWX). CIMR 1provides multiple career-related resources to students, including mentoring, advising, and careerdevelopment. CIMR programs support diversification of the regional workforce. EWX2 providesa structured

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

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

peers. Allstudents are informed they should put their EXL project efforts as experience on the resume,which has helped many get jobs prior to their graduation – and some even received job offersdirectly following the completion of their project by the industry participants themselves. TheBPI projects are run as a course elective through the student’s degree program. BPI projects arefocused on having students identify the organization’s business challenges, recommend atechnology solution to address that business challenge, and develop an implementation plan forthe recommended solution. The CySec projects operate similarly and have an additional benefit– they are funded by the CCI grants resulting in student stipends towards their project

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

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

student reflections (n = 4,238) collected by the cooperative education office ata large Midwest public university to identify substantive themes and form an interview protocolto explore the two constructs of interest. We used descriptive analyses with closed-ended responsesin the reflections and inductive coding with the open-ended responses. After extracting relevantinsights from the reflections, the next phase will employ a phenomenographic lens to pinpoint howcollege and cooperative education (co-op) experiences influence engineering students'professional identities and career goals. We plan to conduct interviews with approximately 15students. We expect that by identifying ways to better align team-based activities with real-worldteamwork

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

engages students in hands-on projects,enhances their practical and project management skills, and gains valuable experiential learningexperience. It also adapts the Students as Partners (SaP) method to cultivate students' sense ofownership and responsibility in their SIGs. Academic advisors and participating studentscollaborate in various decision-making processes, including planning, funding acquisition,recruitment, training, prototyping and deployment.This practice paper offers an in-depth exploration of the SIG program hosted within the HKUInno Wing, delving into governance aspects such as the management structure, funding model,resource allocation, and development support. It showcases two exemplary SIGs as case studies:one centered on bio

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

(74%), and, to a lesser extent, technical work (45%). This patternhighlights the relative benefits of capstones for developing professional skills beyondstrengthening the technical core knowledge taught in other coursework.3 Context: Capstones at Worcester Polytechnic Institute (WPI)In the turmoil and social upheaval of 1960s, a group of faculty at WPI pioneered a substantialchange to education at WPI. At that time, education at WPI gave students little room to becreative as every student was given a prescriptive curriculum that had to be strictly followed.Engineering instruction did not include social paradigms and challenges of the time. The Plan,adopted by the faculty in April 1970, brought radical change to education at WPI. The Planwould

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

assumptions, Stage 4. Recognition that one’s discontent and the process of transformation are shared and that others have negotiated a similar change, Stage 5. Exploration of options for new roles, relationships, and actions, Stage 6. Planning a course of action, Stage 7. Acquisition of knowledge and skills for implementing one’s plans, Stage 8. Provisional trying of new roles, Stage 9. Building of competence and self-confidence in new roles and relationships; and Stage 10. A reintegration into one’s life based on conditions dictated by one’s new perspective.King [12] summarized the ten stages of Mezirow’s transformative learning theory. Heconceptualized “journey of

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

(1= very unconfident, 4= neither confident or unconfident, 7= very confident) Figure 2: Detail graph of "confidence" responses. Questions are listed in the order which they were presented on the survey. “Comm.” is an abbreviation for “Communicate”. The individual questions which correspond to the ‘Confidence’ block can be found in Appendix I.3.2. Changes in Student Ownership Over Research ProjectFigure 3 shows change in “ownership” results between the pre and post survey. This block ofquestions addressed the students’ comfortability in leadership positions, making decisions, andtaking responsibility for their research, and their attitudes toward making progress, solvingproblems, and actively planning/directing the research [11]. The

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

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

badgesoffer exciting opportunities beyond their traditional program of study [6]. Digital badges splitlearning into smaller units and are certified separately, allowing the student flexibility in whenand how far to further their skills.In addition to motivating learner engagement and achievement, digital badges can also be usedas a means of: 1. Supporting alternative forms of assessment, differing from standardized tests as the dominant form of knowledge assessment 2. Recognizing and credentialing learning, meeting the increasing workplace demands for evolving skills and competencies 3. Mapping learning pathways, scaffolding student exploration through a curriculum 4. Supporting self-reflection and planning, tracking what was

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

cognitive theory (Bandura 1989): • People have the capacity to create internal beliefs and models, plans for action, and testing complex ideas; • Behavior is goal-oriented and seeks to accomplish a task; • People are self-reflective and able to analyze their experiences and thoughts; • People can control their own behavior and actions; • People learn by observing others; and • The environmental events, personal factors, and behaviors interact together.People’s beliefs about their abilities are primarily informed by the following: • Performance experience – a task can be accomplished because it was successfully achieved previously, • Vicarious experience –the task can be accomplished because someone else

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laurie Sutch, University of Michigan

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

then, that on average, Communication, Creativity, System Thinking, Gritand Teamwork are the top competencies students choose to focus on, and students choose theiractivities accordingly. Sixty percent of onboarded students have planned at least one opportunityand 95% of those students have chosen at least one opportunity that includes a competency theyare focusing on. Since many of these are planned in the future, just 5% of these have completedthe activity and reflected so far, but we expect that number to grow significantly in the future.Currently, as mentioned, students can earn t-shirts for first time level up submissions and digitalcredentials to share on LinkedIn upon completion of a required number of reflections. The teamis also

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

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

first is through twice-weekly facilitator meetings. Facilitators use these meetings to updateone another on student progress and identify any students of concern. From there, the meetingslead to discussions about strategies and best practices based on previous experiences. Since therole of a learning coach rotates each semester, facilitators have the opportunity to discussindividual student plans with their previous learning coaches. This is especially importantbecause learning coaches “know where their students work, where their next job is going to be,what their life-work balance looks like, how their time management skills are developing, andeven more” (Facilitator 4, para. 3). Using this knowledge, the learning coach can develop a planfor

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

career prospects and make enough money to supportherself in a better lifestyle.” With extensive experience in the service industry as a hairstylist,she planned to develop technical skills to help “people who are not tech savvy in a morepersonable non-geeky manner.” Although an early benefit of our STIR dialogs was in getting Ethrough the technical learning so she could leverage her social strengths in a more lucrativecareer trajectory, the subsequent work and career self-efficacy outcomes are more relevant to thispaper. In particular, the following SocioTechnical Learning example shows how E improvedwork and career self-efficacy through reflective problem-solving.Early in her apprenticeship, E’s primary concern was establishing a routine. When

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

forthe FWS program, they must be receiving Financial Aid. The students must have satisfactory academicperformance, which means they must be passing at least 12 credits directed towards their major per semesterand be enrolled in at least six credits or more for the semester they plan to receive FWS. They must also haveremaining financial need, and they must indicate interest for FWS on the FAFSA (Free Application forFederal Student Aid).Student Recruitment And SelectionTwo campus wide Zoom sessions are run at the start of each semester to bring to the attention of CCNYstudents the value of undergraduate research as a HIP and provide them with information on the FWSprogram and the process to utilize it in an area that has career impact. Students

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

medium-sizedto large-scale enterprises. 3 out of the 19 students completed one of their internships in Chinaat multinational companies headquartered in France, while the remaining internships werecompleted in Chinese companies. 4 out of 19 plan to seek further studies whereas the othershave found employment or are in the finalizing stage. The sample provides a reasonablerepresentation of the diversity within the program's overall population, including genderdistribution, internship experiences and career paths, with the aim of capturing a broad rangeof perspectives and experiences related to WIL within the program. Table 1 presents detailedinformation about the participants.Table 1. Participant informationParticipant Gender Internship