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INdustry Sponsored Projects InspiRing Engineering Success (INSPIRES): Designing an Experiential Learning Course for Second-Year Students (Work in Progress)

Conference Session
Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design
Collection
2025 ASEE Annual Conference & Exposition
Authors
Shawna Fletcher, Texas A&M University; Magdalini Z Lagoudas, Texas A&M University
Tagged Divisions
Cooperative and Experiential Education Division (CEED)
progress in the form of reports and information for industry mentors to review andfurther guide teams in their progress. The platform contained many built-in elements that wereeasy to navigate and customize throughout the semester. During the semester, EduSourced wasutilized for a mid-semester 360-review to garner feedback from industry/peer mentors, and teammembers themselves. EduSourced was also used for the final project peer evaluations to assessand confirm team dynamics. As previously stated, this platform had ready-made survey elementsembedded from previous experiential learning or capstone courses through their customerdatabase. The Table below shows an example of a 360 Peer Evaluation
Relevance Score: 0.5269695

Transforming Undergraduate Education to Educate the Whole Engineer: Implementing 100% Experiential Learning at Wake Forest Engineering Through Grounding to Learning Theories, Motivation Theories, Strategic Change Management, and Character

Conference Session
Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning
Collection
2025 ASEE Annual Conference & Exposition
Authors
Olga Pierrakos, Wake Forest University
Tagged Topics
Diversity
Tagged Divisions
Cooperative and Experiential Education Division (CEED)
design and experimentation (EGR 111, EGR 112)Year 2: Integrated approach to engineering science fundamentals (EGR 211, EGR 212)Year 3: Advanced technical competencies & intro. to capstone design (EGR 311, 312, 313)Year 4: Capstone design sequence focused on real-world projects (EGR 314, EGR 315)This curriculum (Figure 1) represents a thoughtful progression from foundational skills tocomplex, real-world applications while maintaining focus on both technical competency andbroader societal impact. The structure enables approximately 60% common knowledgeexperiences, with 40% reserved for specialized electives, concentrations, and customization. Figure 1: Visual representation of Wake Forest Engineering curriculum.Pedagogical Diversity
Relevance Score: 0.050817143

Investigating Effects of Scrum Practices on Student Performance

Conference Session
Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design
Collection
2025 ASEE Annual Conference & Exposition
Authors
Igor Stanojev, University of Wisconsin - Platteville; Xiaoguang Ma, University of Wisconsin - Platteville; Hynek Boril, University of Wisconsin-Platteville
Tagged Divisions
Cooperative and Experiential Education Division (CEED)
Research and Applications, vol. 2, no. 4, pp. 1347–1352, 2012. [5] J. Sutherland and K. Schwaber, “The scrum papers: Nuts, bolts, and origins of an agile process,” Boston: Scrum, Inc., 2007. [6] D. Lee, C. E. Wick, and H. Figueroa, “Applying scrum project management methods in biomedical and electrical and computer engineering capstone design courses,” in 2018 ASEE Mid-Atlantic Section Spring Conference, no. 10.18260/1-2–29456, April 2018, https://peer.asee.org/29456. [7] X. Ma, “Mini scrum: An innovative project for an introductory digital logic design course,” https://engineeringunleashed.com/card/2318, 2023. [8] M. G. Software, “User stories,” https://www.mountaingoatsoftware.com/agile/user-stories. [9] C. H. Roth and L. Kinney
Relevance Score: 0.029459897

Bringing Supervisor-Subordinate Interaction Skills into the Classroom: A Missing Piece in Transitioning Students from Academia to the Workplace

Conference Session
Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design
Collection
2025 ASEE Annual Conference & Exposition
Authors
Lynne P Cooper PhD, Vanderbilt University
Tagged Divisions
Cooperative and Experiential Education Division (CEED)
Classroom: A Missing Piece in Transitioning Students from Academia to the WorkplaceIntroductionCurrent approaches to engineering education incorporate learning experiences to develop theproblem-solving, critical thinking, and interpersonal skills needed in the modern workplace.These skills are cultivated through increased exposure to real-world scenarios and challenges,and practiced during group projects, internships, and capstone experiences. While significantattention has been devoted to bridging the gaps between engineering theory and practice,classroom learning and workplace realities, and individual vs. teamwork, one crucial area thatremains under-recognized is the development of effective supervisor-subordinate
Relevance Score: 0.019139636

The Complementary Relationship between Facilitators and Professors in a Practice-based Engineering Program

Conference Session
Cooperative and Experiential Education Division (CEED): Developing Professional and Career Readiness
Collection
2025 ASEE Annual Conference & Exposition
Authors
Cody Mann, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Andrew Lillesve, Minnesota State University, Mankato; Luke John Nyberg
Tagged Divisions
Cooperative and Experiential Education Division (CEED)
themexplaining their identity formation as an engineer, and many more. Capstone assessments for thesemester are also included in the realms of systems engineering, co-op/project experience, andpublic speaking. Professors and facilitators divide the duties of assessing these deliverables forboth content and delivery, offering constructive feedback on how to learn and grow in theseskills and connecting them to their current work.Program Development & AssessmentThere are numerous ways in which all faculty and staff engage with and take ownership of theprogram's educational model. Their most overt inclusion is through departmental and program-specific continuous improvement meetings or “summits” that occur at the end of each semester.These semester
Relevance Score: 0.01687577

A Survey of the Literature on Co-ops and Cooperative Education in the American Society of Engineering Education

Conference Session
Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning
Collection
2025 ASEE Annual Conference & Exposition
Authors
Sophia Vicente, Elizabethtown College; Sara A. Atwood, Elizabethtown College; Rebecca Holcombe
Tagged Topics
Diversity
Tagged Divisions
Cooperative and Experiential Education Division (CEED)
., & Zion, G. (2005, June), Students Sharing Their Co Op Experiences Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15243[13] Powell, R., & Kwinn, M. (2005, June), Enhancing Engineering Education Through Global Co Ops Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2-- 15115[14] Cote, M. (2005, June), The Development Of A Cooperative Education Project As An Assessment Tool For An Engineering Technology Program Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15600[15] Gunn, C. (2006, June), Co Op, Communication, And Engineering Disciplines Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--397
Relevance Score: 0.011881998