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)

for project managementand ensure teams worked through a process to complete a project. Because the course was two-credit hours, a 50-minute lecture was scheduled weekly on Wednesday afternoon, and a one-hour(1hr)/40-minute lab was scheduled weekly for Friday morning. The lecture portion providedopportunities for instructors to inform students about weekly topics to be integrated into courseassignments and reports. The 1hr/40-minute lab sessions were less structured to allow for workingteam meetings, with individualized instructor support, and time for mock presentations, writing,or project planning sessions. The end result for the course was a 15-minute presentation with 5-minute Q&A session and a comprehensive report that allowed

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)

maintain design journals, write reflection papers on team dynamics, or analyze their problem- solving approaches. RL helps develop metacognitive skills, professional identity, and the ability to transfer learning to new engineering contexts. The reflection component is crucial across all experiential learning approaches, helping students examine not just technical questions but also ethical dimensions of engineering practice, including considerations of access, sustainability, and cultural appropriateness.• Team-Based Learning (TBL) - Team-based learning structures engineering education around permanent student teams that collaborate on significant problems. Engineering programs use TBL to simulate professional practice

Conference Session

Cooperative and Experiential Education Division (CEED): Developing Professional and Career Readiness

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laurie A. Sutch, University of Michigan; Caitlin Hayward

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

chose to group themby careers, such as Data Analyst, Biostatistician, and Environmental Consultant – and they canalso be broken down into sub-competencies. Additionally, each competency or sub-competencycan have different levels of achievement. For example, a Communication competency could bepart of an Interpersonal Skills category (in a program where other categories might includeLeadership Skills and Analytical Skills) and have sub-competencies for Listening, Presenting,and Writing that all have levels of expertise such as Beginner, Intermediate, and Master. Thisflexibility allows for units to customize the student experience to best fit their objectives.Because the development of professional competencies can take place in the classroom as

Conference Session

Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, The 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 Divisions

Cooperative and Experiential Education Division (CEED)

program is to prepare and support engineering faculty toprovide effective and meaningful mentorship to NHERI REU undergraduate researchers, whomany times are first-time researchers.As a hybrid program, the NHERI REU includes an in-person faculty research mentor, often anECO Committee member, and a virtual mentor, the ECO Education Specialist. While research isconducted at one of eleven (11) NHERI experimental or research facilities, all REU studentsmeet each week for virtual research meetings to prepare a research poster, presentation, and peer-reviewed paper on the research they conducted. Students also meet at least once a week for anindividual check-in meeting with the Education Specialist to ensure understanding, receivefeedback on writing

Conference Session

Cooperative and Experiential Education Division (CEED): Developing Professional and Career Readiness

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fatemeh Mirzahosseini Zarandi, University of Cincinnati; Madeline Martin, University of Cincinnati; Siqing Wei, University of Cincinnati; David Reeping, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

behavior even without manager guidance or positive feedback while sustainingprogress and professional development. Moreover, people are more likely to engage in activitieswhere they expect a positive outcome and where their involvement will be valued (Lent, 2002).When students articulate their outcome expectations, a deeper understanding of the impact of theirco-op experiences on future expectations can be gained. The question is: Write a goal to help you develop the professional skill selected above.A thematic analysis was applied to these responses. This approach allows for the exploration ofrecurring themes related to students’ experiences, perspectives, and reflections on their co-opplacements and provides insights into how students' co

Conference Session

Cooperative and Experiential Education Division (CEED): Identity, Motivation & Belonging in Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Annick Jade Dewald, Greenway College; Sophia Vicente, Elizabethtown College; Hannah Root; Rebecca Holcombe; Sara A. Atwood, Elizabethtown College

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

semesterincluded four engineering students, described in additional detail in the participants section, andtwo instructors. During the planning phases of this pilot, the research team conducted a literature reviewand found a significant amount of literature on learning in engineering coops and internships,often focused on professional skill development (e.g. communication, writing, teamwork) [8].Due to the focus of integrating engineering work and curriculum, the team also searched forliterature on technical learning in engineering coops and internships and was surprised to findsignificantly fewer publications in this area. In a search of ASEE Proceedings from 2000-2023,the authors found a single paper focused on technical learning, a study by

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)

probationary Assistant Professor in the Department of Integrated Engineering at Minnesota State University Mankato. She teaches for Iron Range Engineering, which is a co-op based engineering program in Virginia, MN. Dr. Christensen received her Ph.D. in Engineering Education from Utah State University in the Summer of 2021. The title of her Dissertation was ”A Mixed-Method Approach to Explore Student Needs for Peer Mentoring in a College of Engineering.” Darcie holds a Master of Engineering degree in Environmental Engineering (2019) and Bachelor of Science degree in Biological Engineering (2017), both from Utah State University. She is passionate about student success and support, both inside and outside of the classroom.Mr