Conference Session

The "Education" in Experiential Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heather Lynn Ogletree, San Jacinto College; Anthony Zippay, Arizona State University

Tagged Divisions

Cooperative & Experiential Education

results demonstrate that a compelling communications campaign canincrease awareness of a program among the targeted audience as well as transmit the excitementof participation from key stakeholders to a larger community. Page 25.523.2   1  IntroductionThe development of a comprehensive user-friendly database and reporting system that facilitatesthe collection of up-to-the-minute marketing research is fundamental to creating a successfulrecruiting campaign. Marketing research enhances the effectiveness of making critical decisionsabout the direction and implementation of a recruiting plan through providing a

Conference Session

Stops and Starts in the Development of Cooperative Education Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bryan E. Dansberry, NASA Johnson Space Center

Tagged Divisions

Cooperative & Experiential Education

(USRP) implemented an end-to-endon-line database system to manage internship processes from application and selection throughnear-term evaluation and long-term retention outcomes. From 2008 through 2011 this databasedocumented over 10,000 applicants and 1,415 STEM internship experiences.This paper presents initial findings from the analysis of this database, including information oncognitive and affective learning outcomes, post-graduation retention including career andacademic choices, and employer return-on-investment metrics.IntroductionWhen viewed from the broadest employer perspective, full-immersion experiential programssuch as internships or co-op generate positive outcomes in three general areas:1. student competencies (learning)2

Conference Session

How Are We Preparing Our Students for the 21st Century Workforce?

Collection

2012 ASEE Annual Conference & Exposition

Authors

David R. Mikesell P.E., Ohio Northern University; David R. Sawyers Jr., Ohio Northern University; Jed E. Marquart, Ohio Northern University

Tagged Divisions

Cooperative & Experiential Education

Figure 1: Ohio Northern University Baja teamThe major components of the competition are design, manufacturing, project management, andpresentation. The design tasks are quite extensive, encompassing many aspects of mechanicaldesign with applications to automotive engineering. A variety of manufacturing techniques areemployed, and many more considered but not chosen due to cost, complexity, reliability, and soon. Project management is also crucial, for the design and construction of a competitive Baja carconsumes hundreds of student hours, mostly during the academic year. Students developvaluable skills in planning, budget generation and tracking, purchasing, and team motivation.Finally, the project presentation takes several forms, including

Conference Session

Panel: Infusing Professional Skills Development into Co-op Student Work Assignments

Collection

2012 ASEE Annual Conference & Exposition

Authors

John (Jack) Anthony Selter, University of Central Florida

Tagged Divisions

Cooperative & Experiential Education

EducationUniversity of PittsburghSwanson School of EngineeringBryan DansberryHigher Education Experiential Programs SpecialistProject Manager - Undergraduate Student Research ProgramNASA Johnson Space Center - Education OfficeReginald McGregorManager, Engineering Employee DevelopmentResearch & Technology StrategyRolls-Royce CorporationModerator:Jack SelterSr. Research AssociateInstitute for Simulation and Training/RAPTERUniversity of Central FloridaThe panel discussion is focused on the following question: What role can Co-op employers play inhelping their engineering school partners address the professional skills gap? ABET has defined key skills or “professional skills” in their Criteria 3. As shown in Table 1, wehave divided these skills into

Conference Session

What Are We Learning About Co-op and Experiential Education Experience?

Collection

2012 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

the end of the experience a document that gave a good indication of what they hadlearned about the working world in their first large encounter. Emphasis was placed on makingan effort to collect as much information about the working world so that future decisions aboutwhat they wanted in a career could be planned for and not simply walked into blind.A set of question conveyed what the individuals should be investigating.1. Info session - What do you need for the report?__________2*. Plant tour - What do you see?______________________________3*. Co-op job orientation.What are your responsibilities? What are the objectives of your position? Why does it exist?Does it utilize your tech. background?4. Who will you report to and how is this to be

Conference Session

How Are We Preparing Our Students for the 21st Century Workforce?

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard P. Coe, Thomas Edison State College

Tagged Divisions

Cooperative & Experiential Education

Conference Session

The "Education" in Experiential Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nashwan Younis, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Cooperative & Experiential Education

Page 25.347.2enjoys a unique relationship with employers in business and government as suppliers ofmotivated and educated students in exchange for paid on-the-job learning experiences. Theimpact of co-op education on engineering students has been examined by many professionals.For example, Blair et al.3 results indicated that engineering students who completed a three-semester co-op education program earned higher GPAs than non-coop students and earned morein terms of starting salaries, but took two semesters longer to complete their undergraduateprogram. In addition, at Indiana University-Purdue University Fort Wayne (IPFW):  94% of Co-op students persist to graduation  91% of Co-op graduates land career-related jobs within 1-2 months

Conference Session

Stops and Starts in the Development of Cooperative Education Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Cooperative & Experiential Education

meaningful change in Region’s classroom practicestoday (dominated by traditional lecture-based methods) must be mandated and supported by theuniversity administration. What is necessary to create a change, is for the department or college,to have a comprehensive and integrated set of components: clearly articulated expectations,opportunities for faculty to learn about new pedagogies, and an equitable reward system.Introduction“To teach is to engage students in learning.” This quote, from Education for Judgment byChristenson et al, (1) captures the meaning of the art and practice of pedagogies of engagement.The theme advocated here is that student involvement is an essential aspect of meaningfullearning. Also, engaging students in learning is

Conference Session

How Are We Preparing Our Students for the 21st Century Workforce?

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joseph Lee Gutenson, Western Kentucky University; Jana Fattic, Western Kentucky University; Andrew N.S. Ernest, Western Kentucky University

Tagged Divisions

Cooperative & Experiential Education

by both state and federal regulation.1. Olstein, M., Marden, D. L., Voeller, J. G., & Jennings, J. D. (2005). Succession Planning for a Vital Workforce inthe Information Age. AWWA Research Foundation.2. Future Investment in Drinking Water and Wastewater Infrastructure. (2002, November). Retrieved December 9,2011, from Congressional Budget Office: http://www.cbo.gov/ftpdocs/39xx/doc3983/11-18-WaterSystems.pdf3. Moon, J. A. (2004). A handbook of reflective and experiential learning: theory and practice. New York:RoutledgeFalmer.4. Itin, C. M. (1999). Reasserting the philosophy of experiential education as a vehicle for change in the 21stcentury. Journal of Experiential Education, 91-98.5. Fattic, Jana R., "Determining the Viability of a

Conference Session

Stops and Starts in the Development of Cooperative Education Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ilka M. Balk, University of Kentucky

Tagged Divisions

Cooperative & Experiential Education

models of career services. Every major universityrecognized the need to provide its students with career counseling and an infrastructure to accesspositions suited toward a student’s major. The majority of career services on US campuses arein a centralized office: About 88 percent, in 2009-10 versus 12 percent using a decentralizedmodel.1) In a centralized office, all career counseling and most employer development is handledin that particular office, with more or less contact with the academic units on campus. Theamount of contact varies from one campus to another, and might even, as it was the case at theauthor’s institution, vary based on the staff member that was assigned a certain major or college.The degree to which the career services

Conference Session

What Are We Learning About Co-op and Experiential Education Experience?

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

Cooperative & Experiential Education

containing assignments are required of allinterns. Interns will formally present their portfolios at the conclusion of the experience.The quality of the portfolio (spelling, grammar, and format) is very important. It isessential that all pages are contained within “top-loading” clear page protectors and thatthe hosting firm’s name is easily readable on the spine of the notebook. The purpose oftwo identical portfolios is to allow a copy for both the department and one for the intern.Each of the following sections should be indexed. The major sections of the portfolio arepresented in Table 1, with comprehensive descriptions of each section included below. Table 1 - Major Sections of the Professional Internship Portfolio A. Table of

Conference Session

The "Education" in Experiential Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Eric Paul Pearson, Northrop Grumman Corporation; Timothy Boyd, Northrop Grumman Corporation

Tagged Divisions

Cooperative & Experiential Education

determined thatgraduates of the university systems were looking for some basic guarantees and opportunities: 1. Top salaries for engineers (competitive for market conditions) 2. Job security 3. Health and savings benefits 4. Work-life balance 5. Technical challenges and growth opportunities 6. Leadership development programs 7. A constant learning and growth environment 8. Mentoring for technical, management, and career advice 9. Community service programs 10. Opportunities to lead early in one’s career 11. Tuition reimbursement programs for advanced degree pursuit (MS and MBA)The recent graduate from the university setting today has great expectations centered on self,concentrating on personal growth and development, while

Conference Session

What Are We Learning About Co-op and Experiential Education Experience?

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; David L. Whitman, University of Wyoming; Jerry Carl Hamann, University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

, designed to determine the effectof self-efficacy and other factors on retention, especially of women in undergraduate engineeringprograms. These data represent the pre-survey of the study completed in the 2009-2010 Page 25.1293.2academic year (what we will refer to as Survey 1) and a post-survey follow-up in the 2010-2011academic year (referred to as Survey 2). Students initially completed a 96-item Survey 1 (notincluded in this paper due to the proprietary nature of some components) as sophomores. Theythen completed a 102-item Survey 2 approximately one year later. Surveys 1 and 2 were filledout either in written format or online. Additional

Conference Session

How Are We Preparing Our Students for the 21st Century Workforce?

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ronald H. Brown, Marquette University; Thomas F. Quinn, Marquette University; George Corliss, Marquette University; Jay R. Goldberg, Marquette University; Mark Nagurka, Marquette University

Tagged Divisions

Cooperative & Experiential Education

that applies whether the assessed outcome is short-term mastery, long-term retention,depth of understanding of course material, acquisition of critical thinking or creative problem-solving skills, formation of positive attitudes toward the subject being taught, or level ofconfidence in knowledge or skills.1 These methods include active, collaborative, cooperative,and inductive learning. Active learning is an instructional method that engages students in the learning process. Inactive learning students conduct meaningful learning activities and think about and are connectedto what they are doing. While this definition could include traditional activities such as home-work, in the education literature active learning most commonly refers to