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

institutions, is also transferrable.Prior Learning Assessment (PLA) is available for students who have learnedcollege level knowledge outside the traditional classroom.When a potential student applies for nuclear engineering or other technologydegree the credit is automatically applied along with any other college level study.The result is a technical degree plan with the outstanding courses needed tocomplete the program.The entire degree is on-line and more easily achievable than traditional degrees.Most of the students are full time working adults who find that this virtual optionbest fits their busy professional and family schedules. Page 25.324.3

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

passed, the would-be operator stilldoes not hold the knowledge needed to pass the certification exam. This presents a well-definedproblem when attempting to establish a succession plan for future employment needs, an issuecurrently plaguing the water industry. A resolution of this issue will involve a training programthat seeks to model a mix of educational and experiential components which will produceprofessionals that have attained sufficient academic and operational expertise. This will requirefacilitators on each wavelength, academic and industrial, to cooperate in order to achieve thedesired outcome.One such program that is currently pursuing such a venture is the Water Training Institute(WTI). Created by funds garnered from the Advanced

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

AC 2012-3532: A PROFESSIONAL INTERNSHIP: DON’T GRADUATEWITHOUT ONEDr. John Marshall, University of Southern Maine John Marshall received his Ph.D. from Texas A&M University and is the Departmental Internship Co- ordinator at the University of Southern Maine. His areas of specialization include power and energy processing, applied process control engineering, automation, fluid power, and facility planning. Page 25.93.1 c American Society for Engineering Education, 2012 A Professional Internship: Don’t Graduate Without

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

Western Region liaisons for the program. Boyd was also selected to be a part of the company’s prestigious LTP (Leadership Training Program). He has risen in the ranks of LTP, and just two cycles from graduation, planned and facilitated the two most recent offsite retreats, events involving 100 participants, requiring months of detailed planning and acute project management. An avid nature lover, Boyd’s hobbies include back country camping and hiking, as well as learning self-reliance in the wild. In his spare time, Boyd likes to cook, read, play the piano, and learn Urdu. Page 25.143.1

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

experience while increasing program exposure and recruitment. Many of her articles were regularly featured on NASA’s Higher Education website for educators and students and were published or used for background research for articles in university/local newspapers. Before NASA, Ogletree served in the Air Force as a personnel officer, where she gained experience in project management, event planning, and all aspects of military human resources.Anthony Zippay, Arizona State University Anthony Zippay is the Manager of Education Strategies and Communications for the School of Earth and Space Exploration at Arizona State University. Zippay comes to ASU from the Universities Space Research Association, where he worked as the

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

co-op. They were required to write of theirexperience fourteen weeks after the initial workshop. It became easy to see that the workshopwas really only a poor preparation for a paper produced much later and not a good introductionto necessary communication skill acquisition or remembrance. The issue of communication inthe real world was lost in most of the co-ops’ minds. When it was realized that not enough wasbeing done for the students’ needs, the current structure of addressing communication wasimplemented without the workshop.The new plan attempts to bring students closer to the communication activities of the workplaceand to allow them to see the importance of communication along with their technical expertise.In changing the focus of

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

(UK), she is the Staff Adviser for the recently re-started Engineers Without Borders chapter, a group that plans, designs, and implements public service engineering projects, mostly in developing nations. In 2006, Balk also helped establish the German and Engineering program in the college, through which students can work, study, or conduct research in Germany. Under her direction, the College has established an exchange program with the Karlsruhe Institute of Technology in Germany. She is also leading a group of freshmen students on a five-week tour to Germany every summer. Before coming to Lexington in 2004, Balk served as a political consultant to candidates and campaigns in the Washington, D.C., area and for

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

98%Teamwork 93%Leadership 88%Technology 97%Work Culture 99%Organization/Planning 97%By assigning numerical values to the student responses in these areas, USRP project managers Page 25.596.5created a numerical score which provided a comparison of the learning benefits of individualinternship experiences as they relate to those core abilities defined in the ABET a-k criteria.Over time, as multiple students rated their learning opportunities under a single mentor, thisscore proved useful in identifying exceptional mentors

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

paper will illustrate how cooperative learningcan advance academic success, quality of relationships, psychological adjustments, and attitudestoward the college experience. What needs to be done to move the process forward? What arethe key components of successful deployment of active learning in general and cooperativelearning in particular? How to foster and expand the community of engineering faculty who usecooperative learning? What plans, efforts, and resources need to be mobilized to institutionalizepedagogies of engagement including cooperative learning at the department or college level?Next, it identifies barriers to reformation in general, and to the use of modern pedagogical skillsin particular. The paper also argues that any

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

participating in the project, and many more who have participated through classroom assignments that have ”borrowed” project ideas from GasDay. He is a frequent presenter at energy industry meetings and consultant to many energy companies looking for guidance in planning for daily and peak load conditions.Mr. Thomas F. Quinn, Marquette University Thomas Quinn is the Director of Business Operations for Marquette University’s GasDay Project and Adjunct Associate Professor of electrical and computer engineering at Marquette. He develops and man- ages the GasDay Project’s partnerships with the many energy companies across the U.S. that sponsor the project’s research and license its software products. He graduated with a B.S. in

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

drivingevents and scores from written reports and oral presentations. Page 25.624.3SAE states that the object of the competition is “to provide SAE student members with achallenging project that involves the planning and manufacturing tasks found when introducing anew product to the consumer industrial market. Teams compete against one another to have theirdesign accepted for manufacture by a fictitious firm. Students must function as a team to notonly design, build, test, promote, and race a vehicle within the limits of the rules, but also togenerate financial support for their project and manage their educational priorities.” 6

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

responses18. Liangrokapart19 et al. describe procedures for planning andconducting focused discussion group sessions with corporate recruiters. For robust curriculumdevelopment, we utilize the co-op site visit by discussing with supervisors the relevance of thestudents‟ theoretical training from our university to their on-the -job training and learning.The employer assumes the primary role as educator while supervising IPFW students. Progressand performance are reviewed by the supervisor with the student. The site visit can help create abridge between the employer and the student's academic institution by providing a vehicle forcorporate input into academic studies. Indeed, employers of our co-op students have providedvaluable feedback about course

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

paper first presents the background, conceptual framework, and methodology of the study.Next, we describe the results to date regarding the effect of cooperative education, in conjunctionwith descriptive measures of respondent demographics, on self-efficacy change. We thenconclude by reviewing the significant findings of the study thus far and describe future plans ofthis on-going study of pathways to retention among undergraduate students in engineering.BackgroundThe field of cooperative education and internships has proposed the use of the concept of self-efficacy as a promising avenue to link practice-oriented learning processes to learningoutcomes.2 Self-efficacy is defined as an individual’s perceived level of competence or thedegree to