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

sufficient experiential training. By exposing students to the occupation anddemonstrating their effectiveness as employees in the field, the pathway to a sustainable Page 25.354.3educational program is laid.The Need for Experiential LearningKnowledge is attained in two general forms: either reflective, theoretical acquisition akin toclassroom learning or via practical, experiential routes, such as what an apprenticeship willprovide. The natures of both forms of knowledge acquisition simultaneously overlap and differin specific ways. It is true that classroom learning must be experienced to actually acquire suchknowledge and in order to determine

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

. In addition, student‟s reflection in experientialeducation is recognized as a valuable tool in learning and development14. According to the studyby Griffin, Lorenz, and Mitchell15, reflection is the most important aspect of the InCoRe model.In this sense, reflection refers to the process of linking current experience with prior experiencein an attempt to increase the attainment of program outcomes within a given discipline and selfefficacy.When co-ops are asked what they learn, the majority reply that it is their ability to apply theoriesand concepts to everyday situations and make appropriate suggestions for the completion of theprojects. This educational outcome can be accomplished because co-op is a training program.Indeed, employers do

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

. They were alsofound to value the instruction of their professors less once returning to class after their first co-opexperience – perhaps a reflection of the latter’s potential lack of current and real-worldunderstanding. Co-op students’ GPAs were also found to decrease less between the second andthird years than those of non-co-op students. The finding regarding the impact of co-op on workself-efficacy is claimed here to open up the so-called “black box of co-op” to articulate thepractices and behaviors of cooperative education that shape its contribution to the undergraduateexperience.The data pool for this study was constituted of all second year students in the colleges ofengineering from four participating universities. Student

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

as succinct aspossible. Too much fluff and beating around the bush could make communication muddy. Writedown the points you absolutely have to address, along with how much information you need toprovide to ensure you're clear in what you're conveying. Any other information that is notnecessary, unless it can help clarify a point, should be left out.Interestingly, we can gain from this in our own programs. Each of the items reflects not onlywhat the student must do but the program itself must do through workshops, sessions, andmaterials given to students.ConclusionsMany programs try various means to give their students experiences with the creation of text orpractice in speaking or finding a happy medium to provide enough information to put

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

participate regularly, though to alesser degree, and another six students have helped out occasionally. When HPVC leaders wereasked to rate the ease of meaningful contribution as described for the Aero Design project above,the response averaged 2.5. Both leaders added a comment that it would have been even easierhad they been asked earlier in the year. “This is a very young, inexperienced team so newcomerswould not be that far away from the more ‘seasoned’ ones.”Level of participation in the Robotic Football Competition, being a formal capstone projectassigned to a certain group of students, is less a reflection of commitment. The hours devoted by

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

. Understanding the pros and cons of the lecture method is a helpfulstarting point.Lectures have a number of characteristics that does make them, for the right subject matter,desirable in the classroom (14) .It does, to a great extent, depend on the abilities and experience ofthe lecturer. An able and committed lecturer can accomplish the following: 1. Relate the material proficiently and effectively, in a manner that reflects lecturer’s personal conviction and grasp of the subject matter; 2. Provide students with a thoughtful, scholarly role model to emulate; 3. Supplement the subject matter with current developments not yet published, or interject lecturer’s own views derived from his/her own experience whenever applicable; 4