Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bhavna Hariharan, Stanford University; Sneha Ayyagari, Stanford University; Jonathan Edward Pang, Stanford University; Paul Dwight Watkins II, Stanford University; Aravind Arun, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

problems faced by underserved communities 2. Motivation, aims and research underpinnings of course curriculum 3. A review of the current state of the sanitation and hygiene problem globally, the history of how the problem evolved, and what is being done to address it. This course serves as an introduction to works of scholars and practitioners who are currently engaged in sanitation related work in underserved communities 4. A method for hands-on engagement in working with an underserved community 5. Reflection on the critical role of research in solving complex global problems and recognizing the contribution that the students have made as engineers and undergraduate research scholars to the

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dalton Bishop, Indiana University-Purdue University Indianapolis; Connie Justice, Indiana University Purdue University, Indianapolis; Eugenia Fernandez, Indiana University Purdue University Indianapolis

Tagged Divisions

Cooperative & Experiential Education

the LL on the IUPUI campus. Once a student has compiled enough experience, he or she willbe assigned an external project or internship for an outside organization [5]. Every week studentsare required to attend project status meetings and compose reflective journal entries. At theconclusion of the semester, the student provides his or her reflective documentation along with aproject presentation, poster, work report, and documentation of all project work for futurestudent reference [6].According to the US Department of Labor [7], the recent college graduate unemployment rate isnear 13.5%. This number is quite staggering given the amount of time, effort, and financialresources students put into a college education. An article in the Wall Street

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Twila Ortiz, Purdue University, West Lafayette; Beth M Holloway, Purdue University, West Lafayette; Michael T. Harris, Purdue University, West Lafayette; Andrea R Pluckebaum, Purdue University, West Lafayette; Leah H. Jamieson, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

more deeply affect the level of agraduate’s workplace engagement and therefore productivity and overall well-being. While it isapparent how important experiential learning can be to the future success and well-being ofstudents, it is more difficult to measure all of the activities that can be labeled as experientiallearning and to define what constitutes a meaningful experiential learning opportunity.This paper will examine the results of a survey, given at Purdue University, used to measure theundergraduate engineering population’s involvement in experiential learning. The survey wasdistributed to 7712 undergraduate students. The results reflect that students are participating in awide variety of activities that could be considered

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher P. Pung, Grand Valley State University; Paul D. Plotkowski, Grand Valley State University; Chris Plouff, Grand Valley State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

desire to infuse even moreindustry practice in the engineering programs led to the introduction of industry based andsponsored capstone projects. The projects are intentionally selected to provide challenging,interdisciplinary problems. The academic majors and industry skill sets of the students on eachteam reflect the needs of the project.The regular interaction between the engineering faculty and our industrial partners providesexcellent opportunities to identify appropriate projects for the capstone program. In addition, theknowledge of the student capabilities and confidence in faculty insight into industrial practicesand expectations allows companies to propose meaningful projects that benefit both the studentsand the sponsor.It is common

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chip W Ferguson, Western Carolina University; Paul M Yanik, Western Carolina University; Guanghsu A. Chang, Western Carolina University; Sudhir Kaul, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

different disciplines (electrical, mechanical, etc.) to work in anenvironment that reflects how engineers work in the real world. Our vertical integration methodenables sub-cohorts from different years to work together on different stages of projects in a PBLsetting. The objectives of the SPIRIT program will ensure an interdisciplinary environment thatenhances technical competency through learning outcomes that seek to improve critical skillssuch as intentional learning, problem solving, teamwork, management, interpersonalcommunications, and leadership.Support for the student scholars participating in this program incorporates several existingsupport services offered by the host institution and school, including a university productdevelopment

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Greg Rulifson P.E., University of Colorado, Boulder; Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

the public who have allowed theengineering profession to get by working quietly and diligently, but not putting all their skills tothe best use of humanity.AcknowledgmentsThis material is based on work supported by the National Science Foundation under Grant#1158863. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.Bibliography1. National Academy of Engineering. The Engineer of 2020: Visions of Engineering in the New Century. (National Academies Press, 2004).2. National Academy of Engineering. Changing the Conversation: Messages for Improving Public Understanding

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard F. Vaz, Worcester Polytechnic Institute; Paula Quinn, Quinn Evaluation Consulting

Tagged Divisions

Cooperative & Experiential Education

given a homework assignment but have basically created their own homework and then executed on it [because] to some extent, that’s what we do in the work world.From a management perspective, a project-based learning curriculum is an asset to employers:A project-based learning curriculum makes recruitment, training, integration, and advancementof employees easier for employers. Every employer who had been aware that WPI had a project-based learning curriculum or required students to complete at least one project or team-basedactivity identified experience doing project work—in and of itself—as a reason to hire graduates.Their positions were reflected in the statement of one employer who said that completing aproject in the context of a