Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott R. Hamilton, Northeastern University; Jack Fitzmaurice, Northeastern University; Paul John Wolff III, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

lessons and submitting two ungradedassignments that included a one-page career goal paper and a one-page resume. The class wastaught in a large classroom space to sections of 75-90 students and was presented in a traditionallecture style format. This course was designed to introduce graduate engineering students to theUniversity’s Cooperative Education Program and focused on developing skills in managingworkplace expectations and requirements, resume construction, interviewing, and professionalethics. Employer panels were sometimes used to explore employment opportunities within thefields of engineering. Peer-based discussion panels allowed students to share stories about howthey found their job and their experience as an employee. The stated

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katelyn Elizabeth Gunderson, Rochester Institute of Technology; Margaret B. Bailey P.E., Rochester Institute of Technology ; Joseph A. Raelin, Northeastern University; Jamie Ladge; Robert Garrick, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

were formulated in part by examining a set of key issuesincluding: 1. Examining whether co-op helps women in particular decide affirmatively about their perception in an engineering career. 2. Investigating the pervasive effect of work self-efficacy on both academic and career retention through co-op. 3. Exploring the persistent question among non-co-op schools whether there may be a substitute for the salutary impact of co-op. 4. Probing the critical impact of contextual support on women undergraduate students. 5. Following up on the material influence of academic self-efficacy on career success after graduation. 6. Probing the factors that enhance the assimilation of alumni into the workforce.Methodology

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Morteza Sadat-Hossieny, Northern Kentucky University; Mauricio Torres, Northern Kentucky University

Tagged Divisions

Cooperative & Experiential Education

students (rising Junior/Senior) are eligible in most cases. It’s rare to find internships available at  larger companies for freshmen and graduating seniors. You don’t have to miss 1-2 semesters to complete an internship.  You’ll have an edge over students who don’t have experiential education gained through an internship. Internships are usually limited to one area of responsibility (marketing, human resources, IT, etc.). Average GPA sought is 3.0, with 3.5 in some cases.Co-Ops Does