Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Glenda D. Young Collins, Mississippi State University ; Reuben F. Burch V, Mississippi State University

Tagged Divisions

Cooperative and Experiential Education

whilefaculty in the ISE department coordinate assignments and research and assessment activities. Eachpartner is described in more detail below. The program has been designed with several intentions that span across student, department,and university goals:  Objective 1: Aid participating students in becoming more attractive for internships and co- ops while, at the same time, getting valuable experience in a field that is highly-competitive and difficult to enter.  Objective 2: Serve as an exemplar to other departments (internal influence) and universities (external influence) by showing them that Mississippi State University has successfully explored a win-win partnership between engineering and athletics

Conference Session

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kayla Powers, Stanford University; Helen L. Chen, Stanford University; Krishnaswamy Venkatesh Prasad, Ford Motor Company ; Shannon Katherine Gilmartin, SKG Analysis; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

Paper ID #23905Exploring How Engineering Internships and Undergraduate Research Expe-riences Inform and Influence College Students’ Career Decisions and FuturePlansKayla Powers, Stanford UniversityDr. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford University. Chen’s current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Fu Zhongli, National University of Defense Technology; Zihan Lin, National University of Defense Technology; Tianqi Zhang, National University of Defense and Technology; Zhao Zhao, National University of Defense Technology; Tong Wu, National University of Defense Technology; Huang Zhang, National University of Defense Technology; Zhang Jianing, Changsha SunVote Limited, China; Changfang Zhang, National University of Defense Technology; Yan Xu, Changsha SunVote Limited

Tagged Divisions

Cooperative and Experiential Education

the BOPPPSinstruction has produced. The assessment process for the BOPPPS Survey involves five different phases in thispaper: item generation, environment design, emotion analysis, validity testing and piloting of our protocol.During the environment design phase, we have adopted SunVote Classroom Response System (CRS), which isa kind of system capable of providing real-time classroom feedback. This stable wireless transmission system isshort and portable, thus is specifically suitable for active learning assessment. The keypad, radio transmitter anddrive software can be seen in Figures 1. This paper has evaluated the impact of using CRS on student-involvement from perspectives of both the instructor and students. Student participation with

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Félix Langevin Harnois, École de Technologie Supérieure; Jerome Harrison, École de Technologie Supérieure; Prasun Lala, École de Technologie Supérieure; Ghizlane El Boussaidi, École de Technologie Supérieure; Christian Desrosiers, École de Technologie Supérieure; Catherine Laporte, École de Technologie Supérieure

Tagged Divisions

Cooperative and Experiential Education

willing to get involved in the organization and creation of activities. Anonymous surveysindicated respondents found the activities were a good use of their time and addressed a need intheir lab. These findings indicate that support for scientific writing and publishing can beprovided in a regular and organized way within research groups using a model based on mutualhelp and peer assistance. University services that already offer support for scientific writing andcommunication can integrate their existing activities within the community of practice of aresearch group by involving lab members and working on a basis that involves knowledgeexchange.1 Introduction1.1 OverviewGraduate students are expected to learn and research new ideas, as

Conference Session

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Austin Barnes, Institute for Scientist and Engineer Educators; Tamara Ball, University of California, Santa Cruz; Christine R. Starr, University of California, Santa Cruz; Scott Seagroves, The College of Saint Scholastica; Kauahi Perez, University of Hawaii, Manoa; Lisa Hunter, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

discuss key aspects of the Akamai Internship Program model believed to supportretention while promoting inclusion to meet the needs of the telescope workforce community.We also recommend elements of the model that can be adapted to inform other workforcedevelopment programs.1 Introduction1.1 Hawai‘i’s STEM workforce challengesHawai‘i is home to over fifteen world class astronomical observatories on the summits ofMaunakea and Haleakalā. Siting telescopes in Hawai‘i is crucial to U.S. astronomy, but placesunique demands on developing a local workforce. A history of using culturally significantmountaintops for telescopes has met resistance and mitigation efforts have prioritized traininglocal students for technical jobs - a stipulation that has been

Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhijit Nagchaudhuri, University of Maryland, Eastern Shore; Lei Zhang, University of Maryland, Eastern Shore; Madhumi Mitra Ph.D., University of Maryland, Eastern Shore; Blake Prout, University of Maryland, Baltimore County; Mohsin Mehmood; Kalah A. Cross, Morgan State University; Matt Collinge, Johns Hopkins University; Hafeez Temitope Shittu; Habilou Ouro-Koura, University of Maryland, Eastern Shore

Tagged Divisions

Cooperative and Experiential Education

uncertainties and necessitate the need for a consistent public policy that not onlyresponds to market forces in the present, but rather shapes the market forces for sustainable growthand workforce development needs.“E” of engineering sits in the very middle of the string of letters “STEAM” and is the glue thatintegrates science, technology, agriculture, and mathematics disciplines to provide aninterdisciplinary framework that can not only adapt to rapidly changing technologies, but alsomake creative discoveries that usher in prosperity and growth. Academic leaders and policymakers are looking into the uncertain landscape of the future to forge a vision for engineeringeducation for the coming years [1-4]. Engineering education will need to lay the

Conference Session

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Frank E. Falcone, Villanova University; Andrea L. Welker, Villanova University; Gayle F. Doyle, Villanova University

Tagged Divisions

Cooperative and Experiential Education

Effective Communication Skills for the 21st Century. Thispaper describes the development, content, management, and lessons learned from the first year ofadministering the program.IntroductionThis Evidence-Based Paper describes a professional development program developed byVillanova University. Technological advancements, globalization, and critical world issues areprofoundly transforming the engineering profession [1]. Today’s engineering graduates are nolonger needed to perform routine assignments that can be accomplished by trained technicians oradvanced computerized systems. Instead, both the public and private sectors are seekingengineering professionals who are driven to innovate, lead, and manage in ways much differentthan their predecessors

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Hodges, Texas A&M University at Qatar; Yasser M. Al Hamidi, Texas A&M University at Qatar

Tagged Divisions

Cooperative and Experiential Education

Technical and Business Writing course, and this paper reports on thepilot study of implementing prototyping skills into this course.The larger study aims to foster institutional change and provide new knowledge on engineeringeducation and entrepreneurship program development.In this paper, we describe the ‘gaps’ in the curriculum we wanted to fill, the philosophy andassignments in the course, the methods we used to evaluate the course, and future directions forthe project.1.2 Writing and EngineeringPrevious studies have examined ways to connect writing instruction with the professionaldevelopment of engineering students, often integrating writing-intensive assignments into requiredcourses for engineering majors [1] [2] [3] [4]. This intervention is

Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Addison J. Litton, Utah State University ; Wade H. Goodridge, Utah State University; Benjamin James Call, Utah State University; Sarah E. Lopez, Utah State University

Tagged Divisions

Cooperative and Experiential Education

with ten engineering students involved in authenticresearch projects. Interviews were transcribed and coded in order to augment a code mapdeveloped and presented by the authors in a previous publication [1]. This paper will discuss thethemes and important ideas determined from the coding and analysis process. These themes willbe interpreted to identify key self-efficacy constructs in experiential engineering education.Future research projects will look to develop these themes into a preliminary self-efficacyinstrument to quantitatively assess self-efficacy development in the context of undergraduateresearch.IntroductionDr. Albert Bandura, who developed the concept of self-efficacy, said, “to succeed, people need asense of self-efficacy, strung

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark J. Povinelli, Syracuse University; Jonnell A. Robinson, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

UniversityJonnell A. Robinson, Department of Geography, Maxwell School of Citizenship and PublicAffairs, Syracuse UniversityIntroductionAfter almost a decade of examining traditional textbook lecture oriented engineering educationthe call to embrace a greater emphasis on hands-on experiential learning is slowly being adopted[1] - [3]. This textbook based approach, emphasizing scientific analysis and mathematicalmodeling resulted in a decrease in design, build, and test hands-on engineering education [4].This post World War II standard pedagogical model of engineering education resulted in anincrease in lectures and the passivity of students in courses [5]. This emphasis on narrationcreated students who were alienated from the learning process [6]. The

Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen Schultz, Brigham Young University; Aaron R. Hawkins, Brigham Young University

Tagged Divisions

Cooperative and Experiential Education

. The key features of theprogram are (1) a single point of entry, (2) long-term and authentic research experiences, (3)participation in a broader impact project, and (4) personal mentoring between students andfaculty. Since its inception in 2003, the program has had 251 total student participants that havepublished 225 peer reviewed publications and 75% have continued on to graduate school.1. IntroductionA recent report analyzed what made students view their undergraduate education as being worththe cost [1]. The three largest factors were the following: • “My professor cared about me as a person.” • “I had a mentor who encouraged me to pursue my goals and dreams.” • “I had at least one professor who made me excited about learning.”All

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martha M. Snyder, Nova Southeastern University; Manuel Salinas, Nova Southeastern University; Molly J. Scanlon, Nova Southeastern University

Tagged Divisions

Cooperative and Experiential Education

learning from experience or learning by doing. Experiential education first immerseslearners in an experience and then encourages reflection about the experience to develop newskills, new attitudes, or new ways of thinking [1].” Experiential learning serves as a foundationfor lifelong learning and the development of the whole self as a citizen, family member andhuman being [2]. Various theories, guidelines, and principles have been identified in the researchliterature that can be used to guide the instructional design of experiential learning in coursecurriculum.Kolb’s experiential learning theory (ELT) provides a process framework that can be used in avariety of different learning settings. There are four modes in the ELT learning cycle