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

. Interview data was collected, transcribed, and coded. Results of thecoding process are analyzed and shared.The authors define self-efficacy as a psychological measure of the confidence an individual hastoward their abilities in a specific activity. It is a generative ability that can be developed in anindividual through experiences such as mastery experiences and vicarious experiences. Masteryexperiences pertain to activities or tasks in which the individual is personally engaged that canhelp them develop expertise in a particular field, whereas vicarious experiences are experiencesthe individual has witnessed that can provide insight. These experiences can have either positiveor negative effects on the self-efficacy of an individual. A high level

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

, goals, and actions. We will leverage the framework by deeming the internship as the learning experience thatshapes interns’ self-efficacy and outcome expectations related to working in a data analyticsand/or sports industry career post-graduation. Levering the SCCT framework, we have designedour assessments to explore student beliefs as well as contextual (and environmental) variables byexploring the supervisor’s perspective. Figure 1. Social Cognitive Career Theory [12]Assessment methods To capture the individual student experience as well as the organizational context, we aredeveloping an assessment plan to measure changes in student learning and perceptions, as well ascollect data on program elements, including

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

education over the past several years.Active learning methods have proven to be an effective way to increase engineering self-efficacy (Carini RM,2006), academic performance(Freeman,2014), feelings of responsibility to complete futuretasks(Daniel,2016), and recently retention in science, technology, engineering and math (STEM)(Elgin,2016).Even authors in the cognitive science discipline suggest that classrooms with an active learning approachcan increase student motivation, knowledge retention, and content transferability (Michael, 2006; Norman andSchmidt, 1992; Vosniadou, Loannides, Dimitrakopoulous, & Papademetriou, 2001). The core elements of activelearning are student‟s activity and engagement in the learning

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

, inclusion and self-efficacy from thelearning sciences in a suite of program components designed to advance students into STEMcareers. Unlike many research experience programs, Akamai accepts students from diversebackgrounds with a wide range of GPAs and early in their college years, when they are most atrisk of leaving STEM - 56% are lower division students upon acceptance. Akamai also providessupport for mentors to instill inclusive, collaborative mentoring practices and to ensure mentorscan effectively prepare interns for integration into the 21st century workplace. To date, Akamaihas paired over 350 STEM undergraduates representing the full diversity of the islands includingmany groups traditionally underrepresented in the STEM workforce such as