Conference Session

CEED Technical Session I: WIP: Experiential Learning Potpourri

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., University of Wisconsin, Platteville; Lily Chang, University of Wisconsin, Platteville

Tagged Divisions

Cooperative and Experiential Education

Instrumentation (anElectrical Engineering course) and Software Maintenance and Reengineering from ComputerSciences and Software Engineering department collaborated on five Internet of Things (IoT)projects. The collaboration has revealed both challenges and positive outcomes. This paperdescribes the collaboration, the students’ feedback and lessons learned. 1. IntroductionEngineering projects have become complex in the 20th century and require multiple teams fromdifferent disciplines to work collaboratively to solve problems. Collaboration betweenmultidisciplinary teams has become a standard in industries; however, educational curricula havebeen slow to adapt. Although most engineering programs have a capstone design course as a partof their curricula

Conference Session

CEED Technical Session I: WIP: Experiential Learning Potpourri

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Jones, North Dakota State University; Jeremy Straub, North Dakota State University

Tagged Divisions

Cooperative and Experiential Education

technical societies, he has also served as a track or session chair for numerous conferences. c American Society for Engineering Education, 2019 Robotic Competition Teams: Assessing the Experiential Education Value of Participation1. IntroductionCompetitions and prizes can contribute to innovative changes by influencing society or specificcommunities and individuals. According to Dias et al. [1], the potential societal benefits ofcompetitions include identifying excellence, influencing public perception for a specific domain,focusing communities on specific problems and mobilizing new talent, strengthening problem-solving communities by educating individuals.This research

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Diana R. Haidar, Carnegie Mellon University; Michael C. Melville, Carnegie Mellon University

Tagged Divisions

Cooperative and Experiential Education

significant improvement in students’ self-efficacy for applyingthese skills after completing the course. Furthermore, a notable number of students expressingdoubt in their abilities to complete a particular task with a maker skill had improvements to theirself-efficacy upon noting the steps towards successful completion of that task, and expressedconfidence in completing an even more complex task.IntroductionEngineering educators are often interested in knowing whether their students can confidentlyapply the skills they were taught from coursework. In many studies, exams and final grades areused as the key metrics in measuring students’ success towards applying theory to practice [1]–[5]. Yet, other researchers have repeatedly taken more interest in

Conference Session

CEED Technical Session I: WIP: Experiential Learning Potpourri

Collection

2019 ASEE Annual Conference & Exposition

Authors

Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University; Ebrahim Randeree, Florida State University

Tagged Divisions

Cooperative and Experiential Education

: 1) experiential leadership development, which requires placing studentsin opportunities that allow them to practice leading; 2) service learning, which providesopportunities for learning through interactions with communities, schools, and non-profitorganizations; and 3) experiential learning, which covers work-integrated learning, internships,apprenticeships, and other hands-on activities. These engagement opportunities are consistentwith Tinto’s theory of student integration, which postulates that academic and social integrationare key factors for increasing student persistence and graduation. Through a synthesis of themain facets of these theory-based approaches, we will: 1) describe an employability model forSTEM majors, 2) illustrate

Conference Session

CEED Technical Session I: WIP: Experiential Learning Potpourri

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joel Howell, University of South Florida; Chris S. Ferekides, University of South Florida; Wilfrido A. Moreno P.E., University of South Florida; Tom Weller, Oregon State University; Arash Takshi, University of South Florida

Tagged Divisions

Cooperative and Experiential Education

his research, he has devised a few teaching activities, including Lab-in-Class and Lab-in-a-Bag. He has received several teaching awards for his effort in developing the new activities. c American Society for Engineering Education, 2019 Preparing Undergraduate Engineering Students for their Profession – A Novel Curricular Approach Joel R. Howell1, Christos S. Ferekides1, Wilfrido A. Moreno1, Thomas M. Weller2, Arash Takshi1 1 University of South Florida, Tampa, FL 2 Oregon State University, Corvallis, ORAbstractThis Work-In-Progress (WIP) paper describes a

Conference Session

CEED Technical Session I: WIP: Experiential Learning Potpourri

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine McConnell, University of Colorado, Boulder/Denver; Julie Elizabeth Steinbrenner, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

, with graduates reporting that theywere 8.7x more likely to feel attached to their alma matter if they felt that their university hadprepared them well for a career and for life after college [1].The ​Academic Pathways (APPLE) Study ​provides additional support for the value of internshipsand other career-related experience as a component of an engineering undergraduate education.That study found that work-related experiences (i.e.: internships, co-ops, etc.) were the topresponse when seniors were asked how they gained their knowledge about the engineeringprofession. The researchers also found a positive correlation between engineering-relatedemployment experiences and students’ self-reported gains in engineering knowledge [2]. Outsidethe realm

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Vicki V. May P.E., Dartmouth College; Charles R. Sullivan, Dartmouth College; Honor J. Passow P.E., Dartmouth College; Benoit Cushman-Roisin, Dartmouth College

Tagged Divisions

Cooperative and Experiential Education

Energy Utilization course will design energy and lighting systems for thetiny house during the winter term. In the spring, students in a Structural Design and Analysiscourse will design and analyze the structural systems for the tiny house and create plans for theHanover Building Department. In addition, students in Sustainable Design will recommendmaterials and approaches that are sustainable.The project team is using the ‘Eight Principles of Good Practice for All Experiential LearningActivities’ established by the National Society for Experiential Learning Education [1] as aframework for the project. The eight principles are as follows: intention, preparedness andplanning, authenticity, reflection, orientation and training, monitoring and

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rylan C. Chong, Chaminade University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

-ended questionsabout their negative and positive experiences of the class that was analyzed using qualitativeinductive and summative strategies. The study found the following, students’ research self-efficacy posttest score was higher than pretest, and the observed difference was statisticallysignificant. Both males and females had a higher research self-efficacy posttest score thanpretest. The observed difference of the pretest and posttest for males was found to be statisticallysignificant. Males had a higher research self-efficacy posttest score compared to females, but theobserved difference was not statistically significant. The qualitative analysis results are,increasing self-efficacy could be attributed to students (1) having the feeling

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremy Straub, North Dakota State University

Tagged Divisions

Cooperative and Experiential Education

ProgramAbstractThe North Dakota State University commenced a National Science Foundation (NSF) sponsoredresearch experience for undergraduates (REU) program in the summer of 2018. This programbrought 12 students from different areas of the United States to North Dakota to performcybersecurity research related to cyber-physical systems. This paper reports the results of thisinitial year of the REU program. In particular, it discusses the projects that the studentsundertook as well as the benefits that they derived from participation.1. IntroductionThis evidence-based paper assesses the educational benefits produced for student participants inthe first year of a U.S. National Science Foundation funded research experience forundergraduates (REU) on the topic

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Bowers, Arizona State University; Michelle Jordan, Arizona State University; Kate Fisher; Zachary Holman, Arizona State University; Mathew D. Evans, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

narrow and implicit due to lack of support in development of research designskills, and professional identity and socialization4, 1. Wenger5 reminds us that “meaningfullearning in social contexts requires both participation and reification to be in interplay” (p. 1),but REU participants likely lack opportunities afforded to graduate students to more legitimatelyparticipate in the community, given their relative inexperience and contracted timeframe.While the challenges of attracting, retaining, and educating engineers are well-recognized6,engineering researchers are divided in their beliefs about effective ways to socialize REUstudents into the engineering field. Sadler, Burgin, McKinney and Ponjuan7 call for moreexplication of concepts, others