Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine M. Ehlert, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

Cooperative and Experiential Education

Engineering Education, 2020 Understanding How Co-op Students View their LearningAbstractThis research paper discusses student perspectives on learning while on co-op and suggests waysto improve co-op experiences for students. Successful outcomes of co-op, like graduating withhigher GPAs [1], [2], having an easier time transitioning into full-time work [3], or beginningwith higher starting salaries [2], [4] have been discussed in the past, however, little is formallydocumented on the ways in which co-op provides these benefits. These benefits could be realizedthrough many different pathways which may include students improving technical and/orprofessional skills, refining their identity, and increasing their self-efficacy, among

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nassif E. Rayess, University of Detroit Mercy; David Pistrui, University of Detroit Mercy; Ron Bonnstetter, Target Training International; Eric T. Gehrig, Target Training International

Tagged Divisions

Cooperative and Experiential Education

personalities and psyches. Adding to the mix is thatmany programs have a required co-op rotation that adds an entire range of influences, many ofwhich are unforeseen and out of the control of the engineering programs.Co-op education has been shown to have numerous effects on students. Co-op education hasbeen shown to have an academic effect, with co-op students getting higher grades in somecourses, particularly in those based on soft skills [1]. Co-op education has also been shown tohelp in self-efficacy, particularly in work-related activities and has also shown to have a positiveeffect on retention [2]. Co-op education has also been shown to have a positive effect on startingsalaries (nearly 10%) [3]. The goal of this study is to gauge the effect of

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haaniyah Ali, York University; Jeffrey Harris, York University

Tagged Divisions

Cooperative and Experiential Education

discipline. In particular, it asks:“what skills have students developed during their academic career before they enter a workenvironment?” In particular, this study focuses on co-op programs and work experienceduring a student’s education. Co-op has evolved over the years, changing and adaptingaccording to students, as is discussed by Haddara and Skanes [1]. This means that there arevarious forms around the world. Due to the location of this study (i.e. Toronto, Canada), welooked at the Canadian Association for Co-operative Education (CAFCE), as they discusswhat contributes to a successful co-op program in today’s age. They outline a pre-training forstudents that would foster transference of skills into the workplace so that they may developand gain

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lindsay Corneal, Grand Valley State University; Wendy S. Reffeor, Grand Valley State University; Christopher P. Pung P.E., Grand Valley State University

Tagged Divisions

Cooperative and Experiential Education

Outcome 4), andthe ability to function effectively on a team (Student Outcome 5) [1]. Engineering educatorswork to identify the most appropriate curricular approaches to address these outcomes withintheir programs [2], [3].Internships or co-op experiences as well as capstone design projects are some ways in whichschools can address these important student outcomes in their curriculum. When incorporatingthese high impact experiences into a curriculum, research has also shown that internships thatdirectly relate to the academic program provide higher internship satisfaction and a higherperceived relevance to student’s career development [4]. Additionally, when students have achoice in the projects they work on and a genuine interest in the project

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Casey Thelenwood, Grand Valley State University; Paul D. Plotkowski, Grand Valley State University; Brent Michael Nowak, Grand Valley State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

community.As industry needs and student populations continue to shift over time, GVSU is committed tomeeting changes in demand. To ensure success, five key avenues through which PCEC engageswith community partners were identified and a comprehensive communication strategyhighlighting opportunities for engagement and support was developed. The five key avenues are:1) K-12 Pipeline Development, 2) Experiential Education, 3) Applied Research & Development,4) Talent Recruitment, and 5) Continuous Learning.K-12 Pipeline DevelopmentCreation of a strong talent pipeline that will prepare today’s young people for the STEM careersof the future is a challenge [1], [2], [3] in West Michigan, as it is throughout the country. PCECis rising to that challenge by

Conference Session

Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Beata Johnson, Purdue University at West Lafayette; Joyce B. Main, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

organizations, yet the mechanisms ofits influence are less clear, as are the types and extent of involvement that lead to such benefits.Thus, the objective of this review is to further investigate how involvement has been measuredand conceptualized in research studies, with a focus on the differential effects of involvementamongst different student populations.This paper investigates the following research questions: (1) How have forms of involvement beenmeasured and conceptualized in studying the impact of undergraduate students’ out-of-classexperiences on their professional development; (2) what mechanisms have been proposed toexplain the impact of experiential learning in student organizations on students’ professionaldevelopment; and, (3) how do

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julia Armstrong, Ohio State University; Meris Mandernach Longmeier, Ohio State University

Tagged Divisions

Cooperative and Experiential Education

program.IntroductionHackathons and makeathons, rapid-prototyping contests, focus on software or hardwaredevelopment. They provide participants a hands-on experience to create a workable product in ashort time frame. Hackathons and makeathons have been used in an industry setting for manyyears. Articles have been written about hackathons and other informal learning events used in theclassroom [1] - [4], engaging with the public [5], [6] and about research around the eventsthemselves [7] - [9]. In recent years, interdisciplinary collaboration has become a growingcomponent of OHI/O’s program and that is echoed in the literature which focuses on bridgingengineering with business [10], entrepreneurship [11], [12], and health and wellness [13]. Whileoutputs of hackathons

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

participants. It discusses the different types of cybersecuritycompetitions and provides examples of college student-targeted competitions of each type. Thevalue of these team activities is considered and student outcomes from them are discussed. Thepaper presents a discussion of ongoing activities to assess the value of cybersecurity teamparticipation.1. IntroductionThis research paper considers the educational value of cybersecurity competition teams to theirstudent participants. There several types of cybersecurity competitions including red team / blueteam events, blue team events and capture the flag style events. In the first (red team / blueteam) teams attack (red team) and defend against (blue team) the other team’s attacks in a directteam-to

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dennis Rogalsky, Minnesota State University, Mankato; Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Iron Range Engineering

Tagged Divisions

Cooperative and Experiential Education

attainment of the co-op. It identifies that thetoo much training and emphasis was put on students submitting a high quantity of “cold-call”applications. Instead, the data shows that students actually acquired their positions throughcareer-fairs and networking. More findings are presented and future steps for both the programdesign and the research study are recommended. The findings of the research will feed back intothe program for the second cohort of 50 students which starts in August 2020.I. Design-Based Research MethodThe curricular development work for this PBL program began in 2016 [1] utilizing design-basedresearch (DBR) as the methodology for both design and research. Design-based research (DBR)was adopted as the methodology to 1) address

Conference Session

Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John H. Callewaert, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Cassandra Sue Ellen Woodcock, University of Michigan; Kevin Cai Jiang, University of Michigan; Stacie Edington, University of Michigan

Tagged Divisions

Cooperative and Experiential Education

projects, international service trips, team competitions) for engineering students. Kolb [1]defines experiential learning as an iterative process involving conceptualization, activeexperimentation, concrete experience, and reflective observation. Experiential learning has alsobeen identified as an important pedagogical feature of current engineering education leaders inthe recent MIT report The Global State of the Art in Engineering Education [2]. Many believeexperiential learning provides more real-world learning environments and opportunities to buildcompetencies that may not necessarily be provided in the classroom such as leadership, problemsolving, and teamwork.As part of a recent strategic vision process in the College of Engineering at the

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Renee Kaufmann, University of Kentucky

Tagged Divisions

Cooperative and Experiential Education

in the Summer of 2020. These data will help to further refine workshop content,as well as provide guidance to faculty about communication skills that should be more heavilyaddressed in the classroom.IntroductionCommunication skills are crucial for the success of practicing engineers, with engineersspending 64% of their time at work on communication [1]. Further, “given the escalatingdemands for 'work-ready’ undergraduates and the resulting heavy workload of engineeringfaculty and students, adding direct and recurring communications instruction to the engineeringcurriculum represents a significant challenge” [2]. Therefore, in order to address concerns foradding communication instruction, engineering programs have collaborated with

Conference Session

Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachael E. Cate, Oregon State University; Donald Heer, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

. IntroductionOregon State University's (OSU) School of Electrical Engineering and Computer Science(EECS) has been engaged in an ongoing study examining the Electrical and ComputerEngineering (ECE) undergraduate degree program. The key research questions were: 1. What educational experiences contribute to ECE seniors’ success in the senior design capstone year? 2. What instructional practices best facilitate these transformative educational experiences?In a previously-published literature review paper [1], key transformative educationalprogrammatic influencers were identified. Emancipatory Action Research (EAR), a pragmaticqualitative epistemology, and a critical mixed-methods approach were also identified as bestfitting methodological frameworks to

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kyle Dukart, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Ben Guengerich, University of Minnesota - Anderson Student Innovation Labs

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

supportgrowth in the use of campus makerspaces both in numbers of students and the diversity ofbackground and major. Makerspaces have increasingly become part of the landscape of collegesand universities over the past decade, especially in engineering colleges where experientiallearning and design experiences are viewed as essential building blocks in educating newengineers [1]-[3]. Although it is exciting to have these new spaces filled with prototyping tools,professional support, and sets of student super-users, it is imperative that college makerspaces beaccessible, available, and intriguing to the breadth of students enrolled if we want theseparticular resources to positively impact more than a fraction of the student body. Institutionsmay find it

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

) program during the summers of 2018 and 2019.This paper presents the results of this program for the second year of operations (in 2019) andcompares them to the results from the prior year. It provides an overview of the program and thechanges made between the two years. It also discusses the different research topics that studentsworked on during both years of program participation. The benefits that students sought andattained are also reviewed.1. IntroductionThis evidence-based paper presents an assessment of the second year of a REU program at theNorth Dakota State University (NDSU). The NDSU Department of Computer Science hashosted two years of a National Science Foundation-funded research experience forundergraduates (REU) program. The

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Huynh, University of California, Irvine; Helen L. Chen, Stanford University; Krishnaswamy Venkatesh Prasad, Ford Motor Company; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

andgrow by providing insights into the design of engaging and compelling internship experiencesfor students and potential future employees.1. Motivation and BackgroundExperiential opportunities in the form of internships in industry represent significantopportunities for engineering students to gain knowledge about the professional workplace andinsights into potential future careers. While there appears to be no singular definition ofinternships in the literature or in practice [1], the National Association of Colleges andEmployers describes an internship as “…a form of experiential learning that integratesknowledge and theory learned in the classroom with practical application and skills developmentin a professional setting. Internships give

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brandy Maki, Minnesota State University, Mankato; Cody Mann, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

presents a challenge, yet it also opens the opportunity to create novel solutions.The first group of student engineers began this program in 2019. This WIP seeks to answer thequestion, “How can we maximize the student engineer’s confidence, persistence, and ability toattain a co-op?” It will document the various methods utilized to motivate the first cohort as theywork to attain their first co-op. It will also attempt to categorize these methods. Future work mayinclude researching the effectiveness of each method and whether students respond differently tovarious methods.IntroductionThis research seeks to identify the most effective methods of assisting a student in buildingconfidence, being persistent, and attaining a co-op [1]. However, the job

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

bring students from across the country to auniversity campus for the summer. These students learn how to conduct real research in theirdiscipline by actually doing it, under the supervision of a faculty mentor. Many students whoparticipate in REU programs remember these programs long after the program is complete. TheREU experience of working with a faculty mentor on bona fide research is undoubtedly key tothe educational and career planning benefits that students enjoy. The best REU experiencestypically don’t happen by accident. They must be deliberately planned. Despite the importanceof this component of REU programs, minimal literature related REU social programs exists.This paper considers what makes a strong REU social program.1

Conference Session

Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Philip Appiah-Kubi, University of Dayton; Jennifer Nichwitz, University of Dayton

Tagged Divisions

Cooperative and Experiential Education

. c American Society for Engineering Education, 2020 WIP: Students' Perception of Collaborative Online International LearningIntroductionTeaching and learning in the digital age harness the opportunities created by internettechnologies to distribute and learn various information all over the world. This is commonlyreferred to as connectivism, and it values the impact of stakeholder information appraisal skills,virtual and personal communication skills [1], and the sense of cultural awareness. CollaborativeOnline International Learning (COIL), a type of connectivism, typically involves instructors andstudents from at least two geographically and culturally distinct areas who collaborate virtuallyon a common project for four or more weeks. The

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine McConnell, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

Internship Search ProcessAbstractThis research paper presents the findings from a study out of the University of Colorado Boulderfocused on using design thinking to improve internship search related resources and supports.The goals of the study were to 1) identify points of disconnect that students experience duringthe internship search process and 2) work collaboratively with student participants to identifyuseful, creative solutions. The identified points of disconnect can be viewed as potential points ofattrition, where students have the highest likelihood of dropping out of the internship searchprocess. By thinking strategically and creatively about how to address them, those points ofattrition can be converted into leverage points for positive