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

Paper ID #30326Linking Co-op and Senior Project: Technical Proposal RequirementEmbedded in Second Co-op RotationDr. Lindsay Corneal, Grand Valley State University Lindsay Corneal is an Associate Professor in the Padnos College of Engineering and Computing at Grand Valley State University. She received her B.A.Sc. in Mechanical Engineering from the University of Windsor, a M.B.A. from Lawrence Technological University, and a Ph.D. from Michigan State University in Materials Science and Engineering.Dr. Wendy S. Reffeor, Grand Valley State University Wendy Reffeor is an Associate Professor of Mechanical Engineering in the

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

management.Ms. Jennifer Nichwitz, University of Dayton I am currently an Industrial Engineering Technology student at the University of Dayton. I have com- pleted coursework in topics such as project management, engineering analysis, and human factors in manufacturing. My past professional experiences have included a cooperative education at an automo- tive manufacturing facility and an internship at a sustainable technology start-up in South Africa. During my time at the University of Dayton, I’ve participated in collaborative online learning classes with inter- national universities and had the privilege of working with Professor Appiah-Kubi on his research into online collaborative learning techniques

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

years.The paper concludes with a discussion of the program’s efficacy and participant benefits.Planned future changes and activities are also discussed.2. BackgroundThis section presents prior work in two areas relevant to the current study. First, prior work onexperiential education and project-based learning is presented. Next, prior relevant work incybersecurity is discussed.2.1. Experiential Education & Project-based LearningUndergraduate research experiences, as the name would suggest, fall squarely in the category ofexperiential education. Undergraduate research is a project, with answering the identified researchquestions as its key goal (from students’ perspectives). For educators, undergraduate researchprojects seek to provide students

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

considered. Potential topics for future investigation are also identified.2. BackgroundThis section provides background on prior work in three relevant areas. First, REU sites aredescribed. Next, prior work on experiential education, project-based learning and theirassessment is reviewed. Finally, prior research on cohort-creation and team bonding for college-age students is presented.2.1. REU sitesThe National Science Foundation REU program brings together cohorts of undergraduatestudents to study topics within NSF supported disciplines. Many REU sites have an overarchingtheme to them that relates to a sub-discipline or interdisciplinary collaboration.REU sites inherently vary from institution to institution, as each institution proposes

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

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Diversity

Tagged Divisions

Cooperative and Experiential Education

(WIP) paper will explore the Grand Valley State University (GVSU)Seymour & Esther Padnos College of Engineering & Computing’s (PCEC) commitment todeveloping and sustaining industry and K-12 partnerships. Our engineering programs weredeveloped at the request of, and in collaboration with, industry stakeholders in order to bolsterthe professional workforce in West Michigan. Since conception, our programs have grownstrategically in response to the changing needs of local employers. Recently, the addition of anew Innovation Design Center with dedicated space for K-12 outreach, industry project work,and applied research and development has inspired us to think creatively about the ways inwhich we are engaging with industry and the

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

and graduate students. This survey includes a number ofkey questions which include: I am interested in seeking employment in the field that I participated in: I believe that participation will aid me in securing employment when graduating: On a scale of 1 to 9, please rate your technical skill in your area of focus before starting work on the project: On a scale of 1 to 9, please rate your level of comfort with the contest activities topic before starting work on the project: On a scale of 1 to 9, please rate your level of excitement with the contest activities topic before starting work on the project: On a scale of 1 to 9, please rate your

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

learning theories, 2) to study learning in context,3) to develop measures of learning, and 4) to contribute to new designs and learning theories [2]for the program development. The work incorporates the four phases of DBR identified byKolmos [3]: design; implementation; data collection and analysis; and findings and conclusions.The DBR phases were adapted and combined with Andriessen’s [4] dual purpose of DBR modelas illustrated in Figure 1. The focus of the program design is progressive refinement through theproblem statement; defining the design and learning objectives; planning (project management)of the curricular design, development of the curricular ideation and selection of a design forinitial implementation; and ultimately a continuously

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

, persistence, and ability to attain a co-op?”BackgroundThe data in this paper is being derived from the students’ perspective in a new program calledthe Bell program. The Bell program, a Bachelor of Science in Engineering program, wasestablished in 2019 with an aim to increase student success, decrease student debt, and allowstudents to gain up to two years of on-the-job experience prior to graduation. In the process ofprogram development, the Bell program has been identified, in a study by MIT, as an “emergingglobal leader in engineering education” [4].This engineering education model featuring project-based learning is based off an existingprogram, Iron Range Engineering, which has been around for over ten years. Iron RangeEngineering continues to

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

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Diversity

Tagged Divisions

Cooperative and Experiential Education

instruction to students as they progress through the senior capstone project and develop relationships with project stakeholders in industry. She also supports engineering communications program development, research, and implementation. In addition to her Ph. D. research interests in service learning, program de- sign, and qualitative research, she is also collaborating on research in the areas of communications-related success factors of recent engineering graduates in industry and effective tools for instructors of integrated engineering and communications courses. Donald Heer: Donald Heer received his B.S. and M.S. degrees in Computer Engineering from Oregon State University in 2001 and 2003, respectively. In 2003, Mr

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

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Diversity

Tagged Divisions

Cooperative and Experiential Education

education curriculum with a focus on laboratory courses for the University of Minnesota, Twin Cities, Electrical and Computer Engineering Department. His courses leverage project-based learning, experiential learning, and self-paced activities. David has over ten years of industry experience specializing in mixed-signal RF integrated circuit design, power systems, and power electronics.Mr. Ben Guengerich, University of Minnesota - Anderson Student Innovation Labs Ben Guengerich is the Manager of the Anderson Student Innovation Labs at the University of Minnesota. The labs provide engineering students open access to prototyping equipment and give them the freedom to work on projects aligned with their personal and

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

Paper ID #30184Development of Employability Skills in Engineering Disciplines throughCo-opMs. Haaniyah Ali, York University Haaniyah Ali is a Mechanical Engineering undergraduate student from York University, class of 2020. She has worked on engineering co-op education research projects since September 2018 and presented her first paper at a conference in June 2019. She is passionate about understanding the co-op education system, to provide the best experience for students. She is also very involved in her school community and works with students and faculty alike to improve community engagement.Dr. Jeffrey Harris, York

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

Paper ID #29303Developing a Framework for Experiential LearningDr. John H Callewaert, University of Michigan John Callewaert is Director of Strategic Projects in the Office of the Associate Dean for Undergraduate Education, College of Engineering, University of Michigan. He previously served as a program director with the University of Michigan’s Graham Sustainability Institute, Director of the University of Michigan- Flint’s Office of Research, and the Director of the Institute for Community and Environment at Colby- Sawyer College. He completed doctoral study in Resource, Policy and Behavior at the University of

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

and group problem solving, which was anideal fit for a research problem focused on providing better resources for a group of highlyinvolved, capable students with a lot of thoughts and ideas to contribute. The specific designthinking model used in the study was the nonlinear, five-step process popularized by Stanford’sd.school. An image showing the design thinking process is included below in Figure 1 [7].Figure 1: Stanford d.school Design Thinking ModelThis paper encompasses the first three stages in the design thinking process, stopping just shortof the prototyping phase. The prototype and test phases of the project are ongoing, but are largelyoutside the scope of what could reasonably be contained in this publication. Because the

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

skills reported by respondents is listed in Table 2. Table 2. Skills reported by student leaders as gained through OHI/O participation Communication Multi-directional communication Email communication Leading without authority Delegation of tasks Organization Teamwork Team-building Community building Leadership Web development Budgeting Fundraising/talking with sponsors Time management Event planning Hacking/technology skills Problem solving Project managementOne student

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

of the scales and an acceptable level of internal consistency wasestablished for each dataset (Table 2).The Innovation Self-Efficacy (ISE) scale represents an average of five items that measureconfidence in one’s ability to “ask a lot of questions,” “experiment as a way to understand howthings work,” and “connect concepts and ideas that appear, at first glance, to be unconnected.”ISE was measured on a five-point Likert scale ranging from “Not confident” (0) to “Extremelyconfident” (4).Engineering Task Self-Efficacy (ETSE) also measures confidence in one’s ability to “conductexperiments, build prototypes, or construct mathematical models to develop or evaluate adesign,” “design a new product or project to meet specified requirements,” and

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

Employee Facilitating, supporting and contributing to the professional development/coaching growth of others Flexibility Readily modifying, responding and adapting to change with minimal resistance Futuristic thinking Imagining, envisioning, projecting and/or creating what has not yet been actualized Goal orientation Setting, pursuing and attaining goals, regardless of obstacles or circumstances Influencing others Personally affecting others actions, decisions, opinions or thinking Interpersonal skills

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

participation in non-engineering clubs orhumanitarian engineering projects to be significantly associated with students’ interdisciplinaryskill development. The researchers suggested the benefits of students interacting with students innon-engineering majors through these activities.Typologies of involvement. Student typologies provide an additional approach to investigatingthe distinct effects of involvement for different students [29], [67]–[71]. These approachesconsider student subcultures by classifying students according to common characteristics,including types of involvement [72]. Researchers have further linked student typologies todifferences in self-reported development [70]. Contradicting some previously discussed findings,these studies have