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

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Cooperative and Experiential Education

deployment of 15+ courses used at over 10 universities. In addition he leads the technical content for the Electrical and Computer Engineer capstone projects course at OSU. c American Society for Engineering Education, 2020 Longitudinal Study to Develop and Evaluate the Impacts of a“Transformational” Undergraduate ECE Design Program: Study Results and Best Practices ReportAcknowledgement: ​The authors are grateful for support provided by the National ScienceFoundation grant DUE 1347817. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation

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

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Diversity

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Cooperative and Experiential Education

in the Department of Mechanical Engineering at Stanford University. She has been involved in several major engineering education initia- tives including the NSF-funded Center for the Advancement of Engineering Education, National Center for Engineering Pathways to Innovation (Epicenter), as well as the Consortium to Promote Reflection in Engineering Education. Helen holds an undergraduate degree in communication from UCLA and a PhD in communication with a minor in psychology from Stanford University. Her current research and scholarship focus on engineering and entrepreneurship education; the pedagogy of portfolios and reflec- tive practice in higher education; and redesigning how learning is recorded and

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)

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Diversity

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Cooperative and Experiential Education

andidentity, and encouraging career-related reflection. This review provides insight into the nuance ofthe breadth of students’ experiences in student organizations to inform future work examining thecontextual influence of experiential learning on engineering students’ professional development.IntroductionEngineering education programs aim to prepare graduates to transition into the 21st centuryworkforce as professional engineers with a breadth of technical and interpersonal skills and a senseof professional responsibility. Multiple competing influences have contributed to engineeringeducation’s current overcrowded curriculum, which largely focuses on technical knowledge [1].This technical focus is increasingly being questioned amidst calls for

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

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Diversity

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Cooperative and Experiential Education

process [22].Kolb’s model draws heavily upon the concept of learning styles and several of the forgoingsuppositions have elements of learning style doctrine within them. According to Healey andJenkins [24], learning styles reflect a diversity of environmental considerations including thoseattributable to gender and cultural differences. Willingham, et al. [25] and others [26]–[28],however, contend that there are inherent problems with the learning styles theories and that theylack scientific rigor.Kolb’s model suggests that experiential learning can be characterized as a four-phase cyclicmodel. Under this model, learners (1) have an experience, (2) reflect on the experience, (3)conceptualize what they have experienced into a model or theory and

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

media presence. 3. Develop technological currency in the student body.The first priority was identified as the most important with the other two priorities to be carriedout with an eye toward the first. A couple challenges affect the primary goal. First, unlike mostU.S. research institutions with a seperate college of engineering, CSE grants degrees in thephysical sciences, math, computer science, and engineering. Students in science and math areless encouraged by their course curriculum to seek out the use of design and prototypingresources so those students need additional programming and attention if the Anderson Labs is tomore closely reflect the diversity of the college as a whole. Second, the primary space is locatedin the Mechanical