Conference Session

College Industry Partnerships Division Technical Session III: Collaboration

Collection

2016 ASEE Annual Conference & Exposition

Authors

Diane L Peters PE, Kettering University; Anne M Lucietto, Purdue University

Tagged Divisions

College Industry Partnerships

with them; often,these collaborations are each run separately and therefore can be considered to be separatecollaborative efforts. Such collaborations often focus on providing projects for students, for theircapstone design course or a similar class. One example of this is Olin College. Another model iswhen a university has a strong experiential learning program that features co-op or internshipexperiences, such as the co-op program at Kettering University, Drexel University, or theUniversity of Cincinnati. Collaborations may also focus on the professional development offaculty members, as at Rose-Hulman Institute of Technology.Olin College (www.olin.edu)As in all engineering programs, Olin College students perform a capstone project. In the

Conference Session

Curricular Innovations in College-Industry Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard T. Schoephoerster, University of Texas, El Paso; Ryan Wicker, University of Texas, El Paso; Ricardo Pineda, University of Texas, El Paso; Ahsan Choudhuri, University of Texas, El Paso

Tagged Divisions

College Industry Partnerships

corporations to work in teams on an actual company project, usually occurring during the summer period and lasting a minimum of 500 professional practice hours for the students. Students are expected to prepare briefings for technical leaders and executives in the sponsoring company in addition to the creation of written internal memoranda or technical reports. We consider the practice to be similar to a capstone project except that students are placed in realistic environments where they interact with practicing engineers and their customers, and are exposed to the dynamics of leading, advocating, communicating, and dealing with technical and non-technical issues in a multidisciplinary team. Appropriate Mix of Research and

Conference Session

CIP Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Geoffrey L Price, University of Tulsa; Geoffrey D. Silcox, University of Utah; Michael Newton, University of Utah, Chemical Engineering Department; Terry L Phipps

Tagged Divisions

College Industry Partnerships

side-by-side with engineering professionals to see how theprinciples learned in class are applied in actual practice.13,14 Industry sponsors senior designprojects to produce some type of product of interest to them while simultaneously educatingstudents by allowing them to apply their knowledge and skills to an actual problem.13 Someuniversities have used industry to help teach senior design courses as part of capstone projects,15where these adjunct instructors are sometimes referred to as “Professors of Practice.”16 Industrycan sponsor research projects with faculty that also include student workers and can also providefacilities for students to conduct research if these are not available at the university. Industry canprovide formal mentors

Conference Session

Stimulating Broader Industrial Participation in Undergraduate Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Linda A Thurman, University of North Carolina, Charlotte; William F. Heybruck, University of North Carolina, Charlotte

Tagged Divisions

College Industry Partnerships

% Students > "Agree" F09 Sp10 F10 n=160 n=91 n=155Mock Interview DayPrepared for co-ops, internships or FT employment 84.4% 94.4% 89.7%Interviewer gave useful feedback 81.9% 85.4% 83.2%Found it valuable 86.3% 96.6% 85.8%Sponsored Senior Design ProgramThe sponsored Senior Design Program aligns teams of students to work on company sponsoredtechnical projects. The companies provide a technical contact for the team to work with. Thiscontact insures that the team is working

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brandon M. Fulk P.E., Purdue University-Main Campus, West Lafayette (College of Engineering); Seyedali Ghahari, Purdue University-Main Campus, West Lafayette (College of Engineering); Kyubyung Kang, Purdue University, West Lafayette (Construction Engineering and Management); Makarand Hastak P.E., Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

College Industry Partnerships

Paper ID #24631Construction Engineering Students Cognitive Apprenticeship ApproachMr. Brandon M. Fulk P.E., Purdue University-Main Campus, West Lafayette (College of Engineering) Mr. Fulk is the Director of Internship for the Division of Construction Engineering and Management (CEM) at Purdue University. His responsibilities not only include the internship program for the Division but in addition he is the academic advisor and lecturer for a host of core CEM courses including Capstone. He received his Bachelor of Science in Construction Engineering in 1998, Professional Engineering Li- cense in 2003, and is currently

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Ted Song, John Brown University; Will C. Holmes, John Brown University; Kyle Andrew Crouse, John Brown University; Zachary Jordan Lee, John Brown University; Cameron Drax Geiger, John Brown University

Tagged Divisions

College Industry Partnerships

applytheir knowledge and skills to real-world problems.15 Some universities have used industry to helpteach senior design courses as part of capstone projects,17 where these adjunct instructors aresometimes referred to as “Professors of Practice.”18 Industry can sponsor research projects withfaculty that also include student workers and can also provide facilities for students to conductresearch if these are not available at the university. Industry can provide formal mentors foruniversity students and participate in supervisory thesis committees for graduate students,9including sponsoring industrial theses that are carried out in industry.13One of the major benefits of these collaborations is that students gain exposure to actualengineering

Conference Session

College Industry Partnerships Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew E. Jackson, East Carolina University; Sherion H. Jackson, Grand Canyon Univeristy

Tagged Divisions

College Industry Partnerships

projects that combine inquiry and discovery with teaching and service. But it has to happen. (Ellison & Eaton, 2008, p. 8)2The primary goal of Outreach Activities in this context is to provide assistance to local (orregional) organizations/businesses in the form of student semester projects, capstone courseprojects, professional consulting, and/or advisory services to enhance and improve thefunctionality of the organization and to improve its products and services. For faculty memberswho take on the challenge of creating an outreach activity such as those within the categoriesabove, their PTR documentation must ultimately demonstrate a contribution to the discipline,similar to the funded research projects that they may pursue. In

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark Angolia, East Carolina University; John Pickard, East Carolina University; Leslie Pagliari, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

current practice the “IndustryFellows” model, developed and tested by faculty at the University of Washington, Tacoma [1].This model goes beyond the typical industry engagement pathways of industry advisory boards,guest speaker events, student internships, and capstone projects. Industry Fellows is a form ofindustry/academia collaboration providing direct engagement of an industry professional withinthe classroom throughout a semester. This direct engagement has the benefit of bringingacademic instruction and state-of-the-art industry practices into closer alignment [1].The goal of this paper is to extend the Industry Fellows model from application in face-to-facedelivery into online delivery for distance education. Both the original research and

Conference Session

CIP Division Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Scott Danielson, Arizona State University, Polytechnic campus; Chell A. Roberts, Arizona State University, Polytechnic campus

Tagged Divisions

College Industry Partnerships

specificcriteria such as electrical or mechanical). The curriculum also includes nine hours ofunrestricted electives, which are often useful when a student transfers into the program sincecredits can count towards the degree where other engineering programs might have to reject thecredit. Page 23.116.2The primary focus area includes significant upper division project experience with six semesterhours of project-based credits in the 20 credit hours within the focus area. The 20 credits in thefocus area do not include eight hours of multidisciplinary capstone design, which are consideredcore content for the degree. The secondary focus requires 12 semester

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joseph Ranalli, Pennsylvania State University, Hazleton Campus; Susan E Chappell, Penn State University

Tagged Divisions

College Industry Partnerships

students connect to industry partners through theincorporation of a real-world project embedded into their full-year capstone (senior design)course. These projects, over the span of three years, have provided students with relevantindustry examples to problem solve and connect curriculum to career. They have also offeredstudents industry-based experiences to add to their resumes, and facilitated informal mentoringand networking opportunities with several local, national and international corporate partners. Insome instances, these partners have recruited students for future internships and/or jobs,particularly after working with them on these projects.3. AssessmentA survey was conducted to assess the impact of these initiatives. Current students

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hossein EbrahimNejad, Purdue University

Tagged Divisions

College Industry Partnerships

forinstitutions to follow in undergraduate engineering programming includes: engineeringknowledge; problem analysis; design/development of solutions; investigation & experimentation;modern tool usage; engineers and society; environment and sustainability; ethics; individual andteamwork; communication; project management and finance; and lifelong learning15. Guidelinesto assess these (or similar) competencies are created within each of the oversight organizations.The overarching purpose of these guidelines is to aid in the relevance and technical strength ofengineering students’ preparation for professional practice. Subsequently, educators andresearchers globally have applied the recommended guidelines and assessment frameworks togauge development of

Conference Session

CIP Division Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Abdullah I. Almhaidib, King Saud University

Tagged Divisions

College Industry Partnerships

objectives, and outcome definition  Advice faculty and students of professional skills expected of graduates  Provide the recognition of the faculty, students, and alumni  Raise public awareness of the College  Raise funds for endowed positions, scholarships and fellowships  Provide resources to meet industry’ needs  Provide logistical support to collaborators  Encourage talented engineers from local industry who is willing to work with students to become part-time adjunct faculty [6].  Enhance partnerships between faculty members and selected people from industry through senior capstone projects and research projects in selected areas [6

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Morrison, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

the STEM workforce.Next, we will briefly outline the future success stories of the high school, undergraduate, andgraduate scholars who participated in this program. These success stories show the potential forthese programs to generate new streams of students and researchers for universities, which caneventually grow and diversify the STEM workforce.• Two patent applications. Two journal publications• One Barry Goldwater Recipient, Two Barry Goldwater Honorable Mentions• One DoD SMART Scholarship Recipient• One National Science Foundation Graduate Research Fellow• Eighteen students continued these projects in Senior Capstone.• Seven Honors Theses at the University of Mississippi.• Two successful grants with NASA and C Spire

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University - Florida State University; Priyanka Prajapati, LPL Financial; Pallavi Ramakanth Kowligi, Florida State University

Tagged Divisions

College Industry Partnerships

for 1) work-based learning, 2)career and technical student organizations (CTSOs), or capstone experiences that engagestudents through formal or informal learning. Florida’s Experiential Learning Frameworkprovides examples of work-based learning as career experiences (e.g., practicum, internships,registered apprenticeships or pre-apprenticeships, and on-the-job training), and careerengagement (e.g., directed student or other capstone courses, school enterprise, service learning,simulated work environments, or participation in CTSOs. Experiential learning also includespreparation for work-based learning, which includes career exposure (e.g., job shadowing,mentoring, company tours, and informational interviews) and career exploration (e.g

Conference Session

Curricular Innovations in College-Industry Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal, John Zink Co. LLC; Geoffrey L. Price, University of Tulsa; John E. Matsson, Oral Roberts University; Wes Bussman, John Zink Co. LLC.; Sarah M. Olson, Northern Oklahoma College

Tagged Divisions

College Industry Partnerships

-campus locations. 15 One example is using adjunctprofessors from industry to teach courses in a non-traditional, professional engineeringand technology graduate (masters) program. 16 Some universities have used industry tohelp teach senior design courses as part of capstone projects; 17 Lehigh University refersto these adjuncts as “Professors of Practice.” 18 Licensed industry engineers as adjunctscan supplement faculties, particularly in civil engineering where licensure is moreimportant, because the number of full time faculty with engineering licenses isdeclining. 19John Zink Co. LLC (JZ) is a global manufacturer of industrial combustion equipmentheadquartered in Tulsa, Oklahoma. Oral Roberts University (ORU) and the University ofTulsa (TU

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Paul K. Andersen, New Mexico State University; Patricia A. Sullivan, New Mexico State University; Jalal Rastegary, New Mexico State University; Christopher Campbell, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

to the Design Contest’s successin fostering environmental education awareness, students commonly state that it is the bestexperience of their time at College.Further, faculty advisors note the rigor of the competition, alignment and invaluablecontributions to ABET accreditation needs, and access to direct feedback from industry andgovernment agency professionals, who serve as judges. The WERC Environmental DesignContest has become the main engineering capstone project for a number of universities such asLouisiana State University, Montana Tech, University of Arkansas, the University of CaliforniaRiverside, University of New Hampshire, and the University of Idaho.Lastly, environmental professionals, who serve as judges for the competition

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine McConnell, University of Colorado Boulder/Denver

Tagged Divisions

College Industry Partnerships

Students’ Interest in Their CoursesIn addition to the potential benefits in terms of student engagement, there is also a correspondingbenefit for the department’s industry partners. The department’s current industry engagementefforts focus on design project sponsorship, large-scale events, and opportunities for one-on-onementorship. Those efforts provide a broad range of opportunities for industry to engage with thedepartment, while also providing some insight into the kinds of opportunities that could bevaluable and that are not included in the current model. The push to increase the use ofindustry-based examples across the curriculum is unique in that it focuses specifically on classesthat haven’t traditionally been highly industry-based, and in

Conference Session

College-Industry Partnerships Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Madeline R. Darling, University of Illinois, Urbana-Champaign; Gabriella Rose Dupont, University of Illinois, Urbana-Champaign

Tagged Divisions

College Industry Partnerships

mentoring and guiding student teams through the senior design capstone course and a translational course following senior design. To promote biomed- ical/bioengineering, Marcia works with Women in Engineering to offer outreach activities and served at the national level as Executive Director of the biomedical engineering honor society, Alpha Eta Mu Beta, from 2011-2017.Mrs. Madeline R Darling, University of Illinois at Urbana-Champaign Maddie is an Undergraduate Programs Coordinator for the Department of Bioengineering at the University of Illinois at Urbana-Champaign. She holds a M.S. in College Student Affairs from Eastern Illinois University (2016). Her research interests include student academic success, retention

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Timothy J. Jacobs, Texas A&M University; Charles E. Baukal Jr. P.E., John Zink Co. LLC

Tagged Divisions

College Industry Partnerships

suggested). Following this Introduction is a descriptionof the process followed to execute the program. The program itself is then described. Finally, theprogram highlights the projects that have thus been funded through the grant program. Thearticle concludes with a summary of the key benefits and challenges of an academic / industrypartnerships in operating a grant program.Description of ProcessThe idea to develop an outreach effort within the CSS started several years before the programbegan to materialize. Casual discussions of implementing an outreach program were generallymet with positive agreement, but serious discussions never succeeded without a specific personbeing tasked with executing the ideas. Professional organizations that comprise

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2012 ASEE Annual Conference & Exposition

Authors

James G. Ladesic P.E., Embry-Riddle Aeronautical University, Daytona Beach; Robert R. Wolz, Gulfstream Aerospace; Frank Simmons III P.E., Gulfstream Aerospace Corporation; Timothy D. Farley

Tagged Divisions

College Industry Partnerships

related to the lack of good engineering practice and experience regardless of nationality.College-company interpersonal connection: bridging the cultural differencesA meaningful and valuable strategic connection was made between Gulfstream and EmbryRiddle stemming from very serendipitous beginnings. A student-teacher connection formedduring a capstone design course in 1986 led to a professional relationship maturing over theensuing years through intermittent but substantive communications. After 13 years in theprofession the alum, Mr. Tim Farley, was working as director project engineering for Gulfstreamwhen he approached his former professor, Prof. Jim Ladesic, with the notion of cultivating arelationship between Gulfstream and ERAU. Like most

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego

Tagged Divisions

College Industry Partnerships

ready for the workshop, but only a staggering 11% of business leaders feel that graduateshave the competencies and skills necessary to succeed in the workplace [1]. This challenge does notescape engineering programs, and many are developing strategic programs to take on this industryreadiness gap. Some engineering programs have launched industry-sponsored senior capstone programswhile others bring industry influence into the classroom as guests, adjunct faculty or through industry-influenced curriculum or professional socialization [2-5]. Other engineering programs have sought toclose this industry readiness gap with mentorship programs [6-7].Mentorship is a vital component to career advancement. It is stated by the Association for Talent &

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University; Elizabeth Glass, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

settings [3]. The concerns about discrepancy between the industry expectations and graduate practice readiness has been alluded to for general engineering [6], studied within software engineering [11], civil engineering [10], and chemical engineering graduates [12]. Literature has shown that there are a number of approaches higher education institutions have taken to improve their graduates’ practice readiness, some of which have enhanced students’ employability through developing generic skills or holistic competencies [4]. Additionally, some institutions have implemented capstone design classes, in an effort to meet ABET criteria on student outcomes and address concerns regarding graduates ill-prepared for industrial