Conference Session

The "Education" in Experiential Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nashwan Younis, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Cooperative & Experiential Education

andprotective of curriculum matters. Regarding co-op learning, a qualitative research study byJones in 2007 explored the importance of connected learning in co-op education in Canada5.There are many important studies about work-integrated learning6, 7 as well as research on theimpact of cooperative education experience on students‟ academic performance3, 8. There is asound body of knowledge in co-op education curricula such as Johnston9 who introduced thenotion of critical pedagogy to the cooperative education curriculum. Fleming and Ferkins10focused on the structure and delivery of the co-op courses within sport degree programs in eightHEI. However, the impact of co-op work on the whole curriculum is an under-researched area.According to Breen and

Conference Session

Developing Tomorrow's Leaders through Co-op Education

Collection

2009 Annual Conference & Exposition

Authors

Jacqueline El-Sayed, Kettering University; Denise Stodola, Kettering University

Tagged Divisions

Cooperative & Experiential Education

AC 2009-1151: INTEGRATING CO-OP AND CLASSROOM LEARNINGEXPERIENCESJacqueline El-Sayed, Kettering University Dr. Jacqueline El-Sayed is a professor of mechanical engineering at Kettering University, the Richard L. Terrell Professor of Excellence in Teaching. She has been an engineering educator for over 20 years and currently is an American Council on Education Fellow placed at Harvey Mudd College. In addition, she is the Chair of the Michigan Truck Safety Commission for the State of Michigan.Denise Stodola, Kettering University Dr. Denise Stodola is an assistant professor of communication at Kettering University. Her research focuses on rhetoric and composition, particularly its

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard F. Vaz, Worcester Polytechnic Institute; Paula Quinn, Quinn Evaluation Consulting

Tagged Divisions

Cooperative & Experiential Education

given a homework assignment but have basically created their own homework and then executed on it [because] to some extent, that’s what we do in the work world.From a management perspective, a project-based learning curriculum is an asset to employers:A project-based learning curriculum makes recruitment, training, integration, and advancementof employees easier for employers. Every employer who had been aware that WPI had a project-based learning curriculum or required students to complete at least one project or team-basedactivity identified experience doing project work—in and of itself—as a reason to hire graduates.Their positions were reflected in the statement of one employer who said that completing aproject in the context of a

Conference Session

Post Graduate Experiential Programs and Insights

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anne Marie Coolen, Dalhousie University

Tagged Divisions

Cooperative & Experiential Education

enhance the educational value of co-operative education for several years. To that end, a revised work term curriculum was designedand implemented in 2008/09 as a pilot study in an attempt to understand its educational impact.This curriculum was based on students completing a series of cumulatively linked learningactivities that were tracked and analyzed in a professional practice portfolio. It was designed tohave authentic and meaningful assignments for students that were embedded into the workexperience and at the same time balanced the student’s academic work load with the work termwork load. It was designed to emphasize the connections between the work experience and a) the Engineer-in-Training (EIT) program; b) the development writing

Conference Session

Curriculum Reform with Cooperative Education

Collection

2007 Annual Conference & Exposition

Authors

Daniel Walsh, California Polytechnic State University; Jon Whited, St. Jude Medical; Robert Crockett, California Polytechnic State University

Tagged Divisions

Cooperative & Experiential Education

experience provideopportunities to further integrate the public and private sectors.ConclusionIn summary, in cooperative education, several basic needs of industry, students, faculty and theuniversity are met. Nascent engineers get an opportunity to gain professional work experience,earn money and embellish their classroom learning with practical on-the-job training, makeprofessional contacts, affirm and develop informed career goals, build confidence and developthe traits ABET sees as critical to become an empowered global engineer. Faculty members areprovided the opportunity to expand their pool of colleagues, match their expertise to industrialneeds, be informed of industrial needs and develop capabilities which will allow them to interactwith

Conference Session

Curriculum Reform with Cooperative Education

Collection

2007 Annual Conference & Exposition

Authors

Cheryl Cates, University of Cincinnati; Kettil Cedercreutz, University of Cincinnati

Tagged Divisions

Cooperative & Experiential Education

0.65 0.70 0.75 0.80 Chi STDEV Figure 6. Exit Level Performance MSDMThe MSDM indicates that “Integrity” (D3), “Ability to working with others” (E1)“Attendance” (K4) are the definite strong suits of the exit population. “Sets Goal”(J3)”Gives Direction” (F1), “Motivates Others” (F2) and “Conflict Management”(F3) represent the least stable characteristics of the curriculum. The weakness of“Project Management “(J1) could indicate that the curriculum lacks in projectoriented pedagogy at this level. “Punctuality” (K5) is an outlier. The average ofK5 is relatively good, but the individual diversity is bothersome. Some engineersare punctual

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Manuel D. Rossetti, University of Arkansas; Edgar C Clausen, University of Arkansas; Carol Schubert Gattis, University of Arkansas; Micah Hale, University of Arkansas; Kim LaScola Needy, University of Arkansas

Tagged Divisions

Cooperative & Experiential Education

Paper ID #6621On the Development of a Student Integrated Intern Research Experience asa Pathway to Graduate StudiesDr. Manuel D. Rossetti, University of Arkansas Manuel D. Rossetti is a Professor in the Industrial Engineering Department at the University of Arkansas. He received his Ph.D. in Industrial and Systems Engineering from The Ohio State University. His research and teaching interests are in the areas of simulation modeling, logistics optimization, and inventory anal- ysis applied to manufacturing, distribution, and health-care systems. He serves as an Associate Editor for the International Journal of Modeling

Conference Session

Outcomes of Cooperative Education Assignments

Collection

2009 Annual Conference & Exposition

Authors

Daniel Walsh, California Polytechnic State University

Tagged Divisions

Cooperative & Experiential Education

sources and sinks for projects at the institution. These include thecapstone design courses that are an integral part of each departmental curriculum, the seniorproject and thesis requirements for students, and the individual interests and efforts of bothstudents and faculty. In the current nascent stage of the PBLI there are a range of activitiesacross the spectrum of departments. Unit requirements for the capstone design experience rangefrom 4 to 9 quarter units, senior projects are occasionally integrated with capstone design, butmany are stand-alone classes or individual study experiences. Single student experiences are thenorm, with a few departments offering “interdisciplinary” experiences. Projects range frominstructor selected activities

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary Yvonne Lanzerotti, Augsburg College; Sean Joseph Creighton, SOCHE; Maggie Varga, SOCHE; Richard Martin, The Air Force Institute of Technology; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, SOCHE

Tagged Divisions

Cooperative & Experiential Education

2012. His current research interests are metamaterials, microelectronics, microelectromechanical systems and nanotechnology.Mrs. Diana Lynn Cahill, SOCHE Diana Cahill, M.Ed., is currently Program Manager for Southwestern Ohio Council for Higher Education, SOCHE. Previously, Cahill was the Civilian Student Coordinator at the Air Force Institute of Technology, AFIT. She earned an M.Ed. in Curriculum and Instruction from Wright State University and a BA in English from Youngstown State University. Page 26.946.2 c American Society for Engineering Education, 2015

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

La Tondra Murray, Duke University

Tagged Divisions

Cooperative & Experiential Education

can beeven more competitive in a global marketplace where technical skills are necessary but notsufficient for success. Some colleges and universities are leveraging their Industrial AdvisoryBoards to refine skills requirements for graduates and obtain feedback about areas forimprovement to better prepare students for industry8. Corporations will benefit by gainingtalented new hires who can ‘hit the ground running’ to rapidly adapt to the environment and addvalue from the start. Page 14.977.6ConclusionsUniversities and the technology industries that they support can partner to introduce specificbehaviors as an integral part of course content

Conference Session

Cooperative Education Addresses ABET

Collection

2007 Annual Conference & Exposition

Authors

Robert Stwalley, Purdue University

Tagged Divisions

Cooperative & Experiential Education

growth in student Page 12.528.4skills as they pass through the academic and practical learning processes. The standarddeviation for the category gives an indication of the effectiveness of the educationalprocess as applied to that skill. This combination yields valuable information about theoverall students’ learning experience that can be utilized to adjust curriculum, teachingstyles, or course sequences. The University of Cincinnati has recently received a long-term FIPSE grant and will continue to refine their student evaluation techniques over thenext few years. Although there are numerous other institutions that have long and

Conference Session

Educating Students for the 21st Century: History, Reflection, and Outcomes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Swaminathan Balachandran, University of Wisconsin, Platteville

Tagged Divisions

Cooperative & Experiential Education

. STUDENTS F P A A C R U T L N T E Y R Sound Instructional Methods, Program Accreditation Criteria, Curriculum Design Figure 1: Basic Components of Experiential Learning When EL is used in courses, faculty will be able to engage all learners, help students tostructure and act on knowledge, facilitate critical synthesis and learning, enhance

Conference Session

Post Graduate Experiential Programs and Insights

Collection

2011 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Purdue University, West Lafayette; Jiabin Zhu, Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette; Jeremi S. London, Purdue University, West Lafayette; Shree Frazier; Ana T. Torres-Ayala, University of South Florida; Rocio C. Chavela Guerra, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

to spend considerable time coding, checking,cleaning and reordering data14.Despite the aforementioned limitations and issues, CVs poses unique features as the mostcomplete longitudinal record of people’s careers 14. As Pirralha et al. (2009) explain, “the CV isa relatively easy document to get, displays an extended amount of information that would take along time and money to gather otherwise and allows the return to the original source wheneverrequired” (p. 4) 17. Through this relatively unobtrusive method, a plethora of longitudinal careeranalyses might be performed. A recent special issue of Research Evaluation, published in June2009, compiles different examples of the state-of-the-art curriculum vitae method as to thetheory and

Conference Session

Expanding the Borders of Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paige Davis, Louisiana State University; Summer Dann Johnson, Louisiana State University; Emma M. Allain, Louisiana State University; Harald Thomas Leder, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

Cooperative & Experiential Education

withineach department’s curriculum to give student appropriate credit was not easy; this was a tediousand time consuming task. In addition to the course Manufacturing and Technology, we arecurrently working on opportunities to offer the regular German first semester course toengineering students for General Education credit. This would be an additional step to integratethe two programs more and provide another course selection for students. Appropriate classroom space and internet access for the students was the biggestlogistical challenge for the students and faculty. Two of the housing locations did not have orhad limited internet access so special arrangements had to be made for the engineering studentsto be able to finish their

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Johrendt, University of Windsor; Schantal Hector, University of Windsor; Karen Benzinger, University of Windsor; Geri Salinitri, University of Windsor; Arunita Jaekel, University of Windsor; Derek Northwood, University of Windsor; Michelle Watters, University of Windsor

Tagged Divisions

Cooperative & Experiential Education

-Pacific Journal of Cooperative Education, 8(1), 67-76.2. Brewer, M. (1990) Sandwich Courses, United Kingdom, Journal of Cooperative Education, 26(2), 14-22.3. Canadian Association for Cooperative Education (2010) Retrieved January 5, 2010 from http://www.cafce.ca4. Kato, T. (2005) Establishing Cooperative Education as an Integral Part of the Undergraduate Curriculum at Ritsumeikan University, Asia-Pacific Journal of Cooperative Education, 6(1), 7-12.5. Hodges, D; Coolbear,P. (1998) Developing a Co-operative Education Programme in New Zealand: an Outline Guide, New Zealand Association for Co-operative Education, ISBN 0-473-05158-3, 27pp.6. Asia-Pacific Journal of Cooperative Education (2010) Retrieved January 5, 2010 from

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

Emilia Bratschitsch, Joanneum University of Applied Sciences; Annette Casey, Joanneum University of Applied Sciences

Tagged Divisions

Cooperative & Experiential Education

well with integrals, non-linear differential equations or finite elementscalculation but sometimes the deficit from the high school remains 2 .To help students in the freshmen year to compensate the gaps in their knowledge ofmathematics from the high school, we introduced an additional seminar four years ago, whichis not part of the curriculum, called Mathematics Aid Direct (MAD). In parallel to the regularlessons, students can participate in this seminar on a voluntary (and anonymous) basis. Theyare supervised by two math-teachers from a Secondary College of Engineering. Two yearsago we also introduced a further course called MAD+ which starts at the end of the firstsemester. We assumed that most students, who believed they were good enough

Conference Session

The "Education" in Experiential Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Eric Paul Pearson, Northrop Grumman Corporation; Timothy Boyd, Northrop Grumman Corporation

Tagged Divisions

Cooperative & Experiential Education

corporation to “try-out” the engineering student prior to full-time consideration upon graduation from either an undergraduate or graduate engineering program. To develop an integrated program that provides relevant work experiences while meeting customer and corporate goals, each of the integrated program elements must be; proposed and “sold” to the internal (hiring) organizations, be vetted as individual programs, and carefully aligned and integrated such that the organization embraces the structure and expenses involved in creating these early career development opportunities. The Development Programs Office has two customers in this scenario; the eventual hiring organization and the soon to be new graduate engineering student who will

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

Anthony Joseph, Pace University; Mabel Payne, Consultant

Tagged Divisions

Cooperative & Experiential Education

purpose of integrating theory with practice, students derivedmany other advantages3, 4, 12, 14, 15, 18, 25, 33, 37 from participating in cooperative educationprograms, which may be optional in some of the academic institutions where they are offered.Some of these advantages include the development of social skills, engagement in teamwork,improvement of communication skills, enhancement and greater clarity of future career goals,salary advantage, and the development of practical skills.An Interpretation of Work Based Learning in the Context of InterdisciplinarityA curriculum inclusive of a cooperative education strategy could be interpreted as aninterdisciplinary program5, 26, 31 where the work place learning experience is conceptually viewedas

Conference Session

Culture, Society, and Co-op

Collection

2010 Annual Conference & Exposition

Authors

Adrian Millward-Sadler, University of Applied Science, Graz; Annette Casey, Joanneum University of Applied Sciences; Frank Newman, University of Graz

Tagged Divisions

Cooperative & Experiential Education

semesters of study.The reason behind the choice of EFL classes integrated into a technical degree is clear in thecontext of the English language’s status as the lingua franca of the global workplace wheregraduates must be able to function. Of course, English is not generally a student’s nativelanguage as most are from an Austrian high school background. The next section of this paperwill briefly outline the EFL programme which has been put in place for students in thecontext of the overall Automotive Engineering degree programme curriculum and will then befollowed by an analysis of student motivation to learn a second language (L2) within such atechnical environment.Major employers of Vehicle Technology department graduates include companies within

Conference Session

Pay It Forward: Critical Thinking, Reflection and Faculty Engagement Promote Success in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Caroline R. Noyes, Georgia Institute of Technology; Jonathan Gordon, Georgia Institute of Technology; Joe Ludlum, Georgia Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

Technology Page 22.1428.2 The Academic Effects of Cooperative Education Experiences: Does Co-op Make a Difference in Engineering Coursework?IntroductionCooperative education opportunities have been a staple of engineering training for over 100years. An idea conceived at Lehigh University and first implemented at the University ofCincinnati, in the early 21st century over 150 engineering and engineering technology programsincorporate cooperative education opportunities into their curriculum. Cooperative education isa unique form of experiential education, and is traditionally delivered through either analternating model, whereby student alternate work experience and academic

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Morteza Sadat-Hossieny, Northern Kentucky University; Mauricio Torres, Northern Kentucky University

Tagged Divisions

Cooperative & Experiential Education

] states, the continuous improvement process is integral to theaccreditation and evaluation of the engineering technology curriculum at NKU. The mixedmethods of experiential learning and co-op work examines these practices using co-op industrycompetency assessment feedback in the continuous improvement process.This paper examines how assessment rankings of the co-op experiences by students andemployers has strengthened and supported competency achievement related to the ETAC-ABET[8] Criterion 3 (a,b,c,f,g,h,i,j) outcomes across the stated timeline of January to December 2015.Also demonstrated is the method by which acquired competencies are used to support continuousimprovement of Engineering Technology programs curricula at NKU.EGT 301 findings

Conference Session

Expanding the Borders of Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sandra Ingram, University of Manitoba; Anita H. Ens, University of Manitoba; Marcia R. Friesen, University of Manitoba

Tagged Divisions

Cooperative & Experiential Education

AC 2011-563: ACADEMIC PREPARATION IN A CO-OP PROGRAM AS ACAREER ENHANCEMENT TOOL FOR INTERNATIONAL ENGINEER-ING GRADUATESSandra Ingram, University of Manitoba Sandra Ingram, Ph.D., is an associate professor in Design Engineering and adjunct professor in Biosys- tems Engineering at the University of Manitoba in Winnipeg, Canada. Dr. Ingram is responsible for teaching an integrated approach to technical communication in Biosystems Engineering and Electrical and Computer Engineering. Her research interests include mentorship and networking within engineer- ing, integrated approaches to technical communication and post-graduate training of engineers, . Address: E2-262 Engineering and Technology Complex, University of

Conference Session

Assessing, Developing, and Enhancing the Engineering Experiential Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University, Calumet; Shoji Nakayama, Purdue University, Calumet; Opal McFarlane, Purdue University, Calumet

Tagged Divisions

Cooperative & Experiential Education

AC 2011-933: CREATIVITY AND WORKPLACE SAFETY: PROACTIVESAFETY PRACTICES ARE VITAL IN PREVENTING EMPLOYEE IN-JURIESRalph Ocon, Purdue University CalumetShoji Nakayama, Purdue University, Calumet (Tech) Shoji Nakayama, Ph.D., is an Assistant Professor of Organizational Leadership and Supervision in the Department of Construction Science and Organizational Leadership at Purdue University Calumet. In this position, he teaches safety and health related courses, as well as improving Safety, Health, and En- vironmental Management curriculum through Academic Advisory Committees. Professor Nakayama has safety related experience in automotive, airline, regulatory agency and printing industries. He recently worked as an

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Yvonne Lanzerotti, Air Force Institute of Technology; Maggie Varga, SOCHE; Sean J. Creighton, SOCHE; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, Air Force Institute of Technology; Richard K. Martin, The Air Force Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

described a detailed process for integrating a high performance content-control appliance into a process control system commonly deployed in a water treatment facility. The students’ results were transitioned to industry. 3. The research presented in Poster #3 demonstrated that microbial fuel cells can be used to detect recalcitrant organic chemicals and has the potential to monitor water quality. 4. The research in Poster #4 addressed the problem of prevention of potential onboard fires in an aircraft resulting from a high-velocity

Conference Session

CEED Paper Session 2: Leveraging Internships and Experiential Learning in Higher Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

particular. It is a follow up to previous work by the author,on viable strategies to improve the classroom environment of engineering colleges in theArab Gulf Region. At the start, the paper provides an overview of relevant benchmarks ofengineering education in the Region. Then, relates author’s preliminary findings onteaching/learning practices in engineering colleges of the Region, sheds light on the pros andcons of the lecture format, and examines the literature on meanings and substance ofdifferent active learning protocols focusing on cooperative engagement strategies. Thepaper, also, sheds light on: theoretical roots, research support, current practices, andsuggestions for redesigning classes, if need be, to stimulate interaction and help

Conference Session

Developing Tomorrow's Leaders through Co-op Education

Collection

2009 Annual Conference & Exposition

Authors

Adrian Millward-Sadler, Joanneum University of Applied Sciences; Annette Casey, Joanneum University of Applied Sciences; Emilia Bratschitsch, Joanneum University of Applied Sciences

Tagged Divisions

Cooperative & Experiential Education

technologies have been integrated into the syllabus over the last number of years.The objective of this paper is to outline the use of Web 2.0 technologies within the English syllabus forAustrian students and show how these not only link into the curriculum as a whole, but also prepareundergraduates for professional life after completing their degree.The first Web 2.0 technology examined is “webquesting”, which in this case is the organisation of adepartmental excursion to a real Auto Show in an American city from Austria within a given budget.This is used to provide the basis for 2nd semester students’ first written report at university level inEnglish. Prior to this stage, students have only been required to write such documentation in theirnative

Conference Session

Stops and Starts in the Development of Cooperative Education Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Cooperative & Experiential Education

meaningful change in Region’s classroom practicestoday (dominated by traditional lecture-based methods) must be mandated and supported by theuniversity administration. What is necessary to create a change, is for the department or college,to have a comprehensive and integrated set of components: clearly articulated expectations,opportunities for faculty to learn about new pedagogies, and an equitable reward system.Introduction“To teach is to engage students in learning.” This quote, from Education for Judgment byChristenson et al, (1) captures the meaning of the art and practice of pedagogies of engagement.The theme advocated here is that student involvement is an essential aspect of meaningfullearning. Also, engaging students in learning is

Conference Session

Pay It Forward: Critical Thinking, Reflection and Faculty Engagement Promote Success in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Annette Mallory Donawa, Independent Consultant

Tagged Divisions

Cooperative & Experiential Education

his engineeringclasses. I gave him suggestions and recommendations, such as the use of Socratic Questioningtechniques when asking students questions. I also revised tests and quizzes to include questionsthat required students to explain in detail their methods and logic for solving problems andequations. During conversations with Dr. Smith, I shared materials and information about theFoundation on Critical Thinking’s Intellectual Standards. Questions for Dr. Smith were based onhis thoughts about critical thinking; integrating critical thinking into an engineering curriculum; abrief comparison between students attending HBCU’s and majority schools; and his perceivedchanges in his teaching style. Asking more questions in class

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joy Watson, University of Cincinnati; Maureen G. Schomaker, University of Cincinnati

Tagged Divisions

Cooperative & Experiential Education

Schomaker is an Assistant Professor in the Division of Professional Practice and Experiential Learning (ProPEL) at the University of Cincinnati, Cincinnati Ohio. Professor Schomaker holds a Master of Education in Curriculum and Instruction with a focus on Instructional Design and Technology and has been teaching in higher education since 1999. Professor Schomaker has been advising cooperative education students since 2008 and currently advises Civil Engineering co-op students at the University of Cincinnati. Professor Schomaker is an official site reviewer for the Accreditation Council for Cooperative Education. In addition Maureen is Co- Chair of ProPEL’s Program Assessment Committee and a member of the Curriculum

Conference Session

Cooperative Education and Engineering

Collection

2008 Annual Conference & Exposition

Authors

Tylisha Baber, Michigan State University; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

Cooperative & Experiential Education

Cooperative Education: A Literature ReviewAbstractCooperative education began as an experiential education program for engineering students atthe University of Cincinnati in 1906 and remains a key component of many engineeringprograms nationwide[1]. Cooperative education provides opportunities for students to engage inexperiential education, integrating academic course work with practical work experience. Whilemany sources have commented on the affective benefits of cooperative education, this paperexamines the literature to assess the academic value of cooperative education.Faculty, Student and Employer Views on Cooperative EducationRelatively little is known about how engineering faculty value, account for, and