Conference Session

Issues of Cooperative Education I

Collection

2008 Annual Conference & Exposition

Authors

Joe Raelin, Northeastern University; Jerry Hamann, University of Wyoming; David Whitman, University of Wyoming; Rachelle Reisberg, Northeastern University

Tagged Divisions

Cooperative & Experiential Education

careers haveresulted in fewer women entering these fields. Since then, empirical studies have supported thistheory, finding that college-aged women’s self-efficacy for traditionally female occupations wassignificantly higher than their self-efficacy within male-dominated fields.17, 18Conceptual FrameworkThis study seeks to develop a theory that examines the effects cooperative education as well asother factors (demographics, contextual supports) have on self-efficacy beliefs. It includes well-established measures of science/ math/ engineering academic self-efficacy and of career self-efficacy while introducing a new construct, work self-efficacy. Figure 1 displays the conceptualframework for the study, depicting the relationships among

Conference Session

What Are We Learning About Co-op and Experiential Education Experience?

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; David L. Whitman, University of Wyoming; Jerry Carl Hamann, University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

of the data summary and discussion given below will be appearing in aparallel publication.1 The immediacy with which the preliminary data has seen publicationspeaks, we believe, to the broad interest which this study has gained. In particular, theintroduction and demonstration of the work self-efficacy measure has the potential to provide asignificant new instrument to academic, government, and industry researchers.The overarching model for the study proposes that retention is shaped by self-efficacy, which, inturn, is based on the impact of students’ demographic characteristics, the effect of workexperience -- in particular cooperative education, and the contextual support provided by theuniversity as well as by others, such as parents and

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joseph A Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology (COE); Jerry Carl Hamann, University of Wyoming; David L. Whitman, University of Wyoming; Rachelle Reisberg, Northeastern University; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

students. It is based on a pathways model that links contextualsupport and cooperative education and other forms of student work experience to self-efficacy asa basis for retention in college and in the engineering major. It is also longitudinal, so itexamines measures at three time periods during the students’ academic experience: the second,third, and fourth years.The data pool was constituted of all second-year students in the colleges of engineering fromfour participating universities: Northeastern University, Rochester Institute of Technology,Virginia Polytechnic Institute and State University, and the University of Wyoming. Studentrespondents initially filled out a 20-minute survey, among which were assessments of threeforms of self-efficacy

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

Katelyn Elizabeth Gunderson, Rochester Institute of Technology; Margaret B. Bailey P.E., Rochester Institute of Technology ; Joseph A. Raelin, Northeastern University; Jamie Ladge; Robert Garrick, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

support services could impact retentionrates for both male and female students. Self-efficacy, defined as the perceived degree of self-confidence a person feels towards their ability to complete a given task 2, was predicted toexplain why participation in cooperative education improves retention in engineering fields. Theprior study discussed three main measures of self-efficacy for engineering students; academicself-efficacy, work self-efficacy, and career self-efficacy. Academic success was shown toenhance an individual’s self-efficacy in this area while cooperative education was the maininfluence on work self-efficacy for students who participate in these programs and finally, allforms of self-efficacy were enhanced by academic support.3The

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

students’ perceptions of industrialinternships. However, students’ self perceptions of their skills and abilities, a concept called“self-efficacy,” are a critical aspect of their ability to perform in a given situation [7]. Anunpublished work by researchers at the Cambridge-MIT Institute studied how cooperativeeducational programs affected the self-efficacy of engineering students[8] and found thatcooperative educational programs exerted a positive influence on students’ self-efficacy.Academic and Labor Market Outcomes of Cooperative EducationStudies have been done to investigate the positive academic and labor market outcomes resultingfrom cooperative educational experiences in engineering disciplines. As examples, both Gardneret. al.[9] and

Conference Session

The Influence of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Alexander Yin, Pennsylvania State University

Tagged Divisions

Cooperative & Experiential Education

manipulation of information isgoal-directed. The ease of this process is dependent on the engineer’s level of expertise incontent knowledge (declarative knowledge) and procedural knowledge (i.e., she knows when touse a particular algorithm, formula or process) (d and e). Evaluation of the process andjudgments of alternative outcomes (i) may be influenced by the engineer’s personal skills andbias on whether the project is a success or not (i.e., maybe the bridge met the functionalspecifications but failed from an aesthetic perspective).Self-Perception of Problem-Solving Skills Bandura's self-efficacy theory postulates that an individual’s confidence rises when hehas mastered a skill through experiencexx. Self-efficacy studies in STEM fields

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bhavna Hariharan, Stanford University; Sneha Ayyagari, Stanford University; Jonathan Edward Pang, Stanford University; Paul Dwight Watkins II, Stanford University; Aravind Arun, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nichole Ramirez, Purdue University; Joyce B. Main, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

behavior during their first co-op term experiencesignificant impact on learning outcomes 9. Early socialization experiences, including social andcontent aspects, positively affect students’ non-technical skills 9 10. Studying the effects of co-opeducation before graduation will help educators and administrators understand student’s learningexperiences, especially the non-technical skills that participants build outside of the classroom.Co-op participants show increased self-efficacy, which is beneficial in sustaining academicperformance and persistence to graduation 11. Additionally, co-ops students report greatercertainty about career choice (increased career identity) and are more likely to get job related totheir major at graduation. Students

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, NMIMS University; Katsuyuki Ohsawa, Tottori University ; Masashi Miura, Tottori University ; Ayano Ohsaki, Tottori University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

.Simpson, et al. 9 believe that interdisciplinary experience is more representative of what studentswill find in the real world and advocate interdisciplinary capstone projects. Schaffer, et al. 10have concluded – based on their study of 256 students from 60 teams - that Cross disciplinaryTeam Learning (CDTL) increases self-efficacy across all respondents. Apelian11 believes thatone of the important skills for the 21stcentury engineer is the ability to work with anybodyanywhere. He concludes that we need to educate engineers such that they understand the societalcontext of their work and have an understanding of the human dimension around the globe,coupled with innovation and creativity. Michaelsen, et al.12 have claimed that innovation

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

Vedaraman Sriraman, Texas State University - San Marcos; Bobbi J. Spencer, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

concept of persistence as amanifestation of motivation, while Graham et al 14 view motivation as a driver of studentengagement. Self-efficacy or confidence is one among several constructs underlying motivation.Additionally, our research included a consideration of the learning style preference amongst thedifferent genders and ethnic groups. In brief the following is what research suggests. First, intraditional science and engineering institutions, individual personnel success is highly regarded.However, women and underrepresented minorities commonly place high value on people andgroup-oriented activity 15. Pearson & West suggest that the traditional classroom structure isdesigned to foster independent, non-collaborative thinking and is most

Conference Session

Culture, Society, and Co-op

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

Cooperative & Experiential Education

Page 15.500.3By working with engineers at the university level, Iridescent provides families with challengingcontent and college readiness experiences; key components to increasing the participation ofminorities and women in STEM courses and careers5. Iridescent trains engineers to develop andteach hands-on, Family Science Courses to underserved children and their parents. The programhas been successfully implemented in Los Angeles, the Bay Area and Salinas and shown toimprove participants’ interest in science, content knowledge and self-efficacy. The FamilyScience Courses are designed and taught by engineers to families at schools in the evenings.Topics illustrate the real-world applications of Physics and range from CardiovascularMechanics

Conference Session

CEED Technical Session: High-Impact Makerspaces, Transitioning from Co-op to School and Service Research

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexandra Longo, American Society for Engineering Education; Brian Yoder, American Society for Engineering Education; Rocio C. Chavela Guerra, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

several characteristics shared by all. Barrett, et. al (2015), Forest, et.al (2014), and Wilczynski (2015) all noted the sense of community embraced by universitymakerspaces, exhibited by an environment conducive to collaboration between students. There iscurrently a need for a baseline to study university makerspaces, their best practices, and thespecific ways that they can benefit engineering education. Morosz, et. al (2015) posited thatMaking activities in university makerspaces can improve retention and encourage broaderparticipation in engineering, noting that “there is a strong relationship between the amount ofengineering experiences and engineering design self-efficacy,” a quality which has been shownto increase retention among