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

AC 2009-247: USING WEB 2.0 TECHNOLOGIES IN THE AUTOMOTIVEENGINEERING LANGUAGE CLASSROOM AS A TOOL TO IMPROVEWRITING SKILLS AND PREPARE UNDERGRADUATE STUDENTS FOR THEINTERNATIONAL WORKPLACEAdrian Millward-Sadler, Joanneum University of Applied SciencesAnnette Casey, Joanneum University of Applied SciencesEmilia Bratschitsch, Joanneum University of Applied Sciences Page 14.1336.1© American Society for Engineering Education, 2009Web 2.0 Technologies in the Automotive Engineering Language Classroom as aTool to Improve Writing Skills and Prepare Undergraduate Students for theInternational WorkplaceAbstractIn times of multi-national engineering companies and international job

Conference Session

Comparing Different Aspects of the Cooperative Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

evaluate whathas actually been accomplished we see that in this one semester students have been given a chanceto interact with industrial sponsors, with faculty advisors, then at the end of the semester with peers,friends, family, and high and middle school students. Communication has been practiced in manyforms – text production, oral presentations, and required listening. Within those forms the teammembers will write memos, progress reports, problem definitions, formal reports. They will createpowerpoint presentations and practice their speaking skills, skills that will be beneficial in theirengineering careers.The projects they have worked on will benefit many, both companies and people. Four of theprojects are summarized below.Product

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chip W Ferguson, Western Carolina University; Paul M Yanik, Western Carolina University; Guanghsu A. Chang, Western Carolina University; Sudhir Kaul, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

in engineering and engineering technologyan opportunity to participate in a new approach to the recruitment, retention, education, andplacement of academically talented and financially needy students. The SPIRIT (ScholarshipInitiative via Recruitment, Innovation, and Transformation) Scholars program establishes atransformative learning environment that fosters the development of professional skills andincreased technical competency through interdisciplinary project-based learning (PBL),undergraduate research, peer-to-peer mentorship, and focused institutional support services.1-8WCU is classified as a regional comprehensive masters-granting university and was awarded theCarnegie Community Engagement classification in 2008.9

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative & Experiential Education

, faculty mentoring and peer mentoring. Theprofessional development activities are designed to target specific points in the students’ plan ofstudy. They include various topics such as preparation of a personal development plan(sophomore level), resume writing and job search skills (sophomore and senior level),developing research skills (junior level), seven habits of highly effective people (senior level),writing and presenting an engineering-based business case (junior level), and presenting andcommunication research (M.S. level).Overview of the SIIRE ProgramThe Student Integrated Intern Research Experience (SIIRE) program at the University ofArkansas is funded via the NSF S-STEM program. The NSF S-STEM program provides studentscholarship funds

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

Scott R. Hamilton, Northeastern University; Jack Fitzmaurice, Northeastern University; Paul John Wolff III, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

lessons and submitting two ungradedassignments that included a one-page career goal paper and a one-page resume. The class wastaught in a large classroom space to sections of 75-90 students and was presented in a traditionallecture style format. This course was designed to introduce graduate engineering students to theUniversity’s Cooperative Education Program and focused on developing skills in managingworkplace expectations and requirements, resume construction, interviewing, and professionalethics. Employer panels were sometimes used to explore employment opportunities within thefields of engineering. Peer-based discussion panels allowed students to share stories about howthey found their job and their experience as an employee. The stated

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

twice a month twice a month once per week once per week Peer As needed, at least As needed, at least As needed, at As needed, at As needed, at least Mentoring once per semester once per semester least once per least once per once per semester semester semesterStudents have specific training on time management, resume writing, job searching, andtransitioning from student life to employee life. In addition, since graduate research requiresstrong written and oral communication skills the students have specific skill developmentworkshops/seminars on oral communications, writing, presenting engineering work as a

Conference Session

How Are We Preparing Our Students for the 21st Century Workforce?

Collection

2012 ASEE Annual Conference & Exposition

Authors

David R. Mikesell P.E., Ohio Northern University; David R. Sawyers Jr., Ohio Northern University; Jed E. Marquart, Ohio Northern University

Tagged Divisions

Cooperative & Experiential Education

valuable experience on how studentinvolvement can enhance undergraduate engineering education, and provides insight into somecommon advantages and disadvantages of such involvement. Page 25.624.2Several authors write of the many-faceted benefit of competition projects. Sulzbach writes thatthat the Concrete Canoe competition1 enhances the educational experience by producing anatmosphere of school pride among team members, fostering creativity, and encouraging peer-to-peer learning as students pass along the cumulative team knowledge and experience.Competitions such as these put students in many real world situations which are “typically

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher P. Pung, Grand Valley State University; Paul D. Plotkowski, Grand Valley State University; Chris Plouff, Grand Valley State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

presentations and technical writing are excellent methods to lay theground work for future interactions with their industry peers. However, they cannot replace theactual experience students gain when writing technical reports, participating in design reviewsand daily interaction with other professionals that the co-op experience provides.This improved communication has allowed the capstone sequence at Grand Valley StateUniversity to take on challenging projects. Projects centered on product development, testingand automation have all benefited from the improved skill set that a student gains during co-op.The instances where the students have a capstone project sponsored by their co-op employerallows a much smoother flow of communication. Teams with

Conference Session

Assessing, Developing, and Enhancing the Engineering Experiential Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Cooperative & Experiential Education

ASME, SIAM, ASEE and AGU. He is actively involved in CELT activities and regularly participates and presents at the Lilly Conference. He has been the recipient of several Faculty Learning Community awards. He is also very active in assessment activities and has presented dozens of papers at various Assessment Institutes. His posters in the areas of Bloom’s Taxonomy and Socratic Inquisition have received widespread acclaim from several scholars in the area of Cognitive Science and Educational Methodologies. He has received the Assessment of Critical Thinking Award twice and is currently working towards incorporating writing assignments that enhance students’ critical thinking capabilities

Conference Session

Issues of Cooperative Education I

Collection

2008 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Maura Borrego, Virginia Polytechnic Institute and State University; Jenny Lo, Virginia Polytechnic Institute and State University

Tagged Divisions

Cooperative & Experiential Education

female students participating in co-op experiences?Herein, we employed a survey instrument, National Engineering Students’ Learning OutcomesSurvey (NESLOS), derived from ABET criteria and extensive literature review, to assessstudents’ learning outcomes as a result of participating in a co-op experience. Survey itememphasis was placed on assessing knowledge and skills pertaining to but not limited to: (1)problem-solving, (2) writing and communication skills, (3) understanding and applyingknowledge, (4) teamwork, (5) confidence gains, (6) organization and management skills, and (7)interest and engagement of project. In this paper, we present key findings of what studentslearned and valued, insight into variations across female and male students

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary R Goldberg, University of Pittsburgh, Department of Rehabilitation Science and Technology; Rory A. Cooper, University of Pittsburgh; Dan Ding, University of Pittsburgh, Department of Rehabilitation Science and Technology; Alicia Koontz, Human Engineering Research Laboratories

Tagged Divisions

Cooperative & Experiential Education

inAssistive Technology and Engineering (ELeVATE).Students are active participants and innovators in projects which address real-world problemswith systems-level engineering efforts, serving as a natural attractor to the discipline. Facilitatingthe programs collaboratively is in itself a best practice; it allows for an enhanced cohort, peer-to-peer mentoring, and maximization of resources for a sustainable training program designed toincrease the retention and promotion of underrepresented undergraduates in STEM disciplines.Though ELeVATE will only begin in the summer of 2011, its foundations are deep rooted in thesuccess of QoLT’s REU program which has advanced underrepresented students through theSTEM pipeline and delivered a promising model

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

R. Mark Schreck, University of Louisville; Angela Cline, University of Louisville

Tagged Divisions

Cooperative & Experiential Education

whether the practice session should be repeated.Employer expectations modules: In these sessions, the balance between technicalknowledge/experience and workplace leadership skills is taught. Emphasis is placed on theunderstanding and importance of workplace leadership skills for a student early in his/her career.Communication skills are covered in some depth: understanding the difference betweencommunication to management, peers and subordinates; balancing talking and listening; usingverbal and written tools effectively. Teamwork and how to be a team player is also discussed indetail: team success versus individual success, resolving problems on a team, seeking opinions ofothers, and respecting opinions of others. Taking the initiative is

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jaqi C. McNeil, University of Louisville; Mary Andrade, University of Louisville, J.B. Speed School of Engineering; Alex Delgado Beebe, University of Louisville, J.B. Speed School School of Engineering

Tagged Divisions

Cooperative & Experiential Education

asked what coping skills they used to help themtransition back to UofL. There were 64 responses to this open-ended question. Five responseswere taken out because they reported this was not applicable (NA, N/A, or na).Peers and family were mentioned in 14% (9 out of 64) of the comments. Some responsesmentioned friends and classmates that caused the transition to be easier, “Friends andclassmates coming back with me really helped” (SUM16-52), “Well I got a girlfriend. Is that acoping skill?”(SUM16-21). Many connected working with peers to helping with their transition,“…worked more with friends to stay on top of work initially” (SUM16-25). “Study in groups andcompartmentalize time” (SUM16-98). Some students mentioned receiving help from

Conference Session

Issues of Cooperative Education II

Collection

2008 Annual Conference & Exposition

Authors

Jean-Claude Thomassian, State University of New York, Maritime College; Anoop Desai, Georgia Southern University; Patrick kinnicutt, Central Michigan University

Tagged Divisions

Cooperative & Experiential Education

and outside of class time. To achievethis goal, design projects designed to make students work in teams are assigned during the courseof the semester. Active learning techniques are not new [1-7]. On the other hand, its support forteaching at the university level has been a hot topic of research in recent years [8-19]. Accordingto Bonwell and Eison, Active Learning is described as follows: "When using active learningstudents are engaged in more activities than just listening. They are involved in dialog, debate,writing, and problem solving, as well as higher-order thinking, e.g., analysis, synthesis,evaluation." [4].According to Johnson, Johnson, and Smith, Cooperative Learning is described as follows: "Is aninstructional paradigm in which

Conference Session

Post Graduate Experiential Programs and Insights

Collection

2011 ASEE Annual Conference & Exposition

Authors

David W Schmueser, Altair Engineering Inc.; Charbel Philippe Saleh, Altair Engineering Inc.; Prakash C. Shrivastava, Oakland University; Lori Lin Crose, Oakland University

Tagged Divisions

Cooperative & Experiential Education

- secondary programs, she has also had responsibility for writing and administrating educationally oriented grants at the K-12, secondary, and post-secondary levels. Previously she worked extensively in the health care industry, including work as a senior microbiologist for Pharmacia Upjohn and as a laboratory research assistant at a Southern Illinois University School of Medicine. She earned a Master’s degree in Public Administration in 2002 from Oakland University and a Bachelor’s degree from Illinois College in 1981. She is a current member of the Oakland County’s Workforce Development Business Round table and serves

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

to relate these disparities among African American students and criticalthinking. The shortage of African Americans earning college degrees affects the nation as a whole.Reported achievement gaps by Fleming, Garcia & Morning (1995); Fleming & Morning (1998);McDonald & Powell (1998); Lee (1986); Garibaldi (1997); and Jibrell (1990), havedemonstrated that White students scored 30 percent higher than Black students taking theNational Assessment of Educational Progress (NAEP) science and reading and writing scores 11,12, 13, 14, 15 . Exposing students to critical thinking pedagogies in the K-12 education systems andhigher education institutions can narrow the academic achievement gap for African

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

with thesematerials. It is primarily a call to consider how students engage in their college experience,and to search for proper tools that can be deployed to stimulate learning.In moving forward, there are numerous tools available to select from, including the modelspredicated on cooperation; i.e., working together to accomplish shared goals. Withincooperative activities, individuals seek outcomes that are beneficial to them and also benefitall other group members. (2, 3) Cooperative learning researchers and practitioners have shownthat positive peer relations are essential to success in college. The positive interpersonalrelationships promoted through cooperative learning are regarded by most as crucial totoday’s learning communities. They

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

STEM-based games; (C)A weekly seminar meeting with outside presentations of general interest, such as job-hunting,resume-writing, information about scholarships and fellowships, and the process to apply tograduate school; and (D) A Poster Session so that students present the engineering experiencesthey have gained. These four components are designed to provide students with the opportunityto develop and exhibit strong analytical skills, communication, high ethical standards, andprofessionalism through written and oral presentations and discussions with fellow students,industry experts, and faculty.In 2013, SOCHE again implemented an assessment tool in an effort to better understand theneeds of the 43 participating students. Of these students

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, SOCHE; Mary Yvonne Lanzerotti, Air Force Institute of Technology; Richard Martin, The Air Force Institute of Technology; Maggie Varga, Southwestern Ohio Council for Higher Education; Sean Joseph Creighton, SOCHE; Jeremy Paul Stringer, Air Force Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

studentcomments about feeling disconnected from their peers dropped significantly. 10Results and Findings: Faculty Advisor ResponsesThe faculty advisors’ responses to the student research experiences in the program are alsogenerally favorable each year. Faculty advisors write that the students were motivated and thattheir students produced results that will be published in journals and reports and that will bepresented at briefings and conferences. The faculty advisors reported that their studentsperformed a literature survey; collected data; operated hardware, performed data collection;performed data analysis; assisted graduate students; wrote code; learned how

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen M. Short, University of the District of Columbia- CC, Workforce Development and Lifelong Learning ; Annie R. Pearce, Virginia Tech; Christine Marie Fiori P.E., Virginia Tech; Tanyel Bulbul, Virginia Tech; Andrew McCoy, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

analysis leaving a total of109 responses. The majority of participants, 71, selected yes as the response. Three participantsselected no as their response. It would depend on was selected by 35 participants with themajority of the follow up write in responses listing experience as the condition that wouldinfluence the salary. This is in alignment with the responses to the earlier question which notedexperience considerably favored over education.A third question asked participants if new employee hires with industry experience would beoffered a higher starting salary than someone without industry experience. This question offeredthree response choices: yes, no, it would depend on (please specify). All 110 participantsresponded to this question. One

Conference Session

Outcomes of Cooperative Education Assignments

Collection

2009 Annual Conference & Exposition

Authors

Jennifer Johrendt, University of Windsor; Schantal Hector, University of Windsor; Michelle Watters, AUTO21; Derek Northwood, University of Windsor; Geri Salinitri, University of Windsor; Arunita Jaekel, University of Windsor; Karen Benzinger, University of Windsor

Tagged Divisions

Cooperative & Experiential Education

research interests are in the areas of optical network design and wireless sensor networks. She is a member of the computer science curriculum committee for the cooperative education committees and a faculty advisor for co-op students. She is also a faculty mentor for female students in under-represented fields. She has published over 50 papers in peer-reviewed journals and conferences, has served on organizing committees for several well-known international conferences.Karen Benzinger, University of Windsor Ms. Benzinger holds Bachelor of Commerce and Master of Education Degrees. She has implemented student and learning support services for nineteen years and has served as the

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

cut a very high fidelity model and is now working on writing instructions based on what has been learned from this effort.In all cases, the use of the makerspace is free of charge for students. Nine respondents (7 ED and2 ETDC) reported that their makerspaces are open to the community at large, for exploration andentrepreneurship projects, with the majority of schools offering this community access free ofcharge. One ED shared that although the makerspace is not open to members of the community,many of the undergraduate and graduate engineering projects hosted in the space are designed toprovide value to the local community. Though the makerspaces, as reported by ED and ETDC,ranged in size (from basement studios and small labs to 60,000

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

peers. Still a university is producing college graduates everyyear as its primary product. Every year business and industry hires, or choosesnot to hire, those graduates.Yet in many colleges and universities today the external focus can be found onlyin the attempts to recruit new students with the conviction that the student is thecustomer. While this is true, the student is the customer / client but also theproduct. The student enters the university as one person and, assuming all goesas planned, leave as a changed individual who will now be employed by industry.Faculties are uncomfortable with the concept of “student as customer” or“employer as customer” but this is no different that the health care industry thatstruggles with the concept of

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

professor in the School of Computer Science at the University of Windsor. Her research interests are in the areas of optical network design and wireless sensor networks. She is a member of the computer science curriculum committee for the cooperative education committees and a faculty advisor for co-op students. She is also a faculty mentor for female students in under-represented fields. She has published over 50 papers in peer-reviewed journals and conferences, has served on organizing committees for several well-known international conferences.Michelle Watters, University of Windsor Ms. Watters holds Bachelor of Arts in Psychology and Master of Education Degrees and is a Master of

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

AC 2010-242: FACILITATING ENGINEERING STUDENTS IN THE LANGUAGECLASSROOM: MULTIPLE INTELLIGENCES PROFILES TO IMPROVEFOREIGN LANGUAGE COMPETENCEAdrian Millward-Sadler, University of Applied Science, GrazAnnette Casey, Joanneum University of Applied SciencesFrank Newman, University of Graz Frank Newman is a senior lecturer at the Department of Translation Studies at the University of Graz in Graz, Austria. Frank has been teaching English, mainly writing skills, and American culture since 1984. He also teaches English for Engineers at the Graz University of Technology and was involved for many years in in-service teaching training in Austria and abroad. His current focus is using wikis in language teaching

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

college students do not know how to take effective notes. Although various strategies and formats for effective “note-taking” have been identified. The fact is that “note-taking” is seldom taught; 3. The listening, language, and/or motor skill deficits of some students make it difficult for them to identify important lecture content and write it down correctly and quickly enough during a lecture; 4. Instructors sometimes get off-track from the primary objectives of the lecture. Professors—especially those who really know and love their disciplines—are famous for going off on tangents during a lecture. Although getting off-track would break the monotony, it could make it difficult for even the most skilled

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

evidence-based peer instructional approaches. Of these four intervention strategies, the one that has relevance to this paper is to provide for“guided professional experiences that would combine academic and professional components”through the vehicle of second year industrial internships 17. Early internships as detailed in thispaper are aligned with strategies 2 and 3 from above. Each student would be assigned anindustrial mentor with whom the student would work with for the tenure of the internship.Students would benefit by working with fellow interns and a cross section of companyemployees. Thereby, students pursuing internship would belong to a “community of practice”.To recap, programs that have been successful in improving the retention and

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

Manitoba, Winnipeg Canada, R3T 5V6; telephone:(1) 204.474.9698; e-mail: Sandra Ingram@umanitoba.ca.Anita H Ens, University of Manitoba Anita Ens is a Ph.D. candidate in Curriculum, Teaching, and Learning in the Faculty of Education at the University of Manitoba in Winnipeg, Canada. She has over 15 years of experience working with adults in adult education and postsecondary settings, with particular focus on learning strategies and writing pedagogy. Influenced by the social, cultural, and relational aspects of learning, her research interests include collaborative writing, sustainability in education, and diversity in learning groups.Marcia R. Friesen, University of Manitoba

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Twila Ortiz, Purdue University, West Lafayette; Beth M Holloway, Purdue University, West Lafayette; Michael T. Harris, Purdue University, West Lafayette; Andrea R Pluckebaum, Purdue University, West Lafayette; Leah H. Jamieson, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

AIChE Minority Affairs Distinguished Service Award (2009). . He is the author of 95 peer-reviewed publications and 10 patents. He received his BS in Chemical Engineering in 1981 from Mississippi State University, and both his MS (1987) and PhD (1992) degrees in Chemical Engi- neering from the University of Tennessee. Dr. Harris’s research is in the areas of nanomaterials, colloids and interfacial phenomena, transport phenomena, particle science and technology, microwave sensing of pharmaceutical powders, solidification of drug/excipient matrices, environmental control technology, and electrodispersion precipitation processes.Ms. Andrea R Pluckebaum, Purdue University, West LafayetteProf. Leah H. Jamieson, Purdue

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

Cooperative & Experiential Education

Papers" should be included.3. Closure Letter to Hosting Firm - Include a copy of the letter you write to the hosting firm that: 1) thanks them for the opportunity to gain outstanding experience and; 2) identifies the last day you will be at their facility working for them. This letter should be submitted to your employer two weeks in advance of your last day.4. Presentation - Each intern will make a presentation based on his or her professional experience. The presentation format combines the formal presentation and round table discussion concepts. This should allow interactive participation from the audience and still permit the interning student to