Conference Session

Issues of Cooperative Education I

Collection

2008 Annual Conference & Exposition

Authors

ROBERT GRAY, Penn State Erie

Tagged Divisions

Cooperative & Experiential Education

Design with Industry (3semester hr) to the systems design curriculum, students have been provided an opportunity for adeeper understanding of the need and benefit for systems design and systems engineeringmethodology.1This paper describes: 1. the perceived shortcomings of a systems design course curriculum in a traditional classroom setting; 2. the development of a non-traditional systems design course with the cooperation of a local industry partner; 3. examples of off-campus field trips to the industry partner that support systems design learning experiences; 4. the outcomes, feedback, and experiences from partnering with a local industry;2 5. additional student opportunities resulting from developing a partnership

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joseph Lee Gutenson, Western Kentucky University; Jana Fattic, Western Kentucky University; Andrew N.S. Ernest, Western Kentucky University

Tagged Divisions

Cooperative & Experiential Education

regulatory agencies, and tradeassociations to design a curriculum format that would provide both the classroom andexperiential training that this profession requires, all while reaching the greatest number ofpotential learners. This training program would work to confront the most immediate needs ofthe water/wastewater workforce; that of creating an informed and skilled crop of new operators.With this funding the Water Training Institute (WTI) was formed and immediately faced severalchallenges. The education provided by this program is provided completely online and unique inthat the product of ones studies was an Associate of Science Degree in Water ResourceManagement, something that is not required by most utilities when recruiting new

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hans J. Thomas P.E., U.S. Military Academy; Michael Nowatkowski, U.S. Military Academy; Brodie K. Hoyer, U.S. Military Academy; Michael J. Benson, U.S. Military Academy; Bruce Floersheim, U.S. Military Academy; Luksa Luznik, United States Naval Academy; Wesley Anderson, U.S. Air Force Academy; Steven J. Condly, United States Military Academy

Tagged Divisions

Cooperative & Experiential Education

design, strength of materials, etc.) it can bedifficult to demonstrate total system integration of multiple disciplines with diverse teams. Often,real world applications are limited by assumptions made to simplify problems so that the analysiscan be more easily performed in class. While many externships can add to the knowledge andskills of an engineering undergraduate, they may not be complementing the undergraduateprogram in order to fill student outcomes not met in the classroom.Survey of experiences During the fall semester, surveys were administered to students who had participated inexternships over the previous summer. Two programs administered the survey through an onlinesurvey program while the other two had participants fill out

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Prue Howard, Central Queensland University

Tagged Divisions

Cooperative & Experiential Education

preparation and reflection requirements for the workplacement. The changes included a move to Project Based Learning (PBL) with a partiallyinverted curriculum, and the introduction of a dual award, the Bachelor of Engineering(Coop)/Diploma of Professional Practice.PBL and an inverted curriculum was introduced in 1998, with the aim being to ensure thatstudents were sufficiently prepared to work as junior engineers in industry at the end of theirsecond year of study. The PBL curriculum was intended to teach students in context, withcontent being integrated instead of delivered in discipline silos, as well as developing a numberof the professional practice skills required, such as teamwork, communication, critical thinkingand problem solving.The Diploma

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

have been an option for post-secondary education with the premise of assisting students’ transition from school to workplace. Page 14.42.3These programs have been defined as structured educational strategies integrating academiclearning through productive work experiences in a field related to career goals 4, 5, 6.Groenewald7 determined that cooperative education has four core dimensions: “(a) an integratedcurriculum, (b) learning derived from work experience, (c) cultivation of a support-base, and (d)the logistical organization and coordination of the learning experience.” The basic concepts ofalternating school with work over a substantial

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

designproblems related to specific courses have become common tools for teaching skills such asworking in teams, solving open-ended problems, and communicating both technical and non-technical information. While these methods have met with significant success, continuedexpansion of curricular-based approaches is constrained by competition for limited class timewith the varied other demands on the undergraduate engineering curriculum. In addition, “open-ended” projects often require significantly higher demands on faculty than traditional structuredlectures and assignments.External design competitions, either independent or sponsored by a professional society or otherorganization, provide an additional approach to augment the engineering education

Conference Session

Cooperative Education Addresses ABET

Collection

2007 Annual Conference & Exposition

Authors

Jess Godbey, Jacksonville State University; Terry Marbut, Jacksonville State University; Dale Broyles, Jacksonville State University & Honda MFG of AL

Tagged Divisions

Cooperative & Experiential Education

partnership is in cooperative education.Cooperative education is an excellent method of enhancing student learning by providing realworld experience. The need for better integration of theory and practice, particularly inengineering and technology, has been an issue in education since the first cooperative educationprogram was established in 1906 [1]. The value of cooperative education is well documented. Arecent survey conducted by the National Association of Colleges and Employers reported that29% of interns were “converted” to full-time employees and 55% of new employees hired bymanufacturers have coop-type experience [2]. A 2004 survey of college graduates conducted byMonster TRAK indicated that 74% thought relevant work experience was the most

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

in the college or university curriculum.2. Provide the opportunity to work within an on-going business enterprise, meeting the performance standards set for regular employees and management, as well as Page 25.93.5 completing the learning experiences that are integrated into the daily work routines of the organization.3. Refine planning, communication, and technical abilities in real world situations while establishing resume-worthy experience for future reference.4. To demonstrate professionalism and accountability in meeting all commitments required of the intern and make consistent contributions to

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Nael Barakat, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

of the co-op program as the primary vehicle forassessment of this learning outcome provides the additional benefits of curriculum andassessment input by industry constituents who work directly with the students.Curriculum OverviewThe School of Engineering at GVSU offers a bachelor of science in engineering degree withmajors in computer, electrical, interdisciplinary, product design and manufacturing, andmechanical engineering. The majors share a mostly common set of foundation courses, and eachundergraduate major is a secondary admission program. Criteria for secondary admission includecompletion of all foundation courses with a grade of „C‟ or better and maintaining an overallgrade point average of 2.70 or higher (on a 4.00 scale).All

Conference Session

Revitalizing Cooperative Education and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Debbie Gulick, Georgia Institute of Technology; Debbie Pearson, Georgia Institute of Technology; Gayle Elliott, University of Cincinnati; Jennifer Oliver, IAESTE United States; Karl Zimmer, General Cable

Tagged Divisions

Cooperative & Experiential Education

- Individual student teaching to help guide students toward integrating classroom and co-op learning experiences with personal goals for an international co-op assignment - Identifying companies and developing partnerships to create co-op job opportunities with international companies in the US and abroad - Working with language faculty to develop specialized intensive language and culture programs that prepare students to work abroad - Program evaluation and assessmentJennifer Oliver, IAESTE United States Jennifer Oliver is currently the Outbound Program Manager and East Regional Coordinator of IAESTE United States, a membership and exchange organization dedicated to developing global

Conference Session

Collaboration Provides the Best Education

Collection

2007 Annual Conference & Exposition

Authors

Cheryl Cates, University of Cincinnati; Anita Todd, University of Cincinnati

Tagged Divisions

Cooperative & Experiential Education

between the college courses thatstudents completed and the general learning that they demonstrate throughevaluation. Particularly in an institution with wide curricular offerings and apropensity to vary the curriculum from one year to the next, this type of analysiscan shed light on student development in the general education area however ithas not been as effective to demonstrate learning within the major. 3Assessment Centers in which students are given a set of simulations to assesstheir readiness to enter the profession have been used in teacher education byIndiana University of Pennsylvania, Millersville and Slippery Rock Colleges.Through Development Dimensions International these institutions designed andimplemented a diagnostic teacher

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

different atmosphere is critical. No longer is this the normal, learn material and repeat that material; this is discovery of material that has not been seen before and the importance of conveying the findings to an audience that is not looking for regurgitated material but material that is fresh and new. The preparation for this activity has taken four years. During the student’s undergraduate years, communication activities have been an integral part of the engineering curriculum. As is shown in Table 1, the student has been provided with multiple opportunities to investigate and practice his/her communication skills within all of the required mechanical engineering courses and many of the elective courses. By the time the student takes the

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karen P Kelley, Northeastern University; Steven Thomas McGonagle, Northeastern University Gordon Engineering Leadership Program

Tagged Divisions

Cooperative & Experiential Education

authority responsibly to influence others behavior. Often when thestudents are in a co-op role they believe they have very little power or influence upon the businessor co-workers and this exercise explores ways, even as a co-op, they can practice effective use toachieve their goals. To learn this, students participate in an exercise using role-play scenarios wherethey are asked to think about effective methods to use power and influence on others. We ask thatthey take into account the different bases of power including coercive, legitimate, expert, reward,referent, informational and connection. This exercise gives students the confidence they need toemploy this new skill in their co-op experience.The last element of the curriculum covered is

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

Paper ID #6470Co-ops and Interns-What Do They See as Their Communication NeedsMr. Craig J. Gunn, Michigan State University Craig Gunn is the Director of the Communication Program in the Department of Mechanical Engineering at Michigan State University. His duties include the integration of communication skill activity into all courses within the mechanical engineering program, including overseas experiences. He works closely with the Cooperative Engineering Education Division of the College of Engineering to monitor the com- munication skills of students who co-op during their college years. He is currently the editor of

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

and a key requirement of the academic experience for all Speed School engineeringstudents. “Co-op” is an academic program that integrates classroom learning with workexperience in the student’s field of study. The co-op student works full time for this time period,is paid an hourly wage, and receives academic credit for each semester of co-op training. For thestudent, the co-op experience provides “hands-on” engineering experiences as part of theirformal education. For the employer, the co-op program provides access to a skilled, short-termcost-effective workforce, and equally important, the opportunity to evaluate and recruit potentialfull-time employees. The student begins co-op training in the fifth semester and worksalternating semesters

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

. Page 22.258.1 c American Society for Engineering Education, 2011 Assessment of Service Learning Mysore Narayanan Miami University, OhioAbstract Service-learning has been gaining popularity in engineering disciplines, slowly butsteadily. It is quite important that universities have a need to accept and adapt to changes inorder to make higher education more effective. Furthermore, it is apparent that students learnbest, when they are provided with an opportunity to utilize their knowledge to help a selectcommunity. Honnet and Poulsen indicate that service to a community adds value to thelearner’s educational

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ronald H. Brown, Marquette University; Thomas F. Quinn, Marquette University; George Corliss, Marquette University; Jay R. Goldberg, Marquette University; Mark Nagurka, Marquette University

Tagged Divisions

Cooperative & Experiential Education

tunnel, compositetesting, and other facilities). In addition to extracurricular projects, students are engaged in in-class activities such as fluids laboratory demonstrations and projectile motion modeling,measurement, and validation experiments ending with an in-class competition.Marquette UniversityStudent- centered learning within Marquette’s College of Engineering includes in-class andextracurricular activities that allow students to learn by doing and to apply what they havelearned throughout the engineering curriculum. In-class activities include hands-ondemonstrations, field trips, case studies, student projects and presentations, design competitions,laboratory experiments, and other activities. Extracurricular activities include student

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

Timothy J. Garrison, York College of Pennsylvania; Wayne Blanding, York College of Pennsylvania

Tagged Divisions

Cooperative & Experiential Education

assess the student. • For some outcomes, the workplace is simply better suited for assessment. For example, the assessment of teamwork skills in the academic setting might take place through a variety of projects, activities, and labs scattered throughout the curriculum. (Not every course is conducive to assessment of teamwork!) However, these are often very discrete events and the faculty member may have limited access to observe the student interactions. In contrast, an employer can work closely with a student on a full-time basis over an extended period of time. Since most industry settings rely heavily on teamwork skills, we believe that the supervisor is much

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

, master planning, management for energy conservation/renewable energy projects and space planning for campus expansion. As a senior administrative leader, I have facilitated climate action planning in com- pliance with the American College and University Presidents’ Climate Commitment (ACUPCC) and re- ceived the Outstanding Climate Leadership award that recognized successful carbon reduction strategies, innovative curriculum and the dynamic engagement faculty, staff and students in a the pursuit of carbon neutrality. Although my primary formal training has been in the field of architecture, recent doctoral studies at the University of Pennsylvania were focused in the field of higher education management. As part of an

Conference Session

Collaboration Provides the Best Education

Collection

2007 Annual Conference & Exposition

Authors

Brian Koehler, North Carolina State University; Susan Matney, North Carolina State University; Jerome Lavelle, North Carolina State University; Mary Clare Robbins, North Carolina State University

Tagged Divisions

Cooperative & Experiential Education

Women in Science and Engineering(WISE) living and learning community. WISE employs upper-class mentors who live in theresidence halls with underclass science and engineering students to promote retention andsuccess in these disciplines through mentoring.2In an effort to increase retention and support success, colleges of engineering are now beginningto offer mentoring programs designed for all students – regardless of gender and ethnicity. Twosurveys of first-year engineering programs reported by Brannan and Wankat3 provide examplesof peer mentors being used in a variety of roles from tutoring to vertical integration of designthroughout the curriculum (this was done by creating teams of first year students mentored bysenior engineering

Conference Session

The Influence of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Jim Wojciechowski, Grand Valley State University; Charles Standridge, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

by alternating semesters of co-op and classroomeducation, followed by a final semester to complete course work including thecapstone design project. The student worked for a design and manufacturingcompany in the same metropolitan area as the university. The interaction of co-opand curricular educational experiences of the student is emphasized.The First Co-op PeriodCompleting an engineering curriculum, such as Mechanical Engineering, is nosimple journey. The subject matter is often complicated and intense. The workload can be overwhelming. A co-op program helps facilitate the learning processand allows the student to expand professional horizons as a developing engineer.Because of this, many universities today are implementing a co-op

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rui Pan, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

University. NSF and several private foundations fund his research. His research and teaching focuses on engineering as an innovation in P-12 education, policy of P-12 engineering, how to support teachers and students’ academic achievements through engineering, the measurement and support of the change of ’engineering habits of mind’ particularly empathy and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning.Dr. Monica E Cardella, Purdue University, West Lafayette Monica E. Cardella is an Associate Professor of Engineering Education and an Affiliate of the Division of Environmental and Ecological Engineering at Purdue University. She is the Director of the MEDLEE

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Alexander Yin, Pennsylvania State University

Tagged Divisions

Cooperative & Experiential Education

perceive their different types of knowledge necessary tosolve problems allows for a more intentional design of curricular and co-curricular activities todevelop students’ competency within an academic domain. I recommend curricular designersfocus on strengthening and enhancing students’ theoretical knowledge, practical knowledge,procedural knowledge through classroom activities such as writing assignments that ask studentsto explain their problem-solving process. Program-level recommendations include incorporatingmore project-based or lab-like courses into the curriculum, so students have more opportunitiesto actively engage in solving real-world problems

Conference Session

Revitalizing Cooperative Education and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Robert Stwalley, Purdue University

Tagged Divisions

Cooperative & Experiential Education

, market analysis as defined by Suarez 3, Vesper 4, and White 1 forbusiness enterprises was used as a framework to review the results and develop an action planthat takes advantage of the Purdue system’s strengths and minimizes or eliminates itsdeficiencies. The resulting strategic plan combined elements from the self analysis with the PurdueStrategic Plan and the Strategic Plan for the College of Engineering. This was important,because in aligning the revitalization with the overall Purdue and College of Engineering plans,we achieved automatic administrative buy-in. The institutional commitment to change wasnecessary, since the Cooperative Education Program at Purdue has significant tradition andinertia associated with it. It was crucial