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

position in business or industry. It allowsstudents to test and refine career plans and interests; gain experience in their field of specialtybefore they begin searching for a permanent position; and build a network of professionalcontacts from which they may draw technical and employment information.It is believed that, in order for an experience to be educational, it must possess continuity andinteraction, with each experience leading to additional opportunities for further improvement andlearning. Therefore, we believe that experiential opportunities such as co-op programs are acentral component of the educational process, particularly in the field of EngineeringTechnology.The methods involved in experiential learning emphasize that the source

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

Paper ID #9273Introduction to Cooperative Education-The CourseDr. Joy Watson, University of Cincinnati Joy Watson is an assistant professor in the University of Cincinnati’s Division of Professional Practice and Experiential Learning where she is the co-op adviser for chemical and environmental engineering students. She completed her Ph.D. in the College of Engineering at the University of South Carolina in August 2011. Her doctoral work focused on preparing engineering Ph.D. students for careers in industry. She obtained her B.S. and M.S. in chemical engineering from the University of Tennessee, Knoxville with her

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

the end of the experience a document that gave a good indication of what they hadlearned about the working world in their first large encounter. Emphasis was placed on makingan effort to collect as much information about the working world so that future decisions aboutwhat they wanted in a career could be planned for and not simply walked into blind.A set of question conveyed what the individuals should be investigating.1. Info session - What do you need for the report?__________2*. Plant tour - What do you see?______________________________3*. Co-op job orientation.What are your responsibilities? What are the objectives of your position? Why does it exist?Does it utilize your tech. background?4. Who will you report to and how is this to be

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

need to combine the learning they gain in the classroom with the educationthat they gain on the job but on the other hand when that collaboration takes place. High schooland college experience is like the old proverbial phrase that says that it is ridiculous to “lock thebarn door after the horse has bolted.” At the end of their formal educational careers we tellstudents that it is important to get work experience. Perhaps that is why we do not have 100%participation. Many have bolted by then to menial jobs close to home or nothing jobs just to payfor a few college expenses. This is why When is so important.This paper argues that we should focus our attention on dealing directly with K-12 educators andparents, especially those with children in

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

no internship experience. “Once, having an internship or two on your resumemade you a real standout in the marketplace. Today, internships are really the only wayto make sure you get on the career track of your choosing.” 2Engineering programs and the hosting industries also benefit in many ways. “Theprograms possess several advantages and provide benefits to all stakeholders.” 3 TheInternship program is a perfect vehicle to network into many different types of businessesand industries. This working relationship often results in program benefits such as state-of-the-art equipment donations, sources of student scholarships, recruiting tool for currentindustrial employees wishing to upgrade their skill set, a job placement highway forgraduates

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

safety concerns into their courses to help prepare students forfuture leadership responsibilities in the 21st century workplace.IntroductionThe workplace can provide many career opportunities and challenges for graduatingstudents. The recent global recession has highlighted the need for students to developmultidisciplinary skills for successful careers1, 2. While pursuing their careers, manyengineering and technology students will perform roles that are outside their principalacademic fields of study3, 4. In addition to having to deal with career issues related toglobal competition and technological change, an additional challenge students are likelyto encounter is safety management. As future leaders and professionals in industry,engineering

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

manager at Northrop Grumman, while completing an M.S. in engineering management. After a successful period leading the production transition of the Predator and the F-22 Raptor antenna programs as an RF Engineering Manager, Pearson returned to personnel management and leadership training program creation for early/mid-career employees. Pearson also serves as a volunteer on several boards of directors; Past-President for the Southern Association of Colleges and Employ- ers (SoACE), Minority Engineering Advisory Board, and Electrical & Computer Engineering Advisory Board at North Carolina State University; and as a volunteer Adjunct Professor at California Polytechnic University in San Luis Obispo, Calif., where he

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

understand the factors Page 26.140.2that affect co-op participation, because there are several complicating factors, including studentattributes and differing program requirements. Students consider benefits and drawbacks whenchoosing to participate in a cooperative education program. Eligibility requirements such asstudent classification, grade point average, and courses completed assure that companies arereceiving qualified students at their workplaces 4.While researchers have examined career outcomes and benefits5-7; few have taken priorexperience into account8. We aim to provide a comprehensive quantitative study of theassociation between co-op

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

mentors enhance their professional development as role models,share undergraduate experiences, and participate in a career-building experience. This paperdescribes the design and second year implementation of the MENTOR program includinglessons-learned and future plans for the retention of engineering students at a large, diverse,research extensive university.Background 1MENTOR (Motivating ENgineers Through Organized Relationships) is a ground breakingprogram in terms of its size and scope, whose aim is to increase student success in engineeringthrough early connections to a positive peer network.1 In order to understand the strengths,weaknesses, opportunities, and challenges of a program of this magnitude, we benchmarked ourplans with peer

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

and actually across the globe, the number of courses, seminars, andsuggestions for providing students with materials to help them in their future careers abound. Wehave courses focusing on how to properly maneuver through a dining experience and how tocarry on a conversation in an elevator. We try to teach young men and women how to dressproperly for success while giving them tips on how to formulate resumes and cover letters. Wemarch any number of employers through our classrooms providing those students with masses ofinformation on those companies and their products. All in all there is nothing wrong with thisapproach. We know what they need to know and we try to provide as much of it as possible. Butwith that there is a sense that we have

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

AC 2010-833: ENHANCING THE CO-OP LEARNING PROCESSR. Mark Schreck, University of Louisville Director, Engineering Cooperative Education and Career Development Office, University of Louisville Speed School of EngineeringAngela Cline, University of Louisville Assistant Director, Engineering Cooperative Education and Career Development Office, University of Louisville Speed School of Engineering Page 15.515.1© American Society for Engineering Education, 2010 Enhancing the Co-op Learning Experience AbstractThe University of Louisville Speed School of

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

Paper ID #7935”Leveraging Co-op Experiences to Enhance Engineering Students’ Leader-ship Skills”Ms. Karen P Kelley, Northeastern University Karen P. Kelley is currently working at Northeastern University in Boston, MA as a Senior Cooperative Education Faculty Coordinator in the College of Engineering. She has worked for over 20 years with Mechanical and Industrial Engineering students assisting them in their co-op searches and guiding stu- dents in career decisions. In the role of Faculty Co-op Coordinator, Karen teaches both ”Introduction to Cooperative Education” and ”Professional Issues in Engineering” courses in the

Conference Session

Workplace Concerns, Realities, and Intangibles

Collection

2009 Annual Conference & Exposition

Authors

Anthony Joseph, Pace University; Mabel Payne, New York City Government

Tagged Divisions

Cooperative & Experiential Education

, this advantage may be influenced by several factors includingthe quality and quantity of non cooperative education work experiences.The purpose of this research is to investigate the relative impact of cooperative educationinternships on students' full-time employment salary upon graduation under myriadcircumstances of student employment arrangements. While this work is inclusive of all thecomputing (computer science, information systems, technology systems, etc.) students who usedthe Cooperative Education and Career Services office of the university between 1998 and 2006,it will highlight undergraduate students with particular emphasis on computer science majors.During the eight year period of the study data, a total of 285 computing students

Conference Session

Global Cooperative Education

Collection

2008 Annual Conference & Exposition

Authors

Thomas Akins, Georgia Institute of Technology; Debbie D. Gulick, Georgia Institute of Technology; Jack Lohmann, Georgia Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

must be maintained. These are set forth as follows: Select students on the basis of ability in the following areas: o Language skills o Academic performance o Interpersonal skills o Matches students career plans The universities select one student per open position. The company then conducts an interview and gives a final “yes” or “no.” All of the “no’s” go up for re- election to all of the university partners to nominate an intern for the position. Advise students prior to internship regarding practical organization of internship (travel, health and repatriation insurance, safety information, etc.) Offer specific readings and pre-departure assignments with a global

Conference Session

Workplace Concerns, Realities, and Intangibles

Collection

2009 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

get students involved with engineering as early as possible intheir college careers. This involvement will make them a part of not only the institution butthe profession of engineering. Hopefully faculty and staff will provide them with adequateinformation to understand the reasons for taking the calculus and physics and the chemistryand deformable solids. With that there begins the need to provide these same students withan element of their learning that may not seem to exist but is simply atrophied, the vital Page 14.1372.2realization that in order to pursue the profession of engineering they must communicate.This reality definitely does come as

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Prue Howard, Central Queensland University

Tagged Divisions

Cooperative & Experiential Education

AC 2009-2409: PREPARATION AND REFLECTION: MAKING PROFESSIONALPRACTICE EXPLICITPrue Howard, Central Queensland University Dr Prue Howard is a senior lecturer and Convenor of the Future Engineering Education Directions (FEED) research and scholarship group at CQUniversity. She has BEng (Mech), ME in Dynamics and a Professional Doctorate in Transdiciplinary Studies. She moved to the higher education sector in 1990 after a career as a mechanical designer in industry. A love of teaching has kept her there since. Prue has received National Awards in the areas of Women in Engineering and Curriculum Innovation, as well as having received the University's Vice-Chancellor's Award for Quality Teaching

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Simeon Ntafos, University of Texas, Dallas; Maria Hasenhuttl, University of Texas at Dallas, Jindal School of Management

Tagged Divisions

Cooperative & Experiential Education

than theenrollment growth). Figure 1 shows freshman retention in the School for the past 14 years.Figure 2 shows four-, five-, and six-year graduation rates for the school for the past six years. Page 26.1017.3Generally, these rates are viewed internally as low, and especially so in view of the fact that theschool brags about the quality of its freshman class (in terms of SAT scores, National Meritfinalists, Terry Scholars).Student services in the School include a program that assists students with internships (fromresume preparation, to coaching for interviews, to career fairs, internship database). In terms ofplacements, the program is among

Conference Session

The "Education" in Experiential Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heather Lynn Ogletree, San Jacinto College; Anthony Zippay, Arizona State University

Tagged Divisions

Cooperative & Experiential Education

%   Lecture   NASA  Academy   -­‐   Alumni  -­‐  0%   1%   Space  Grant  -­‐  2%   Web  Search  -­‐  17%   Conference  -­‐  2%   Career  Fair  -­‐  3

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

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Jenna Christie-Tabron, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Mari Pina, University of Central Florida; Richard Allan Quinn, University of Central Florida; Jackie Herold, University of Central Florida; Kim A. Small, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

Paper ID #14976Transforming the Culture of Internship Experiences through Social LearningCommunitiesDr. Lisa Massi, University of Central Florida Dr. Lisa Massi is the Director of Operations Analysis for Accreditation, Assessment, & Data Adminis- tration in the College of Engineering & Computer Science at the University of Central Florida. She is Co-PI of two NSF-funded S-STEM grants and program evaluator for two NSF-funded REU programs. Her research interests include factors that impact student persistence and career development in the STEM fields.Ms. Jenna Christie-Tabron, University of Central Florida Ms

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

-pointof the discussions, the individual groups would report to the larger group where large-groupdiscussions would follow. The four program directors and four graduate assistants also met as adiscussion group and participated in the overall group discussions by sharing our viewpoints andpast experiences with the larger group.Individual outside-group activities were used to reinforce group discussions. A series of weeklyjournaling assignments (4) focused on the scholars’ fears and anxieties about the new program;current and future academic expectations; future academic and career related activities; andmentorship. Weekly journaling prompts were based on themes generated by the individual peergroups during their discussion meetings. In their

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

natural gas demand. The GasDay Project functions as an extracurricular learning laboratory that incorporatesseveral student-centered learning methods including active, collaborative, and project-basedlearning. It provides students with experiential learning opportunities similar to those associatedwith co-op, internship, and research experiences. Students learn about entrepreneurship,teamwork, and dealing with customers, which prepare them for successful careers. This paper describes the pedagogical approaches to student learning employed by theGasDay Project as well as the educational benefits to students including (i) hands-on learning ina business setting with real-world consequences for successes and failures, (ii) direct contactwith

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

and self-examination. The three basic components1 of EL are illustrated in Figure 1. The “partner” in this figurerefers to the community partner. In order for EL projects to be effective in achieving specificgoals they must be based on sound instructional methods and design of the respective curriculumto satisfy the accreditation criteria for that educational program. Students who complete ELprojects exhibit personal growth through increased self-esteem and confidence, personalresponsibility, and sense of personal efficacy. They also acquire active exploration of careerinterests, understanding of the work environment, specific job skills, hiring advantage overothers greater confidence in career choice, increased interpersonal skills

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

survey, the alumni of WPI’s program attributed elements of career and professionalsuccess to their project-based learning experiences8. These findings are not surprising, as theyare consistent with research that discusses employers’ reports of the abilities and skills neededfor success in the engineering profession. Furthermore, the study found that female alumnireported more positive impacts than males in 36 of 39 areas, suggesting that project-basedlearning could also be an effective strategy for attracting and retaining women in engineering9.Nonetheless, some engineering educators remain skeptical about project-based and experientialeducation, and initiatives to substantively engage engineering students in authentic work remainthe exception

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

attributes. The learningoutcomes for the first work term are for students to be able to: A. Demonstrate their progress with developing four graduate attributes B. Identify and describe the aspects of their work term that contributed to, and detracted from, their progress with the selected attributes C. Summarize how the attributes connect with: 1. the EIT program 2. logbook keeping Page 22.815.3 3. performance feedback 4. career planningTo achieve these goals, students create a ‘learning portfolio’ during each work term thatdemonstrates their learning accomplishments through a combination

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

AC 2012-5150: CREATING A WATER AND WASTEWATER EDUCATIONALPROGRAM WITH INCORPORATED EXPERIENTIAL TRAININGMr. Joseph Lee Gutenson, Western Kentucky University Joseph Gutenson is an Environmental Support Specialist with the Center for Water Resource Studies at Western Kentucky University. During his brief professional career he has participated in the construction of TMDL reports for the Panther Creek and Long Falls Creek Watersheds and site reconnaissance for the Bacon Creek TMDL. He has also participated in research related to the water industries workforce and serves as a presence for the Water Training Institute’s recruitment efforts. His present work includes aiding in the creation of a software packaged, created

Conference Session

Outcomes of Cooperative Education Assignments

Collection

2009 Annual Conference & Exposition

Authors

Daniel Walsh, California Polytechnic State University

Tagged Divisions

Cooperative & Experiential Education

preparation for a career as an engineer. Furthermore, colleges of engineering cannotjust be a stop on the educational assembly line which takes decreasing numbers of high-schoolstudents with widely varied levels of preparation, provides them with an academic exposure totheory and then graduates them to be trained, as needed, by their employer. Students must beeducated to be life-long-learners, and industry and the university must become constant andpersistent collaborators in this process. This will require universities to rethink the educationalparadigms which have shaped engineering education for the last half century.5 PBL is oneapproach that provides a solution to improving the education of incipient engineers on campusand engineers on the

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

23.942.3integrated work experiences. In the following section, we discuss how the SIIRE program isstructured and how it operates.Structure of the SIIRE ProgramThe SIIRE program address the following objectives:1. To provide underrepresented and financially needy undergraduate students with information on the benefits and opportunities associated with graduate education,2. To provide underrepresented and financially needy undergraduate students with enhanced financial support and career experiences to improve the likelihood of completing both a BS and a MS in engineering,3. To provide personalized integrated industry and academic mentoring and professional development that results in increased enrollment and completion of graduate engineering

Conference Session

Issues of Cooperative Education I

Collection

2008 Annual Conference & Exposition

Authors

ROBERT GRAY, Penn State Erie

Tagged Divisions

Cooperative & Experiential Education

with a local industry.Perceived Shortcomings to Traditional Systems Design CurriculumBefore I began a career in academia as a professor of (electrical) engineering, I worked inindustry for nearly 20 years. A major part of my career was in the military performing duties asan avionics maintenance technician, a flight crewmember in remote operations in Alaska, anavionics systems engineer for the F-16 aircraft, and researcher for guidance and controls systemsin an avionics laboratory. Once in front of the classroom, it did not take long before I noticedthat my senior students had a good grasp of the individual subjects (circuits, digital electronics,microprocessors, mathematics, physics, etc.), but they lacked a solid understanding of how

Conference Session

The Influence of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Mario Castro-Cedeno; Quamrul Mazumder

Tagged Divisions

Cooperative & Experiential Education

Motivation and Maturity of Engineering and Engineering Technology Students with and without Co-Op ExperienceAbstractExperience-based education in the form of Co-Op is generally accepted as having a positivecorrelation with a student’s academic and early career performance. Unfortunately, most of theevidence is anecdotal or based on statistical studies of large databases. It does not explain whyand how a Co-Op experience correlates with enhanced student or employee performance. Thispaper proposes a model that can explain how Co-Op experience can result in better grades inschool and better performance at work. The paper also describes an experiment performed todetermine if students with Co-Op experience are more motivated