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

co-op. They were required to write of theirexperience fourteen weeks after the initial workshop. It became easy to see that the workshopwas really only a poor preparation for a paper produced much later and not a good introductionto necessary communication skill acquisition or remembrance. The issue of communication inthe real world was lost in most of the co-ops’ minds. When it was realized that not enough wasbeing done for the students’ needs, the current structure of addressing communication wasimplemented without the workshop.The new plan attempts to bring students closer to the communication activities of the workplaceand to allow them to see the importance of communication along with their technical expertise.In changing the focus of

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

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

summarize what they have learned from the modulesand make a final presentation the Gordon Leadership team. Upon completion of these requirementsthey earn a Gordon Undergraduate Engineering Leadership certificate.GUEL - Co-op Engineering Leadership ModulesModule #1 Leadership in your Organization – Locate an organizational chart of your companyand or division. Ask your supervisor or a manager to review the chart with you. Elaborate on thefollowing: o Find out where your supervisor fits into the organizational chart. o Who does he/she report to? o How does the organizational chart influence your supervisor’s work and or goals and objectives? o Discuss with your supervisor leaders he/she believes you should meet and develop a plan to

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

Public Schools, where he has been president, chaired the 2020 Strategic Plan, and served as the district’s legislative liaison. He also serves on advisory committees and boards for several local and national orga- nizations, including Dayton Literary Peace Prize, Midwestern Higher Education Compact, TEDxDayton (license holder and co-chair), ThinkTV Public Broadcasting, and Wright-Patterson Air Force Base Com- munity Partnership Leadership Council. Sean has published and presented extensively on the impact of higher education, collaboration, civic engagement, and talent retention, and has also conducted research for the Kettering Foundation on the economic and civic missions of regionally based colleges and

Conference Session

Outcomes of Cooperative Education Assignments

Collection

2009 Annual Conference & Exposition

Authors

Daniel Walsh, California Polytechnic State University

Tagged Divisions

Cooperative & Experiential Education

component in the educational experience of nascentengineers.[4,6,7]The College of Engineering Strategic Plan states that: “The mission of the College ofEngineering is to be a flagship college of engineering that benefits humanity by educatingsocially responsible engineers inspired for life-long learning using an innovative learn bydoing philosophy in partnership with industry and other stakeholders.” The PBLI is consistentwith the College mission because it promotes the use of a multi-disciplinary, participatory, learnby doing, “hands-on” laboratory, project and design centered approach. The PBLI enhanceseducational outcomes for students in accordance with the strategic plan, it enhances theprofessional development of the faculty in conformance

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

engineeringin the workplace and prepare them with workplace competencies, in this study, weinterviewed 22 engineering Co-Op students about their problem solving experiences andexplored: what are the different ways in which Co-Op students experience workplaceproblem solving? In order to answer this question, we conducted a phenomenographicanalysis on our interview transcripts to capture the variation in students’ experiences. Theanalysis results show that students experienced workplace problem solving in sixdifferent ways, which are: 1) workplace problem solving is following orders andexecuting the plan; 2) workplace problem solving is implementing customers’ ideas andsatisfying customer needs; 3) workplace problem solving is using mathematical

Conference Session

Stops and Starts in the Development of Cooperative Education Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ilka M. Balk, University of Kentucky

Tagged Divisions

Cooperative & Experiential Education

(UK), she is the Staff Adviser for the recently re-started Engineers Without Borders chapter, a group that plans, designs, and implements public service engineering projects, mostly in developing nations. In 2006, Balk also helped establish the German and Engineering program in the college, through which students can work, study, or conduct research in Germany. Under her direction, the College has established an exchange program with the Karlsruhe Institute of Technology in Germany. She is also leading a group of freshmen students on a five-week tour to Germany every summer. Before coming to Lexington in 2004, Balk served as a political consultant to candidates and campaigns in the Washington, D.C., area and for

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

are assigned to a Professional Practice (co-op) Faculty Advisor bydiscipline area. This faculty advisor is responsible for all aspects of thecooperative education program for their assigned disciplines. Co-op students arerequired to complete an “Introduction to Cooperative Education” class in theirfirst year, apply for and be accepted into the co-op program by meeting specificcollege criteria. Students are also required to meet with their faculty advisor inadvance of each new co-op assignment to discuss future plans and at thecompletion of each co-op assignment to reflect upon and discuss past experiences.Students are registered for cooperative education during the quarters they are onwork assignment and are considered full-time students

Conference Session

Assessing, Developing, and Enhancing the Engineering Experiential Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Emilia Andreeva-Moschen, FH Joanneum University of Applied Science, Graz; Adrian J. Millward-Sadler, FH Joanneum University of Applied Science, Graz

Tagged Divisions

Cooperative & Experiential Education

, evenlybalanced co-operative Bachelor’s degree program (3 years) to be complimented by asubsequent Master’s degree program (2 years).The main stages were:  Performing the needs, coherence and acceptance analyses  Definition of the qualification and profession profiles  Definition of the most important admission requirements and regulations  Curriculum design  Definition of the didactic concept  Finance calculationsThe main design focal points were the degree program content, the programstructure, the course balance (theoretical vs. practical), the co-operative component(interaction with the industry), the didactic concept, and knowledge sustainability. Themain challenge when planning the

Conference Session

Stops and Starts in the Development of Cooperative Education Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bryan E. Dansberry, NASA Johnson Space Center

Tagged Divisions

Cooperative & Experiential Education

98%Teamwork 93%Leadership 88%Technology 97%Work Culture 99%Organization/Planning 97%By assigning numerical values to the student responses in these areas, USRP project managers Page 25.596.5created a numerical score which provided a comparison of the learning benefits of individualinternship experiences as they relate to those core abilities defined in the ABET a-k criteria.Over time, as multiple students rated their learning opportunities under a single mentor, thisscore proved useful in identifying exceptional mentors

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

context dependent with learning inmultiple contexts more promotive of transfer.In regard to measuring or assessing learning and learning transfer, Bradford et al6 said that the“[m]easures of transfer play an important role in assessing the quality of people’s learningexperiences” and therefore, differentiate surface learning from deep learning. Furthermore,Venables & Tan41 mentioned the need for assessment of a student in a work based learningexperience to be within the appropriate context. They said that the “assessment tasks” and the“planned learning outcomes” should be aligned” and that assessment should promote the development of problem-solving skills, personal development, and social skills within a community or industry focused

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

alignment.The objective is to build feedback structures that keep the schools abreast of arapidly-changing environment. The inclusion of a wide array of programs and alarge, diverse reference group caters to building a process that can be effectivelyutilized in schools engaged in cooperative education within a diverse set ofacademic fields and educational levels. The Grant was filed by Cheryl Cates as Page 12.1480.2PI and Kettil Cedercreutz as co-PI in a joint effort with the Accreditation Councilfor Cooperative Education. The three year pilot program will involve theDepartments of Architecture (Prof. Anton Harfmann, College of Design, Art,Architecture and Planning

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

break thetraditional lecture dominant pattern when cooperative learning protocols are deployed. Thepaper will illustrate how cooperative learning can advance academic success, quality ofrelationships, psychological adjustments, and attitudes toward the college experience. Whatneeds to be done to move the process forward? What are the key components of successfuldeployment of active learning in general and cooperative learning in particular? How tofoster and expand the community of engineering faculty who use cooperative learning in theGulf States? What plans, efforts, and resources need to be mobilized to institutionalizepedagogies of engagement including cooperative learning at the department or college level?Next, it identifies barriers to

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

paper will illustrate how cooperative learningcan advance academic success, quality of relationships, psychological adjustments, and attitudestoward the college experience. What needs to be done to move the process forward? What arethe key components of successful deployment of active learning in general and cooperativelearning in particular? How to foster and expand the community of engineering faculty who usecooperative learning? What plans, efforts, and resources need to be mobilized to institutionalizepedagogies of engagement including cooperative learning at the department or college level?Next, it identifies barriers to reformation in general, and to the use of modern pedagogical skillsin particular. The paper also argues that any

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

serving his third term as an elected member of the Board of Education for the Yellow Springs Public Schools, where he has been president, co-chaired the 2020 Strategic Plan, and served as the dis- trict’s legislative liaison. He also serves on advisory committees and boards for several local and national organizations, including the Dayton Literary Peace Prize, Learn to Earn, International Leadership Asso- ciation, Springfield Museum of Art, TEDxDayton, ThinkTV Public Broadcasting, and Wright-Patterson Air Force Base Community Partner Leadership Council. Sean has published and presented extensively on higher education, collaboration, civic engagement, and talent retention. He is also a principle investigator for the

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rui Pan, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

, whichintegrates classroom study with paid, planned and supervised work experience in the privateand public sector” 7 (p. 281). They summarized previous literature and listed five outcomes ofcooperative education program that employers think would be valuable to students: “1)Enhanced student self-confidence, self-concept and improved social skills. 2) Enhancement ofpractical knowledge and skills. 3) Enhanced employment opportunities. 4) Attainment ofnecessary skills to supplement theoretical training. 5) Enhancement of the induction processwhen the student joins the labor market” 7 (p. 282).However, although previous research indicates that experiential education benefits students indiffering ways; it is still not clear how and in what aspects

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

participating in the project, and many more who have participated through classroom assignments that have ”borrowed” project ideas from GasDay. He is a frequent presenter at energy industry meetings and consultant to many energy companies looking for guidance in planning for daily and peak load conditions.Mr. Thomas F. Quinn, Marquette University Thomas Quinn is the Director of Business Operations for Marquette University’s GasDay Project and Adjunct Associate Professor of electrical and computer engineering at Marquette. He develops and man- ages the GasDay Project’s partnerships with the many energy companies across the U.S. that sponsor the project’s research and license its software products. He graduated with a B.S. in

Conference Session

Expanding the Borders of Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative & Experiential Education

LSU in Germany was important. Since the German program faculty member is a native ofGermany and very well acquainted with the region, he identified potential partners for excursionsin the locations of his existing program itinerary that may not have been obvious to his colleaguein engineering, yet could be useful for the teaching of the engineering courses. He was also ableto assist the engineering faculty member in establishing contacts and arranging the visits. Toprepare for the program, the two faculty members spent a week in Germany and visited most ofthe sites. This enabled the engineering faculty member to evaluate the suggested excursiontargets on site and to integrate specific topics and issues into her course plan. She also got

Conference Session

Workplace Concerns, Realities, and Intangibles

Collection

2009 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

been given the impression that thepresentation of their engineering knowledge is a secondary issue and never can reach thelevel of importance of the technical information itself, then that technical information willnever reach the level it could if knowledge and communication were equal partners. Thispartnership begins when the freshmen first arrive on campus by putting communication onan equal footing with technical knowledge. The way one conveys information gets the samerespect as the knowledge itself. Technical expertise and communication skill are presentedtogether as a clear indication that one cannot function without the other. Students must havesomething to present and the content must have a way to be presented.In a department’s plan

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

opportunity to experience the changesthat may come as a result of their work.Question 4 To what extent did participation in the co-op program affect your employment opportunities by: a) Enabling you to identify, assess and develop workplace skills and personal competencies b) Teaching you how to write an effective resume and cover letter c) Teaching you how to interview effectively d) Assisting in the process of career planning e) Contributing to your post-graduation employment Page 14.42.13 Contributing to your post- graduation employment (0.044

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

others have subsequently offered a number of suggestions for institutional practicesdesigned to retain students. Among them are: more targeted recruitment, reduction ofexperience of racial discrimination and prejudice on campus, improved chance for earlyacademic success, better and more frequent advising, more active experiential instruction, moreinformed career planning, improved social acclimation and student-institution match, and anadequate level of need-based financial aid.3 4 5 6 7Since the well-known mammoth Astin study in 1993,8 which found that engineering studentsgraduated at only a 47% rate in 1993, and in spite of many efforts to counteract this low rate ofpersistence, graduation rates among undergraduate engineers have not increased

Conference Session

Curriculum Reform with Cooperative Education

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative & Experiential Education

. He has also served as an Assistant Professor at Milwaukee School of Engineering and was employed by McDonnell Douglas Space Systems Company, where he was a lead engineer and Principal Investigator on projects to develop technology evolution plans for the Space Station. Page 12.408.1© American Society for Engineering Education, 2007 Cooperative Education as a Prime Mover and Key Constant in Industry - University RelationshipsAbstractThe Cooperative Education Experience underpins the educational development of the student,provides an opportunity for the student to become familiar with

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

to account for the eligibilityrequirements in the official program), we had a total of 385 job placements; the 78 officialinternships are only 20% of the total.Factors that contribute to the relatively low number of official internships likely include thestatus of internships in the student’s degree plan. Students on official internships may enroll ina 1-credit hour or a 3-credit hour class associated with their internship; these classes require areport/paper and successful completion of the internship. The hours earned can only be used Page 26.1017.7towards free-elective requirements in the student’s degree plan; this is a serious limitation

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

left something out of the equation. We have failed to askthe students what they think and what they see as important in their own working lives. Thispaper starts to delve into the issue of student opinions and the wealth of information that studentscan offer to help us provide better materials for them to be successful in the world of work.The first element in the equation looks at a means to give students something to research in theirfirst co-ops and internships – the work report. Details of what the student must find on the jobthat will help him or her formulate a plan for their future will be provided. The work reportforms the basis for carrying on a conversation with students on what they find useful in theworkplace. It also allows the

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

(HEI), and combine this learning withsome time spent in a workplace relevant to their program of study and career aims”5.Historically Freund’s description of what the student shall learn from a cooperativeeducation experience follows: …the cooperative student shall learn how science is actually applied in his profession and in industry; the student shall learn how engineering designs and plans are executed; the student shall become familiar with machines, structures and equipment by use and observation and with and with their construction, capacities, limitations, standards, power, maintenance, cost useful life, operating methods and practices.7For the purposes of this paper

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

AC 2011-1388: OAKLAND UNIVERSITY/ALTAIR ENGINEERING TECH-NICAL BUSINESS INTELLIGENCE CORPORATE INTERNSHIP PRO-GRAMDavid W Schmueser, Altair Engineering Inc. Dr. David Schmueser is the Business Development Manager of University Programs in the United States for Altair Engineering, with primary responsibility for identifying and implementing Altair’s advanced engineering software and grid computing technologies for curriculum and research applications. With more than 30 years of experience in engineering research, project technical management, and en- gineering instruction, Schmueser’s strategic role at Altair focuses on the development and execution of Altair’s university marketing and sales plan, fellowship program

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

. Both researchers then reviewed the data together for inter-raterreliability.Students were asked to respond, in writing, to seven, open-ended questions: background story,reason for choosing the institution and the program, impact of the program, impact of thefinancial support provided by the program, plans after graduation, and best program memory aspart of the program evaluation process. The question of interest related to the value-addedprogram activities was the students’ responses to “best program memory” (RQ1, RQ2). Promptsfor “best program memory” were: “talk about working with your mentor, interaction with othersin the program, etc.” The prompts served as stimulants to recall types of most-memorableexperiences. Woike’s21 study on the

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

accountof the unfolding of their actions and the reactions they elicit.MethodsThe primary question guiding the research in this paper was to understand studentexperience of working with underserved communities. This inquiry was conducted bycollaborating with the students to understand their experiences in their own words. Theresearch plan was to author cases of student experiences of the class and determine whataspects (if anything) from the class were helpful outside the class context. The secondpart of the inquiry was added to identify if the class could satisfy ABET criteria 3h thatrequires that students “to understand the impact of engineering solutions in a global,economic, environmental, and societal context”16.GEE has been offered twice so

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

. Page 26.1091.3The Role of Building RelationshipsIn order to undertake challenging design and build projects with industry sponsors, a substantiallevel of trust must be established between the university and the sponsors. Such projects requirean understanding of the capabilities of the student teams on the part of the corporate sponsors, aswell as an understanding of the culture and expectations of their corporate partners by thestudents and faculty. This level of trust requires long term planning, development, and nurturing.The engineering programs as Grand Valley State University were launched at the request of localindustry in the 1980’s. The programs were designed by a team of faculty in collaboration withpracticing engineers from industry

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

, broadening the curriculum focus to includecompetency development. By interpreting the ABET 3(a-k) outcomes in terms of competencies,engineering curricula can be successfully reformed to incorporate competency-based learning. Astudy conducted by the Cambridge-MIT Institute[16] indicates that carefully structured workexperiences play a greater role than previously thought in giving students the skills andconfidence to become entrepreneurs—particularly if their work placements are aligned with theircourse content. More generally, a work placement will be of greater value if it gives students achance to put into practice what they’ve learned in the classroom, and if the placement is longer,more structured, and better planned than that found in a “casual