Conference Session

Educating Students for the 21st Century: History, Reflection, and Outcomes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anthony Joseph, Pace University; Mabel Payne, Independent Education Researcher

Tagged Divisions

Cooperative & Experiential Education

of the keybenefits of participating in coop ed programs1,4,15. Because coop ed students often obtainedhigher than minimum starting salaries on their full-time jobs they tend to be more loyalemployees when compared to peers with lower starting salaries4. However, the actual length oftime the salary advantage lasts is arguable. Some researchers contend that the salary advantageseems to vanish within five years5,15. What seems to be less arguable are that women and thosewho would otherwise have little or no related work experience prior to full-time employmenttend to benefit more from coop ed experiences5,15. Moreover, students benefit from coop edprograms in other ways. Some of these ways include clearer career goals, marketable

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

Paper ID #18594University Makerspaces: Characteristics and Impact on Student Success inEngineering and Engineering Technology EducationMiss Alexandra Longo, American Society for Engineering Education Alexandra (Alex) Longo currently serves as Program Manager of Education and Career Development at ASEE, where she leads the Online Learning initiative, manages externally funded programs and projects, and assists with stakeholder workshop development and implementation. Alex works closely with the ASEE Diversity Committee and the NSF-funded project NSF-funded project Promoting LGBTQ Equality in STEM. Prior to working at ASEE

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

supportive of white males16 .Informed by these findings the research team came up with the following broad interventionstrategy the goal of which was to ensure that students are provided with academic support,pedagogies are adopted that promote active and collaborative learning, empower students to takecharge of their learning and develop a sense of community or belonging in their professionaldisciplines and socially: 1. Improve instruction by establishing an active learning in STEM education faculty community and redesign introductory courses. 2. Provide early and motivating field-of-study and career explorations. 3. Foster meaningful engagement experiences into the professional community. 4. Support student academic learning through

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

career-related work experiences.An important goal of the University of Cincinnati is to provide improved marketfeedback to the degree granting departments to insure the department can meetthe ever changing needs of industry. The online assessment tools described in thispaper will help to close this feedback loop.IntroductionThe introduction of the Accreditation Board for Engineering EducationEngineering Criteria 2000 (ABET EC 2000) comprises a considerable milestonein the evolution of engineering and engineering technology education. The newABET criteria strongly accentuate a sensitivity to market needs. Measurement,feedback and continuous improvement form the corner stones of the ABET EC2000 philosophy. 1Cooperative education and internship

Conference Session

Revitalizing Cooperative Education and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Robert Stwalley, Purdue University

Tagged Divisions

Cooperative & Experiential Education

host organizations have recently beeninquiring about the possibility of these types of experiences, and the potential of this programseems to have captured the present students’ interests, particularly those in leadership roles oncampus already. We intend to use a separate employer accreditation procedure for this program,and we anticipate that our initial leadership Co-Ops will be engineers and technologists thatultimately intend to pursue administrative and managerial careers. A single continuous year long experience, the Concentrated Cooperative Education Page 11.391.7Program (C2), is expected to benefit smaller departments and

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Caroline R. Noyes, Georgia Institute of Technology; Jonathan Gordon, Georgia Institute of Technology; Joe Ludlum, Georgia Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

AC 2011-630: THE ACADEMIC EFFECTS OF COOPERATIVE EDUCA-TION EXPERIENCES: DOES CO-OP MAKE A DIFFERENCE IN ENGI-NEERING COURSEWORK?Caroline R. Noyes, Georgia Institute of Technology Georgia Institute of Technology Dr. Caroline R. Noyes is the Assistant Director of the Office of As- sessment at Georgia Tech. Caroline received her A.B. in Psychology from Randolph-Macon Woman’s College, her M.A. in Student Affairs and Ph.D. in Educational Psychology from the University of Geor- gia. After a faculty career teaching psychology, she changed career paths to focus on assessing student learning and institutional effectiveness.Jonathan Gordon, Georgia Institute of TechnologyJoe Ludlum, Georgia Institute of Technology Dr. Ludlum

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

language (English),and a large practical component. Neither the industry nor the alumni expected thatBachelor’s degree graduates would be able to operate in research and development.Instead, they would act as assistants, laboratory or test bed supervisors, ordesigners; to be responsible for technical documentation or customer care. Only aMaster’s degree would qualify them to become fully fledged engineers who couldbear project responsibility and work autonomously on new technological researchand development.Two further questions were also significant in the design of the new curricula: How important and useful was the knowledge gained in a diploma degree of study for the graduates when starting their career? How important and useful was the

Conference Session

Culture, Society, and Co-op

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

Cooperative & Experiential Education

. We employ a multi-method research approach to evaluate the program’s impacton the volunteer engineers by using formative, summative, and self-reflective assessments, aswell as interviews. Previous data from the program participants and impact numbers arepresented and implications and expected outcomes for the program are discussed.IntroductionIn 2006-07 of the 1.5 million bachelor's degrees awarded that year, only 5% were awarded to thefields of engineering and engineering technologies1. Furthermore, the representation of femaleand minority students in the areas of science and engineering remained, and continues to remaindisproportionate. Females and ethnic minority students in STEM careers have beenunderrepresented for the past 30 years2

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

Professor at the United States Military Academy at West Point, New York. He has his Bachelor of Science from the United States Military Academy (1994), and his Master of Science (2003), Degree of Engineer (2003), and Ph.D. (2011) from Stanford University all in Mechanical Engineering. He has authored/co-authored papers in Fluid Mechanics, Thermodynamics, and Heat Transfer, along with Engineering Education.Lt. Col. Bruce Floersheim, U.S. Military Academy Lieutenant Colonel Bruce Floersheim graduated as an Engineer officer from the United States Military Academy in 1989. He has served in the U.S. Army in the United States, Turkey, Bosnia, Germany and Iraq during a career spanning over 24 years. He holds a PhD in Mechanical

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

wasadministered to industry hiring professionals to determine what factors they believed woulddetermine student success in the industry. This survey contained nine multiple choice questionsand five open response questions. Participants in the survey were selected during theconsecutive spring 2012 and fall 2012 semesters at a university program offering an accreditedfour year construction program which did not require internship participation as a necessary partof curriculum fulfillment. The participants served as the main hiring source for these students.They attended career fairs, submitted job opportunities to the department for posting on thestudent list serve, spoke to students on campus during class sessions about their work, and heldinformal meet

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

Paper ID #18045The Students’ Experience Coming Back After Cooperative Education Expe-riencesDr. J. C. McNeil, University of Louisville JC McNeil is an Assistant Professor for the Department of Engineering Fundamentals at University of Louisville. Contact email: j.mcneil@louisville.eduMrs. Mary Andrade, University of Louisville, J.B. Speed School of Engineering Mary Andrade is the Associate Director of the Career Development and Cooperative Education office at the University of Louisville JB Speed School of Engineering. In this role she oversees the mandatory co-op program for more than 1000 students each year.Alex

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Greg Rulifson P.E., University of Colorado, Boulder; Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

undergraduate or graduate education that influenced your view of the engineering profession. Describe post-collegiate experiences that have influenced your view. What has been your career path after graduation?Interviews followed a semi-structured format where interviewers were allowed to ask follow-upquestions to allow for more elaborate responses. Interviews lasted from 30 to 60 minutes andwere performed by one of two researchers over the phone, on Skype, or in person depending onthe preference of the interviewee. Interviews were transcribed verbatim using voice recognitionsoftware, then edited to match the conversation exactly in Microsoft Word. All intervieweeswere given a pseudonym using typical methods23. As the first round of interviews

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

481- occurs at the end of the Bachelor of Science degree in the Department of Mechanical Engineering. At this time, the mechanical engineering student should be preparing to enter the work force with the skills needed to further his or her career. These skills have been explained quite succinctly by ABET and do not need to be repeated. The student enters this capstone course knowing that the assignment given and the task undertaken is like nothing that they have encountered before. No longer are they talking to a faculty member, usually repeating information in order to obtain a grade. Here the stakes are much higher, being that they are real-world issues and can affect a company’s profits or losses. The issue of communication in this

Conference Session

Educating Students for the 21st Century: History, Reflection, and Outcomes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University; Eugene Rutz, University of Cincinnati; Iraj Omidvar

Tagged Divisions

Cooperative & Experiential Education

math, science and liberal arts; the second focused on engineering Page 22.1042.4science to prepare graduates for careers in research labs and academia.The development of 1970sThe success of the space project was immense. Space project allowed huge amount of money tobe devoted to schools and university programs. Engineering programs had a good share of themand what 60s 50s and 60s showed was the practicality and capability of engineers. The mercuryand Apollo programs had engineering managers (the original mercury astronauts all hadengineering education as well as some military training and flight experience.1970s is the era that large

Conference Session

The "Education" in Experiential Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nashwan Younis, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Cooperative & Experiential Education

Page 25.347.2enjoys a unique relationship with employers in business and government as suppliers ofmotivated and educated students in exchange for paid on-the-job learning experiences. Theimpact of co-op education on engineering students has been examined by many professionals.For example, Blair et al.3 results indicated that engineering students who completed a three-semester co-op education program earned higher GPAs than non-coop students and earned morein terms of starting salaries, but took two semesters longer to complete their undergraduateprogram. In addition, at Indiana University-Purdue University Fort Wayne (IPFW):  94% of Co-op students persist to graduation  91% of Co-op graduates land career-related jobs within 1-2 months

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

). Leveraging theadditional knowledge and skills that a student gains via co-op to undertake more challengingsenior projects is the focus of this paper.Skills Sets Acquired Through Co-opThe skills most commonly gained associated with a cooperative education program include:improved social skills[8] (negotiating, team-building, leadership, appropriate listening andspeaking skills, and basic etiquette); communication, teamwork, and understanding ethics andprofessionalism[9]; work skills development, career development, and academic functions[10]; andsocialization to the workplace and occupational roles.[11] Perhaps first among these skills is theability to comfortably communicate and interact with other engineers in an industrialenvironment. In-class

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

universities, work abroad programs can be facilitated through the Officeof International Education, Career Services, Division of Professional Practice, ModernLanguages, and/or through individual faculty members. The variety of departments involved hascreated a challenge for employers, students, and faculty to find the most effective way tocoordinate such an effort. Due to the variety of options for international opportunities forstudents, the need was identified to hire an international practicum coordinator at Georgia Techto coordinate all international work opportunities on campus. Through the creation of acentralized work abroad program, Georgia Tech has overcome one of the largest obstacles for asuccessful work abroad program. After a centralized

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

experiential learning; however the results alsosuggest that there is a need to refine the definition of experiential learning as it pertainsspecifically to engineering. For example, is a single project in a design-build course a significantexperiential learning experience or is a traditional semester abroad which doesn’t include anyengineering focus? Additionally, this paper will discuss the development of a tool which couldbe shared with academic stakeholders to guide students to participation in experiences which willserve to propel them toward their career goals as well as advance their progress through theircourse of study. Additionally this tool could be used as a means to measure participationthroughout a student’s academic career rather than

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

basic competence in the English language is a prerequisite for themodern automotive engineering graduate. This is not always the case at comparableinstitutions.While motivation for the course, even in the “difficult” subjects such as Mechanics, tends tobe high, very often students pose the question (usually in the first EFL lesson taught) if thereis not a way for them to accredit the course, as they consider other areas to be more central totheir study. Clearly, at this early stage of their academic career, the important role of theEnglish language has not yet become clear to them – as the language of communicationbetween international companies and also the language in which the majority of academicreports are written (and in the student’s own

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

experience provideopportunities to further integrate the public and private sectors.ConclusionIn summary, in cooperative education, several basic needs of industry, students, faculty and theuniversity are met. Nascent engineers get an opportunity to gain professional work experience,earn money and embellish their classroom learning with practical on-the-job training, makeprofessional contacts, affirm and develop informed career goals, build confidence and developthe traits ABET sees as critical to become an empowered global engineer. Faculty members areprovided the opportunity to expand their pool of colleagues, match their expertise to industrialneeds, be informed of industrial needs and develop capabilities which will allow them to interactwith

Conference Session

Developing Tomorrow's Leaders through Co-op Education

Collection

2009 Annual Conference & Exposition

Authors

Jacqueline El-Sayed, Kettering University; Denise Stodola, Kettering University

Tagged Divisions

Cooperative & Experiential Education

schedule and is the only fully co-operative university in the US.8Students are divided into two sections called “A-section” and “B-section,” which rotatebetween school and co-op work terms every three months. A-section starts with a “schoolterm” and, simultaneously, B-section starts with a co-op or “work term.” Therefore, whileA-section is at school, B-section is at work, and then vice versa. The two sections are notpresent on campus at the same time and go through their academic careers as basicallytwo separate student bodies. There are four terms: Summer, Fall, Winter and Spring.Summer term begins in July, and Spring term ends in June.Once a set of learning outcomes is determined, educational activities can be designed forthe co-op work site

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Robert Rabb, United States Military Academy; Margaret Nowicki, United States Military Academy; Elizabeth Bristow, United States Military Academy

Tagged Divisions

Cooperative & Experiential Education

some haveeven asked for another AIAD for the upcoming summer; again this speaks to the success of theprogram motivating and educating students potentially interested in careers in engineering. Figure 5. Sophomore AIAD SurveyProject Sponsor ExperienceProject sponsor feedback is voluntary, and it provides us with an outside look at our academicprogram. We send students, who are products of our curriculum, out to an AIAD. We shouldknow if we are preparing them for engineering in the real world. Sponsors are asked to assess thestudents’ abilities and our program objectives. Their feedback helps in our internal assessment ofthe department’s goals, the level of student competence, and the scope of certain

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Leaf, Eastern Washington University; Arin Seth Preston, Eastern Washington University; Donald C. Richter P.E., Eastern Washington University; Robert E. Gerlick, Eastern Washington University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

that this project may go on to aid the university, our robotics program, and people inthe autism community has made it more meaningful than other projects we’ve been involvedwith in our regular engineering coursework. Our lab regularly hosts local school groups andprospective student visits, and when we demonstrate our project we invariably receive a positivereaction from the students and their parents. Seeing the robot in action inspires the studentvisitors to consider engineering as a future career path, while the parents appreciate theapplication of our engineering knowledge to address a real-world problem that has no clear-cutsolution. We have been able to see first hand how our engineering work can impact and improvepeople’s lives in a

Conference Session

Using Cooperative Education to Validate ABET Criteria

Collection

2006 Annual Conference & Exposition

Authors

Richard Griffin, Texas A&M University; David McMahon, Texas A&M University; Martha Marberry, Texas A&M University

Tagged Divisions

Cooperative & Experiential Education

. For many years, the Cooperative Education program within the Career Center hascollected data on both the student’s evaluation of the company and the co-op program and theemployer’s evaluation of the student. These data will be reviewed and discussed in terms of ourABET analysis. Recently, the Co-op Program has developed an additional form that theemployer is asked to fill out which tracks the ABET a through k criteria. The results for thesesurveys will be presented and discussed. Mechanical Engineering at Texas A&M University had their most recent ABET visit infall of 2005. The results of the surveys were successfully used as external evaluations forstudents’ in the program.IntroductionTexas A&M University has a Co-operative

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

provide a limited simulation to real lifework setting of an engineer.” She goes on to say, “To provide the educationalexperiences for producing the full desired set of outcomes and to close the gapbetween a graduating engineer and a real practitioner co-op education orinternships are the key.” The student agrees that without co-op experience, thefirst job experience after graduation would result in a rude awakening.An internship or co-op lets the student know what the practice of engineering islike and verifies that it is the right fit for his or her career. Also, co-op is going toexpand the student’s view of the engineering world. Craig Gunn7 focuses onthese advantages saying, “With this real world experience, students havediscovered that they

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Alexander Yin, Pennsylvania State University

Tagged Divisions

Cooperative & Experiential Education

GPA greater than 3.0 and two students with a cumulative GPA lessthan 3.0. The interview protocol asked students about their short- and long-term career andeducational plans, confidence in solving ill-structured and well-structured problems, problem-solving experience, learning experience, and their development of problem-solving skills. Aspart of the protocol, students were asked to describe how they would solve two think-aloudproblems (a well-structured and ill-structured problem) as well as their approaches to problemssolving. All student names in this paper have been changed to pseudonyms.Findings A comparison of the responses of students with co-op or internship experiences andstudents without these experiences revealed

Conference Session

Cooperative Education Addresses ABET

Collection

2007 Annual Conference & Exposition

Authors

Robert Stwalley, Purdue University

Tagged Divisions

Cooperative & Experiential Education

results from this process were used to create the ISUassessment instrument in use today. Engineering Career Services at ISU has nowcollected data on the performance of Professional Practice students in approximately 65specific key actions and disseminated this information to their various academic units forfive years. Attainment of the ABET 1,2 Criterion III objectives is implied through thecompletion of all competencies associated with a particular outcome. The strength of theIowa State system would seem to reside in the experimental design linking the specifickey actions with the attainment of the general results. In contrast, the instrument used by the Division of Professional Practice at theUniversity of Cincinnati seems to be more

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

3.55Product Design & ManufacturingEngineering EGR 290 Co-op I (Summer 2013) 0 0 3 8 3.73 EGR 390 Co-op II (Winter 2012) 0 0 6 3 3.33 EGR 490 Co-op III (Fall 2013) 0 0 3 6 3.67 Mean: 0 0 12 17 3.59for two others. From the graduating student perspective, they are adequately prepared for dealingwith ethical issues in their early career. As is typical with many self-assessments, students maytend to score themselves lower than their actual knowledge and skills level, as evidenced byscores on the course assessments and feedback from employers on

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

Page 25.624.6are attached. All players are primarily remote controlled, though some advanced programmingenables multiple actions through a single button press. Figure 4: Scenes from Robotic Football competition.13 At right, the passing robot is discussed.Through this event, Notre Dame aims to “introduce a new intercollegiate competition that will befun for all spectators and demonstrate the challenges and excitement of engineering.”14 Oneproject organizer notes that the “participants will use the skills they acquired during the projectduring their careers … to develop, among other things, intelligent prostheses, biomedicaldevices, and electromechanical systems in general.”15Students from ONU observed the game in 2010 and were first

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

regard to theapplicability of such socio economic educational philosophies. In this paper the authorattempts to outline his efforts in assessing and promoting service learning at Miami University.Introduction The service-learning opportunities at colleges and universities should be aimed at thedevelopment of the civic education of student learners however, the service-learning coursemust nevertheless be focused on career preparation of the college students as well.Furthermore it must be clearly acceptable to the appropriate accreditation agencies.This has been substantiated by Alexander Astin’s research for instance (Astin, 1982, 1985 &1999). Astin has shown that commitment to service tends to be lowest at institutions thatplace