Conference Session

Cooperative Education Addresses ABET

Collection

2007 Annual Conference & Exposition

Authors

John Mathews, Mississippi State University; Donna Reese, Mississippi State University

Tagged Divisions

Cooperative & Experiential Education

-8 employers with ahistory of hiring co-op students at MSU and invited them to breakfast on the morning of ourcareer fair when they were planning to be on campus already. We had approximately 15employers from 6 different companies represented at the breakfast. The main points that theemployers stressed in the surveying process were: ‚ the survey needs to be online and not paper that will get lost on a supervisor’s desk; ‚ the survey needs to take no more than 30 minutes to complete and 5-15 minutes would be optimal; ‚ the survey needs to stress to the employers that expectations for students may vary depending on the level of the student and their particular co-op semester; ‚ the survey would provide a vehicle for

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Y. Young, University of Central Florida; Cameron M. Ford, University of Central Florida; Patrice Lancey, University of Central Florida; Divya Bhati, University of Central Florida ; Kim A Small, University of Central Florida College of Engineering and Computer Science

Tagged Divisions

Cooperative & Experiential Education

,applying knowledge, professional qualities, teamwork, leadership, technology, work culture, andorganization and planning) and attitudinal change toward their current career path (such asdetermining individual strength and weaknesses, professional self-confidence, academicmotivation, understanding the chosen profession, clarifying career plans and options, andachieving career goals). Research studies have shown that having a personal support system isan important aspect of student persistence17, 18, 19, 20 as students struggle to balance work,academic, and social life. Massi et al.21 found that engineering and computer science nativefreshmen and transfer students had similar participation rates for experiential learning activities(co-ops and

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

modules. The cooperative education program providesassessment of students learning outcomes on a continuous (every semester), annual basis. Theframework for assessment and assessment plans will be detailed, and example outcomes will beshared to demonstrate how this information is evaluated and used for curricular improvement. Inaddition, employer evaluations during the co-op semesters provide input on student abilitiesrelated to ethical behavior in the workplace.Outcomes of the continuous assessment and improvement of this program over the pilot trial, aswell as full implementation with modifications learned from the pilot trial over two followingclasses of engineering students, are reported and discussed. Results show that students‟perceptions

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

drivingevents and scores from written reports and oral presentations. Page 25.624.3SAE states that the object of the competition is “to provide SAE student members with achallenging project that involves the planning and manufacturing tasks found when introducing anew product to the consumer industrial market. Teams compete against one another to have theirdesign accepted for manufacture by a fictitious firm. Students must function as a team to notonly design, build, test, promote, and race a vehicle within the limits of the rules, but also togenerate financial support for their project and manage their educational priorities.” 6

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Annette Mallory Donawa, Independent Consultant

Tagged Divisions

Cooperative & Experiential Education

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

Katelyn Elizabeth Gunderson, Rochester Institute of Technology; Margaret B. Bailey P.E., Rochester Institute of Technology ; Joseph A. Raelin, Northeastern University; Jamie Ladge; Robert Garrick, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

experiences as the reason for the decision to pursue full-time employmentimmediately following undergraduate graduation in place of an original plan to continue intograduate studies. The subjects stated two reasons for these change in plans. First that for thecareer field they had chosen to enter, an advanced degree was not necessary and/or was notparticularly useful. The added fear that turning down a job offer to instead attend graduate schoolwould account for a lost opportunity with that employer in the future was cited as an additionalreason for a change in academic and career plans.Not surprisingly, full-time subjects all agreed that their previous co-op experiences specificallyhelped eased the transition to full-time employment as an engineer

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

from employers their perceptionsregarding the project-work-related professional skills of graduates from WPI’s undergraduateprogram, both absolutely and relative to graduates from other institutions. A copy of theinterview protocol can be found in the appendix.Recruitment: WPI alumni were not considered for participation in this study. The initialrecruitment plan targeted engineering employers of high numbers of WPI engineering graduates.Staff members from WPI’s Career Development Center identified such employers for theexternal consultant and provided contact information for relevant and key individuals. For initialrecruitment efforts, the consultant sent appeal letters via e-mail to these individuals. The appealletters offered a $25

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative & Experiential Education

versus experimental groups, all work terms.It is interesting to note that the responses to Question 3 showed an increased percentage ofrespondents reporting a positive response when comparing experimental to control groups. All(100%) respondents from the experimental group noted an increase in their understanding ofworkplace culture while participating in the revised program.Question 4To 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

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

responses18. Liangrokapart19 et al. describe procedures for planning andconducting focused discussion group sessions with corporate recruiters. For robust curriculumdevelopment, we utilize the co-op site visit by discussing with supervisors the relevance of thestudents‟ theoretical training from our university to their on-the -job training and learning.The employer assumes the primary role as educator while supervising IPFW students. Progressand performance are reviewed by the supervisor with the student. The site visit can help create abridge between the employer and the student's academic institution by providing a vehicle forcorporate input into academic studies. Indeed, employers of our co-op students have providedvaluable feedback about course

Conference Session

Issues of Cooperative Education I

Collection

2008 Annual Conference & Exposition

Authors

ROBERT GRAY, Penn State Erie

Tagged Divisions

Cooperative & Experiential Education

revolutions, and locomotive position. Since the transmission of the data from the locomotive to the home center is done through wireless communications, errors introduced in the communication process, such as bit errors, quantization errors, and sensor errors, and antenna type and placement are discussed. Page 13.1135.6Outcomes and FeedbackGE made the following observations about the quality and value of the students’ work. “Thestudents show great ownership of all project aspects, including scoping, defining, planning, andexecuting, and do a good job of applying their textbook and classroom knowledge to current,high-tech challenges. They

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

standard co-op plan.)3) Administer post-assessment to student cohort.Phase 51) Administer pre-assessment to student cohort.2) Provide student test group with a specific classroom activity subsequent to their co-opterm.3) Perform final assessment of co-op and classroom learning for student cohort (bothgroups).4) Determine research results and disseminate.Pilot study impact and outcomesThe outcomes of the pilot study would include one thread of this overall integration, byfocusing on a subset of selected learning outcomes and designing one corresponding set Page 14.753.6of templates and best practices for co op companies, and a complementary set ofclassroom

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Prue Howard, Central Queensland University

Tagged Divisions

Cooperative & Experiential Education

Conference.5. Jorgensen D., Howard P. (2005), Ten Years in the Making - A Unique Program in Engineering, Journal of Cooperative Education & Internships -14th World Conference on Co-operative Education, World Association for Co-operative Education, June 2005 Boston USA6. JGFEPS (2004a) Business Plan - Diploma of Professional Practice. Rockhampton: James Goldston Faculty of Engineering and Physical Systems, Central Queensland University7. University of Technology, Sydney (2005). Retrieved March 29, 2005 from http://www.eng.uts.edu.au/ProspectiveStudents/undergraduate/bachelorofengineering.htm#STRUCTURE Page

Conference Session

Revitalizing Cooperative Education and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

. Changes in your plans or future courseworkc. Impact of experience on potential career options.IV. Overall Evaluationa. The level to which your employment experience has met your expectations?b. Ways in which it has differed from your objectives?c. Ways that your assignment could be improved by your employer?d. Ways in which it could be improved by you?e. Level to which your assignment has provided a broad, developmental experience?f. Level to which your co-op assignment has given you a progressive, in-depth learning experience?g. Information that your professors should know about your assignment, your educational enrichment, your technical accomplishments and your overall development as an engineer.For the students then, the answers to

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

managers themselves havebeen fantastic. When I have a trip coming up, and I say here's what I'm doing, I'm planning thistrip, and I want to be a part of this and then they are happy to let me take the time off, and I takevacation time.” Part of the reason that Ethan’s company may not have officially supported hisEWB work is that he was being careful not to force the relationship: “I haven’t been pushing it tothe company to like recognize our chapter and I think that that should happen kind oforganically.”Elise worked at a small environmental engineering company which was seeing a growth in thenumber of employees who were asking for financial support in order to do engineering servicework. At the time of the interview, the company principals in her

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

Emilia Bratschitsch, Joanneum University of Applied Sciences; Annette Casey, Joanneum University of Applied Sciences

Tagged Divisions

Cooperative & Experiential Education

activities and challenges in the previous academic year andaccording to the agenda the participants discuss new topics. Finally, the timetable for the nextsemester is presented and all participants can consult each other about changes and updates.The internal lecturers meet as a group every week and reflects respectively discusses theimpact of changes in the time schedule and curriculum as often as possible. Page 15.967.8Figure 8: Distribution of the internal and external lecturers by semesterSharing the resources – human and machines – of the test beds also requires careful andprecise planning. Students, teachers, engineers and project customers use

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

Daryl Caswell, University of Calgary; Sarah Lockwood, University of Calgary; Jane Leung, University of Calgary

Tagged Divisions

Cooperative & Experiential Education

Canada conference, Feb 18 – 20, Calgary.18. Eggermont, M. & Khurshid, M. “Root Causes of Homelessness in Canada: Consciousness-building workshop” Growing home: housing and homelessness in Canada conference, Feb 18 – 20, Calgary.19. Eggermont, M & Lockwood, S. “ Communicating Design: 750 First Year Engineering Students, A Writer-in-Residence and An Artist-in-Residence” Design ‘09 Symposium, Berlin, Germany, Feb 15 – 17, 2009.20. Exhibition: Affordable housing in response to Calgary's 10-yr plan to End Homelessness (May 14 -18), Calgary City Hall West Atrium, Calgary.Article: Amy Dowd "Doing More With Less Land", Schulich Engineer, Spring 2009, pp. 16-23

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

how they will proceed and eliciting ideas on what the company might feel is the directionthat they want the process to follow. Gantt charts will explain to the sponsor how they plan toproceed and deadlines that will be met to complete the project.With the focus of the semester’s work ahead clearly in the minds of the team members, they cannow forge ahead to start the design process. The designs they choose to investigate will bediscussed, detailed, rejected, and confirmed. Communication will go on continuously among theteam members. When they have formulated the best designs for their project, they will take thosedesigns back to the industrial sponsor and again present their findings. They will make cleararguments for the designs they have

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; David L. Whitman, University of Wyoming; Jerry Carl Hamann, University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

paper first presents the background, conceptual framework, and methodology of the study.Next, we describe the results to date regarding the effect of cooperative education, in conjunctionwith descriptive measures of respondent demographics, on self-efficacy change. We thenconclude by reviewing the significant findings of the study thus far and describe future plans ofthis on-going study of pathways to retention among undergraduate students in engineering.BackgroundThe field of cooperative education and internships has proposed the use of the concept of self-efficacy as a promising avenue to link practice-oriented learning processes to learningoutcomes.2 Self-efficacy is defined as an individual’s perceived level of competence or thedegree to

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

a machine designassignment on co-op, the student was required to follow the design processreasonably and logically. School trained him in the importance of planning outand organizing the machine design structure before implementation. The co-opexperience continued to reinforce the importance of following a design process.School taught engineering language and terminology. Thus, the student was ableto enter the work place and confidently talk about detailed drawings, a bill ofmaterials, or different structural mechanisms because of classroom exposure tothese topics. For example, a bill of materials for the project in electrical circuitsclass was required. The project consisted of designing and fabricating an

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative & Experiential Education

center outreach initiative which links middle school and high school SWDs to careers in STEM through job shadowing, robotic camps, and internships with local businesses, plants a seed in middle and high school students about the REU program. Four SWDs in the past who were Tech-Link robotic campers and are now in college have participated in the REU program and solidified their career and/or graduate school plans in associated disciplines. o Recruitment efforts to veterans with disabilities are emphasized. QoLT REU’s partner internship program, ELeVATE (Experiential Learning for Veterans in Assistive Technology and Engineering), an initiative designed to re-integrate veterans with

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

gain ownership through planning their academic goals. Classroom time is conserved by building reflection into other settings, and the process encourages continuous iterative reflection rather than a single paper or event at the end of the field experience. This is particularly important…where regular classroom meetings are difficult to arrange. [6, p. 30] Page 26.722.5Cooperative education, then, is similar to an internship serving to deepen the students’ practicalskills as well as their knowledge base. There are, of course, other forms of experiential learning. Increasingly, research is becoming anarea of interest for

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

is an Assistant Professor in the School of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Dr. Matthew W. Ohland, Purdue University Matthew W. Ohland is Professor of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by over $14.5 million from the National Science Foundation and

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

. : MiamiUniversity: 23rd Annual Lilly Conference on College Teaching.Narayanan, Mysore (2004 a). What is Assessment? A Different Point of View. Pomona, CA. : CaliforniaPolytechnic University : 16th Annual Lilly Conference on University & College Teaching – WEST.Narayanan, Mysore (2004 b). A Learner-Centered Student Course Portfolio. Charlotte: North Carolina.Proceedings of 2004 ASME Heat Transfer/Fluids Engineering Summer Conference. July 11-15, 2004.Narayanan, Mysore (2004 c). A Strategic Planning Process for Implementing and Improving Assessment.Charlotte: North Carolina. Proceedings of 2004 ASME Heat Transfer/Fluids Engineering Summer Conference.July 11-15, 2004.Narayanan, Mysore (2004 d). Senior Design Project Report submitted by Bryan Grody, Ming

Conference Session

Post Graduate Experiential Programs and Insights

Collection

2011 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Purdue University, West Lafayette; Jiabin Zhu, Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette; Jeremi S. London, Purdue University, West Lafayette; Shree Frazier; Ana T. Torres-Ayala, University of South Florida; Rocio C. Chavela Guerra, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

nationality. Also, the differences between careers in industry, national labs, and non-profitorganizations need more investigations.Studies on career trajectory provide insights for engineering Ph.D.s’ career options and thecurrent training of engineering Ph.D.s. It offers insights as to career planning and job searchingfor recent Ph.D.s graduates who are ready to start a new career. Meanwhile, research on careertrajectories and the attributes of engineering Ph.D.s provide feedback to our current graduateeducation systems as to the key knowledge, skills and attributes that are required of engineeringPh.D.s.AcknowledgementsThis work was supported primarily by the National Science Foundation under grant #0747803.References:1. American Society for

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

. Marketing was interested inperformance, cost and when the product could be launched to the market. Finance trackedproduct cost and project costs. Legal was concerned about patent protection, and whether theclaims to be made about the pump performance in the product ads were legal. III. EMPLOYER BENEFITS As discussed in Part II, the student was assigned to the project team to develop the newModel 2000 pump. The design has progressed through production release, and currently is goingthrough pilot runs in manufacturing. If the development testing is successful, full customerlaunch is planned in late 2009. The Model 2000 is forecasted to result in significant financialbenefits to XYZ, Inc. Since the Model 2000 is

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

summer in which to complete an externship. However, due Page 24.960.4to other graduation requirements, the majority spend less than four weeks with the most frequentduration being three weeks. The opportunities afforded to the students are diverse andcategorized into three general areas: 66% worked at a government lab/agency, 24% worked at anindustry lab or facility and 10% worked at another academic institution. For externships to be successful, planning begins a year in advance. The fall prior, facultyspends their time identifying where they want to focus their efforts and coordinating newexperiences. Externships that were conducted the

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

Paper ID #10543The Influence of Internship Participation on Construction Industry HiringProfessionals When Selecting New Hires and Determining Starting Salariesfor Construction Engineering GraduatesDr. Kathleen M Short, University of the District of Columbia- CC, Workforce Development and LifelongLearning Kathleen Short earned a PhD in Environmental Design and Planning and a Master of Science in Build- ing/Construction Science and Management from Virginia Tech. She also earned a Bachelor of Social Work from Concord University. She is currently the Project Director for the Construction Academy and the Hospitality Academy in the

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexandra Longo, American Society for Engineering Education; Brian Yoder, American Society for Engineering Education; Rocio C. Chavela Guerra, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

diverseparticipants. Five separate respondents mentioned internships and co-op learning as part of theirmakerspace offerings, ranging from required co-op projects to summer internships. One EDresponded noted a particularly unique internship opportunity: A consulting engineer in the community came to [our makerspace] and asked if we could translate paper plans for an environmental site requiring decommissioning. We linked that person with a sophomore student to do the SolidWorks files and suggested [to the engineer that] they might want to do a 3D printed model that would allow them to ‘war game’ how the site would be dismantled. They hired the student who is doing this project for internship credit, has printed and laser

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative & Experiential Education

program.Table 3: Listing of Questions on the Student Co-op SurveyQuestion TypeMy employer provided a formal, well-designed Likert: Strongly Agree, Agree, Disagree,orientation program for co-op students. Strongly DisagreeWhen I arrived on my first day, my employer Likert: Strongly Agree, Agree, Disagree,provided me with a clearly defined plan for the Strongly Disagreeupcoming co-op term.My supervisor adequately explained my Likert: Strongly Agree, Agree, Disagree,responsibilities as a co-op. Strongly DisagreeWhen I needed assistance, my supervisor was Likert: Strongly Agree, Agree, Disagree,always available. Strongly DisagreeThis co-op

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

and/or sciences completed Pre-requisite classes completed Attendance at all internship No overall GPA requirements Writing intensive designation meetings - Oct, Feb, & May Preliminary evaluation – Training plan Application packet completed & submitted by April 1st Industry Supervisor & Student Weekly summary reports Midterm & Final evaluations – Repeatable for credit Summary