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

- resented student success.Rocio C Chavela Guerra, Purdue University, West Lafayette Page 22.324.1 c American Society for Engineering Education, 2011 Choices for Ph.D.s in Engineering: Analyses of Career Paths in Academia and IndustryAbstractOur study presents the career trajectories of engineering Ph.D.s from the perspectives of bothindustry and academia. In this report, we identified approximately 34 engineering Ph.D.graduates from U.S. programs who: (1) worked only in academia; (2) worked only in industry; (3)worked in academia first and now work in industry; or (4

Conference Session

Comparing Different Aspects of the Cooperative Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Kathy J. Prem, University of Wisconsin-Madison, Engineering Career Services; Sara Wirsbinski, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison

Tagged Divisions

Cooperative & Experiential Education

experiences of 170 construction engineering students. Theyfound that quality internships help students learn how to learn in professional settings, a skill notteachable in the classroom. Laxman, Bright, and Renshaw (2005) reflect on their ownexperiences as students in internship programs. They note that the internship taught them “to useproject development models, learn new technology, and communicate…ideas effectively withmanagement” (p. 1). At the University of Wisconsin - Madison, we have observed that female engineering Page 22.348.2students participate in internship and cooperative experiences as frequently as or more frequently

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

students participating in coop during 1994-95through 2004-05 were filtered out of the coop ed data sets and the students who obtained full-time employment during 1998 through 2006 in each discipline were also isolated (see Table 1).The two data sets per discipline were inserted into a Microsoft Access database so that thefulltime and coop ed data for each discipline could be matched on students first and last names.This process yielded 45 computing students and 657 business students. In order to establish acommon basis of comparison between the coop ed students from the two disciplines, the coop edcompanies in each discipline’s data were coded on the basis of whether the company’s industrywas in both data sets. Finally, these industries were

Conference Session

Assessing, Developing, and Enhancing the Engineering Experiential Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University, Calumet; Shoji Nakayama, Purdue University, Calumet; Opal McFarlane, Purdue University, Calumet

Tagged Divisions

Cooperative & Experiential Education

better able to consider the consequences of anygiven action, and have the opportunity to make well thought out decisions. Thus, theorganization will be able to increase the probability that the best course of action will bechosen, in the above example, preventing employee injuries by implementing anequipment maintenance program.Organizational Benefits Of Pursuing Proactive ThinkingThere are benefits companies can realize by pursuing proactive thinking. From a safetystandpoint, Table 1 lists some of the benefits associated with proactive thinking as itrelates to workplace safety8, 11, 12.Table 1: Benefits of proactive safety practices Correct hazardous conditions Prevent/reduce future employee injuries Create awareness of safety

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

higher education institutions with an expectation that they will benefitfrom knowledge acquisition and develop an expertise in a designated discipline1 (Tsui, 2003). Inthat vein, the major goals of higher education are to cultivate critical thinkers 2, 3, 1 (Tsui, 1998,1999, 2003). The role of higher education is becoming increasingly demanding, given thecriticism that K-12 educational systems are not preparing students to think beyond rotememorization4 (Darling-Hammond, 2000). Learning in higher education institutions, however, isthought to be qualitatively different from learning at earlier levels of education5 (Dubuc, 2000). Developing critical thinking skills among young African American students, especiallythose entering college for

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

scale – e.g. astest bed operators or assistants, but not in the engineering arena. Therefore, thecareer opportunities for graduate engineers with a Bachelor’s degree (of only threeyears) are obviously restricted. Page 22.439.2For this reason, we decided to design an evenly balanced Bachelor’s degreeprogram as a proper foundation to a Master’s degree program.andem DraftPaper_1864_2011.doc 1/12The curriculum development process and design criteriaWhen starting the development process, we moved away from the well establishedfour-year diploma degree program and begun designing a completely new

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

until three co-op training sessions are completed as shown in Figure 1below. Division of General PROFESSIONAL SCHOOL OF Engineering Studies ENGINEERING Division of Basic Studies Higher Studies First Year Second Year Basic Studies -1 Basic Studies -2 Graduate Program Academic Academic CO-OP Academic Studies Studies Studies Academic Academic CO-OP Academic

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

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

offered by the department of Vehicle Technologycovers eight semesters over a four year period for an undergraduate and is based on theprinciples of Project Based Learning (PBL), a theme which has been elaborated upon inprevious ASEE conference papers (Bischof et al., 2007; Bratschitsch et al., 2009).Briefly, the degree’s structure is broken into three distinct project phases, which take place inthe 2nd and 3rd semesters (phase 1), the 5th and 6th semesters (phase 2) and the 7th semester(phase 3). In each phase, the subjects in the syllabus are designed to compliment each otherand motivate student learning, and the English as a Foreign Language (EFL) programme isdesigned to support and correlate with each phase including the project objectives

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

appreciation of the uses and value of money.” 1 Money is easily associated withwork and children begin the understanding process of knowing that their work has value and isrewarded with both knowledge and payment. Parents who instill in their children the knowledgethat work involves both a learning process and an earning process will make their childrenrounded individuals in the working world.“In the very beginning when children are very young money education can begin simply byteaching them to identify various coins. You can then reinforce what money is used for by takingyour children shopping even at an early age and pointing out what is going on.” Many parentsalready present these fundamentals to their young children. It does not require a great

Conference Session

Culture, Society, and Co-op

Collection

2010 Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University Calumet; Opal McFarlane, Purdue University Calumet

Tagged Divisions

Cooperative & Experiential Education

with these challenges, students will need to develop theirleadership skills 1. Although many engineering and technology programs do an excellentjob of preparing students for the technical aspects of their professions, an area that is notadequately covered is leadership development. Not only is leadership development achallenge for engineering and technology students, it’s a concern for graduates of everyacademic program.The future workplace has many career opportunities and challenges for graduatingstudents 6. Developing leadership skills is a rising concern students need to address forsuccessful careers. As future leaders of business organizations, it’s important for studentsto have an understanding of the leadership roles they will perform

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

oneinstitution had half of their externships at a government facility and a third with private industry,the other two institutions had their students work almost exclusively with government agencies. The electrical engineering program had modified its Student Outcomes while the otherthree programs adopted the standard ABET Student Outcomes (though reworded) to evaluate.The electrical engineering program combined ABET outcomes c, h, and j into a single outcome.This change in outcomes was designed to create a more efficient and sustainable assessmentprocess. The purpose of this survey was to provide departments with information to improve threekey areas to their externship experience: 1) Student satisfaction with the experience, 2

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

employees.Research Goals and ObjectivesThe end goal for the collection and evaluation of the original research data was to help determineif participation in at least one internship program should be a considered as a mandatorycomponent of program completion for construction education students. This original researchsought to address several issues: 1. provide students with a competitive edge and offer insight into what characteristics industry felt were necessary for student success; 2. identify the role internships played in current accredited construction focused programs and whether student participation in internships had an influence on their recognition of the characteristics, as noted by industry hiring professionals, necessary for

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Yvonne Lanzerotti, Air Force Institute of Technology; Maggie Varga, SOCHE; Sean J. Creighton, SOCHE; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, Air Force Institute of Technology; Richard K. Martin, The Air Force Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

the 2012 Summer Research Program, we identified the following four broadneeds expressed by the students based on the pre-survey and post-survey administered bySOCHE: (1) A desire expressed by students for mentors with increased organization and communication among SOCHE, AFIT, and the students; (2) A desire expressed by students for increased interactions with other students; (3) A desire expressed by students to improve their CV/resume at the beginning of the program and interest expressed by students in applying for the SMART Scholarship; (4) A desire expressed by students to gain engineering experience, skills, and confidence in research.In response to student feedback, we spent the subsequent

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

undergraduate engineeringprograms. These data represent the pre-survey of the study completed in the 2009-2010academic year (referred to as Time 1), a post-survey follow-up in the 2010-2011 academic year(referred to as Time 2), and a final post-survey completed in the 2011-2012 academic year(referred to as Time 3). Students initially completed a 96-item first survey (not included in thispaper due to the proprietary nature of some components) as sophomores. They then completed a102-item second survey approximately one year later and a final 104-item third survey in theirfourth or senior year. The surveys were filled out either in written format or online.The data pool is from colleges of engineering from four universities: Northeastern University

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohamad Metghalchi, Northeastern University; Richard Harris, Northeastern University; Emanuel Mason; Claire Duggan, Northeastern University

Tagged Divisions

Cooperative & Experiential Education

formalcooperative education, internships and research experiences for undergraduates, leads toenhanced self-efficacy, augmented learning, and an increased likelihood of retention, particularlyamong minority students who are historically under-represented in engineering. Self-efficacy,defined as the confidence built on one's prior experiences, has been shown to contribute tostudents' success in undergraduate engineering programs. The current study proceeds to furtherexplore the self-efficacy of three racial/ethnic groups of students, (Caucasian, Asian, andBlack/Hispanic) in terms of three domains, (1) the work environment, (2) career development,and (3) academic success. Multiple discriminant analysis was used to study the separation of thethree groups and

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dalton Bishop, Indiana University-Purdue University Indianapolis; Connie Justice, Indiana University Purdue University, Indianapolis; Eugenia Fernandez, Indiana University Purdue University Indianapolis

Tagged Divisions

Cooperative & Experiential Education

as an isolated department; rarely understood by otheremployees and only utilized when a problem occurred. Today, however, IT has become thecenter of most every organization – supporting all departments and being involved with all facetsof the organizational processes. According to Holtsnider and Jaffe [1], “IT departments are bydefault in the middle of action. Everyone is aware of the values that computerization can bring toan enterprise” (p. 603). Due to this drastic increase in the level of IT involvement, the need existsfor talented, experienced individuals to fulfill rewarding IT positions. Experience is no problemfor one working in IT for twenty years, but how does a college student with little or no prior ITinvolvement gain valuable

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

organization and work teams…” [1, p. 3] It further connects collegiate activities tooverall well-being. Gallup-Purdue defines well-being as, “the interaction and interdependencybetween many aspects of life such as finding fulfillment in daily work and interactions, havingstrong social relationships and access to the resources people need, feeling financially secure,being physically healthy, and taking part in a true community.” [1, p. 4] When a person isengaged at work and her well-being is thriving, that employee is more productive, one of anumber of positive outcomes an employer would be thrilled to see in all employees. Page 26.722.2If it is widely

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Weican Xiao, Michigan Technological University

Tagged Divisions

Cooperative & Experiential Education

curriculum in power system courses do not offer students much opportunity tohave some hands-on experience with industrial power systems due to the availability and dangerof high power. A senior design project cooperated with a local company involved voltage as highas 2.3 kV is described to enhance their experience with industrial level power systems. All of theStudents working in the project got a taste of what a power engineer deals with every day. Theseskills will be advantageous in the job market and prepare them to be successful in their futureworking field. 1. IntroductionA power system is a network of electrical components used to generate, transmit, distribute andconsume electric power. The growing demand of electrical energy from

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

fieldsupport the need for universities to find ways to effectively foster professional identitydevelopment. For example, three ways in which the institution can foster identity formation asan engineer are: (1) program admission criteria, coursework, etc. (institutional identity), (2) co-ops and internships (self-identification through exposure to the norms and values held byprofessional engineers), and (3) communities of practice (recognition by other in-group membersas a professional in the field)12,13. Co-ops and internships contribute to students’ desire tobecome an engineer14, retention and work self-efficacy15, and higher starting salaries and thepotential for a job offer by graduation16. However, “lack-of-belonging” has been found to be

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chip W Ferguson, Western Carolina University; Paul M Yanik, Western Carolina University; Guanghsu A. Chang, Western Carolina University; Sudhir Kaul, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

in engineering and engineering technologyan opportunity to participate in a new approach to the recruitment, retention, education, andplacement of academically talented and financially needy students. The SPIRIT (ScholarshipInitiative via Recruitment, Innovation, and Transformation) Scholars program establishes atransformative learning environment that fosters the development of professional skills andincreased technical competency through interdisciplinary project-based learning (PBL),undergraduate research, peer-to-peer mentorship, and focused institutional support services.1-8WCU is classified as a regional comprehensive masters-granting university and was awarded theCarnegie Community Engagement classification in 2008.9

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

reformation in general, and to the use of modern pedagogicalskills in particular. The paper also argues that any meaningful change in Region’s classroompractices today (dominated by traditional lecture-based methods) must be mandated andsupported by the university administration. What is necessary to create a change, is for thedepartment or college, to have a comprehensive and integrated set of components: clearlyarticulated expectations, opportunities for faculty to learn about new pedagogies, and anequitable reward system.Introduction“To teach is to engage students in learning.” This quote, from Education for Judgment byChristenson et al, (1) captures the meaning of the art and practice of pedagogies ofengagement. The theme advocated here is that

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

engineering service program at the company was interviewed. Companies varied insize and discipline: small to large, environmental to aerospace. Also, employees wereinterviewed from both the industry (those that make or build something) and consulting (thosewho design, calculate, or specialize on projects run by another company).Some of the interviewees were interviewed with the goal of understanding how employees aresupported in the workplace for their engineering service endeavors (Protocol 1, given in Table2). The rest of the individuals were alumni of LTS programs who were interviewed with thegoal of understanding their pathway following their involvement with engineering service incollege (Protocol 2, given in Table 3).Table 1: Engineering Alumni

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, NMIMS University; Katsuyuki Ohsawa, Tottori University ; Masashi Miura, Tottori University ; Ayano Ohsaki, Tottori University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

. They acquired flight data and analyzed it. The week ended with teampresentations to all the stakeholders from either side. The project schedule is showed in Table 1below;Table 1: Project Schedule 1st (Teams were in their home countries) 2nd (Japanese Team visited India) Nov Dec Jan Feb FebJapanese +Defining + Developing specifications measurement software + Checking and revising a sensor +Designing and module fabricating a sensor + Designing and making rockets module + LaunchingIndian

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

-communitypartnership.1 COEUR presents best practices that “support and sustain highly effectiveundergraduate research environments.” As described in COEUR, these practices focus on (1)Campus mission and culture; (2) Administrative support; (3) Research infrastructure; (4)Professional Development opportunities; (5) Recognition; (6) External funding; (7)Dissemination; (8) Student-centered issues; (9) Curriculum; (10) Summer Research Program;(11) Assessment Activities; and (12) Strategic Planning. This paper focuses on the summerresearch program and student benefits and student outcomes with the use of the seven benefitcategories2 described by Seymour et al. in 2003 are: (i) Personal/professional; (2) Thinking andworking like a scientist; (3) Skills; (4

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

Page 26.1724.3a process modified from the Stanford University design process that begins with whateach student personally cares for about the challenges faced by the underservedcommunity. This serves as the team’s point of view for the remainder of the designprocess. It becomes a method for balancing the need to provide immediate assistancewith the ability to thoughtfully create breakthrough-engineering solutions collaborativelywith the community that needs them.The GEE course has the following learning components: 1. An overview of conventional paradigms of development for addressing complex global problems, academia-led engineering initiatives in underserved communities, and challenges of finding sustainable solutions to

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

were conductedwith employers.A general interview guide approach was taken to conduct the interviews. While this approachspecifies in advance the issues and questions to be discussed, it gives the interviewer freedom todecide on the sequence and wording of the questions during the course of the interview.Advantages to this approach are that it provides a systematic and comprehensive way to collectdata while allowing the interview to have a conversational tone and flow11. Exceptions to thisgenerally flexible interview approach were as follows: 1) Aside from gathering background anddemographic information about the interviewees, the first question that interviewees were alwaysasked was the very broad and general question, “Why do you hire WPI