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

Page 23.808.7students (24% or 10/41) also reported having participated in co-op and internship experiencesoutside of the YES program. Forty-three STEM faculty have participated as mentors for theResearchh Path studennts and eightt companies have providded industry mentors for theEntrepren neurship/Internship Pathh students. The T YES parrtnership moodel and studdent outcomeesare descrribed in Figu ure 1. In thiss section, thee impact on sstudent succcess is descriibed below fforeach of thhe outcomess listed in Fig gure 1. For persistence to graduatioon, we look aat three aspects:1) actual graduation rates, r 2) actu

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

the semester; it might be preferable to distribute them at the same time as theSIRS forms or the last class period or during the final exam period. Please note below how manysurveys are needed for your classes.I need_______surveys to distribute to my class(es),______________________________________________________________________For each of the classes you are teaching this semester please respond to the following questions. #1 #2 #3Course Number ____ ____ _____Types of students in your class, please specify only those groups that account for a significantportion of the class population.Grad Student

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

partnerships can provide multiple types of measures andfeedback mechanisms to assess student learning outcomes in an engineering program. At GrandValley State University, a cooperative education program is the catalyst for developing andmaintaing industry partnerships that provide consistent and regular external constituent input onstudents‟ knowldege, skills and abilities related to ABET student learning outcomes[1].Constituent input regarding students‟ knowledge and preparation is provided in multiple andvaried ways through direct feedback mechanisms in the workplace.Input is obtained at various levels, ranging from student-specific to program-level feedback.Individual employers are engaged in student and curricular assessment at various levels

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Manuel D. Rossetti, University of Arkansas; Edgar C Clausen, University of Arkansas; Carol Schubert Gattis, University of Arkansas; Micah Hale, University of Arkansas; Kim LaScola Needy, University of Arkansas

Tagged Divisions

Cooperative & Experiential Education

B.S. and M.S. degrees in Electrical Engineering and her Ph.D. in Engineering from the University of Arkansas. Dr. Gattis’ research areas include student recruitment, retention and diversity, as well as professional development of middle school teachers. This professional development enables teachers to more effectively teach math and science through development of engineering and math hands-on activities. As Associate Dean, Dr. Gattis man- ages an endowment that provides over $1-million in funding for undergraduates to engage in research and to study abroad.Dr. Micah Hale, University of Arkansas Dr. Hale is an Associate Professor at the University of Arkansas. His research interests include concrete materials

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

David Wanless, Michigan Technological University

Tagged Divisions

Cooperative & Experiential Education

experience is not newconcept. However, due to accreditation and the desires of employers the number of internshipand co-op opportunities has increased substantially. National Association of Colleges andEmployers indicate that the number of internship and co-op opportunities has increased at anaverage rate of 8% annually, 7% for internship and 9% for co-op opportunities 1. The purpose ofthis paper is to gain a better understanding of the outcomes and takeaways of co-op andinternship experience by examining the perspectives from three points of view. The threeperspectives represented in this paper come directly from students after having had a co-op orinternship, from individuals within the organizations that sponsors co-op and internships, andfaculty

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

education (co-op) participation have been welldocumented; however, they have focused primarily on grade point averages (GPA) and careeroutcomes. Previous work on predictors of participation shows no significant differences bygender in the aggregate, but there are significant differences by ethnicity and major. One reasonstudents may not participate in co-op is the perception of increased time to graduation; however,other benefits may outweigh the perceived limitations. This research furthers the literature byexamining academic outcomes not previously considered, such as persistence in engineering andtime to graduation. The work aims to answer the following questions: 1) what are the academicoutcomes of co-op participation, and 2) focusing on

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

students: (1) A desirefor mentors with increased organization and communication among SOCHE, AFIT, and thestudents; (2) A desire for increased interactions with other students; (3) A desire to improvetheir CV or resume at the beginning of the program; (4) A desire to gain engineering experience,skills, and confidence in research.In the 2013 Program, we introduced and implemented four new voluntary components inresponse to the student needs. Because of government restrictions, the participation of studentsin the components is voluntary, and students were encouraged to participate by SOCHE. Thesetransformational components are: (A) A joint orientation process with SOCHE and AFIT ProjectLeaders; (B) Student cohorts through social activities and STEM

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative & Experiential Education

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

Conference Session

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

. Figure 1 Attwood Marine – Pump Flow TestThis particular project required knowledge of Attwood’s preferred PLC’s, safety standards,programming standards, product line, internal specification system and purchasing requirements.Without the advantage of the students with co-op experience and direct experience with Attwoodthis project would not have been attempted. The pump flow test stand has been used for the lastthree years and is currently in service. Page 26.1091.5 Figure 2 Magnum – Lighted Dental Mirror Product DevelopmentThis project was focused on product development. Several design revisions and prototypes werecreated. Again

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

, the timing of the content delivery, and context, play a significant role in theeffectiveness of this delivery model. Initial results indicate that students are demonstratingmastery of applied ethics-based knowledge and abilities between beginner and intermediatelevels by the end of the cooperative education program.IntroductionDemonstration that graduates of an engineering program have met student learning outcomes isrequired to be compliant with ABET expectations for accreditation. Professional skills constitute Page 24.69.2a significant part of these learning outcomes.[1] There are many ways to demonstrate mastery ofthese learning outcomes

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

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Manuel D. Rossetti, University of Arkansas; Kim LaScola Needy, University of Arkansas; Edgar C. Clausen, University of Arkansas; Carol Schubert Gattis, University of Arkansas; Micah Hale, University of Arkansas

Tagged Divisions

Cooperative & Experiential Education

to encourage and enable academically talented but financially needy studentsto complete STEM degrees and enter the workforce. The SIIRE project addresses NSF’sprogrammatic goal by integrating external (industry supported) intern or co-op experiences ofstudents with ongoing on-campus engineering research activities to provide a guided pathway toa graduate engineering degree. The requested scholarship funds defray student educational costsduring their sophomore, junior, and senior years of undergraduate study and during 1.5 years oftheir graduate studies.The SIIRE program addresses the following objectives:1. To provide underrepresented and financially needy undergraduate students with information on the benefits and opportunities associated

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

Page 24.816.6Likert-like scale where five is excellent and one is poor as seen in Table 1. Table 1: Student responses to end of course evaluation. n=23 Average score Amount of knowledge about the subject that you acquired 4.33 Value of assigned projects in my learning 4.33 the amount of effort you put into this course was: 4.45 Extent to which the course helped you to learn about effective participation in the co

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

of the learning materialis based on individual experiences and interactions in a real world setting, as opposed to themore traditional method utilized in the classroom and lectures. Co-op classes incorporate manyelements of the case method of experiential learning as defined by Kolb [1], a method which hasbeen widely used in a variety of disciplines.Having overseen the course for a number of years, it has become apparent that experientialopportunities facilitate learning beyond the points mentioned above. Further evidence comesfrom student feedback, which demonstrates a sense of obtaining much deeper knowledge relatedto topics covered in their classes. Team work, punctuality, problem solving, and real worldexperience are just a few of the

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

Scott R. Hamilton, Northeastern University; Jack Fitzmaurice, Northeastern University; Paul John Wolff III, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

studies from the National Society of Professional Engineers(NSPE), and topics such as the “workplace in the United States.” Each lesson includedanecdotal stories of students in hypothetical situations. According to survey responses, the coursewas well received largely due to the fact the professor was very personable and a goodstoryteller. In a standard University end of course survey only approximately 50% of thestudents responded and while their response to questions about the course on a 1-5 scale wereusually in the 3.5-4.0 range, they noted the course was not challenging and students often askedfor more feedback on their work. There were some complaints that the course should not berequired and some expressed disappointment that it did not

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

cooperative work experience. For each co-op assignment, three different metrics areused to evaluate the experience, and each metric has been designed to gather program assessmentdata. Metric 1: Approximately mid semester, a faculty member visits each student at theiremployment site, meeting with both the student and their supervisor(s). At the site visit, thefaculty member collects assessment data on the student’s performance, how well the institutionhas prepared the student, and educational areas that the employer feels can be improved.Feedback gathered during the faculty member’s visit is recorded using a common reporttemplate. Metric 2: At the end of the co-op assignment, the students complete an online, self-evaluation of their experience. A

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

Wyoming, and Virginia Polytechnic Institute and State University (Virginia Tech).RIT and Northeastern have formal cooperative education programs while University ofWyoming and Virginia Tech do not and consequently only a small percentage of students (2%and 10% respectively) participate in voluntary co-op programs at these two universities. Thepurpose of that study was to investigate the concern over a lower percentage of womenparticipating in science, technology, engineering, and math (STEM) fields which consequentlytranslates into a lower percentage of females in these areas of the work force.1 The studyexamined whether retention of students in engineering majors could be improved through astudent’s self-efficacy and to what degree contextual

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

ProgramThere were two key drivers for the change in the internship program. Since the impact of earlyinternships on STEM (specifically, engineering technology) major retention is the focus of thispaper, this driver is first presented.A. The Issue of STEM Major RetentionThe President’s Council of Advisors on Science and Technology’s (PCAST) recent report 1predicts that the U.S. workforce’s supply will be 1 million short of the demand for graduates inscience, technology, engineering and mathematics (STEM), but less than half of those who enterU.S. colleges to pursue majors in STEM persist to graduation. According to the NationalScience Foundation, in 2006 the relative percentage of students receiving STEM degrees were atlevels no different or lower than

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

Conference Session

Collaboration Provides the Best Education

Collection

2007 Annual Conference & Exposition

Authors

Brian Koehler, North Carolina State University; Susan Matney, North Carolina State University; Jerome Lavelle, North Carolina State University; Mary Clare Robbins, North Carolina State University

Tagged Divisions

Cooperative & Experiential Education

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

Conference Session

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

. Page 12.1124.4Table I Alternating Co-op Schedule Section 1 2 3 4 5 6 2 Section 1 2 3 4 5 6 1

Conference Session

Issues of Cooperative Education I

Collection

2008 Annual Conference & Exposition

Authors

ROBERT GRAY, Penn State Erie

Tagged Divisions

Cooperative & Experiential Education

his work. Page 13.1135.1© American Society for Engineering Education, 2008 Systems Design Using Real-World Experiences with IndustryAbstractThe author has co-developed and taught the following courses related to systems design at theauthor's School of Engineering: Senior Design Project (3 semester hr) Manufacturing Related Topics in Probability, Statistics and Reliability (3 semester hr) Senior Design Seminar (1 semester hr)These systems design courses taught in a traditional classroom setting meet ABET criteria.However, by adding the non-traditional elective Applied Systems

Conference Session

Issues of Cooperative Education I

Collection

2008 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Maura Borrego, Virginia Polytechnic Institute and State University; Jenny Lo, Virginia Polytechnic Institute and State University

Tagged Divisions

Cooperative & Experiential Education

-of-the-artprocesses, equipment, and tools, (d) learning how to work in teams in a professional atmosphereand adapt to different employment situations, (e) developing self-confidence and a positiveattitude about future career options, and (f) improving their opportunities for post-graduationjobs. The success that cooperative education has enjoyed over many years indicates thatemployers can also benefit from the arrangement by hiring high-performance individuals.Although some studies have looked into the overall positive impact (such as earnings and gradepoint average) of co-op experiences 1-2, the bodies-of-knowledge and learning outcomescomprising the countless ways in which students benefit from being involved in cooperativeeducation have

Conference Session

Global Cooperative Education

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative & Experiential Education

/. There is also a link to this specificinitiative, the Global Engineering Internship Program (GEIP).To accomplish this ultimate goal of quality global preparation of engineering studentsthroughout the world, the Global Engineering Internship Program (GEIP) seeks to: 1. Establish a global network of students, universities and companies 2. Define areas of knowledge, skills, and attitudes for a globally competent engineer 3. Offer globally-oriented international internships with mentoring by industry 4. Offer an educational infrastructure before, during, and after the internship by universities 5. Assess the academic infrastructure, internship environment, and student learning outcomes and provide a feedback mechanism for quality

Conference Session

Issues of Cooperative Education I

Collection

2008 Annual Conference & Exposition

Authors

Joe Raelin, Northeastern University; Jerry Hamann, University of Wyoming; David Whitman, University of Wyoming; Rachelle Reisberg, Northeastern University

Tagged Divisions

Cooperative & Experiential Education

, ifcooperative education alone enhances efficacy (while controlling for pre-existing conditions amongstudents enrolling in a cooperative education school as well as controlling for alternative supports forstudents to assist them during their undergraduate experience). One of the schools participating in thestudy, Northeastern University, requires cooperative (co-op) education whereas the University ofWyoming does not.The critical research questions addressed are:1. Are formal co-op experiences positively associated with three of the critical dimensions of self- efficacy: work, academic, and career?2. What are the relationships among demographic characteristics, cooperative education, contextual supports, and work, academic, and

Conference Session

Workplace Concerns, Realities, and Intangibles

Collection

2009 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

, Economic Analysis, Recommendation for Action Tools: EES.Powerpoint ME 391 – Mechanical Engineering Analysis ME 412 – Heat Transfer Reading, thinking, and teamwork Design Project Documentation: Tools: Matlab Formal Report (1 @ 10 pp. + App., Individual) Memo Reports ( X @ 2 - 5 pages App., Individual) Tools: MS Word

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

La Tondra Murray, Duke University

Tagged Divisions

Cooperative & Experiential Education

position new hires for success in the corporate environment. Theinterview candidates were additionally asked follow-up questions about specific personnelexperiences to provide supporting examples for their responses as appropriate.ResultsThe input collected from the interviewed managers was summarized as the behavioral taxonomypresented in Table 1. The responses were categorized as ‘skills’ or ‘experiences’ andsubsequently separated into 7 behavior types. The term ‘skills’ refers to the development of ademonstrable aptitude in a specific domain. The term ‘experiences’ refers to an evolvingmastery of specific knowledge over time. An analysis of the skill and experience data producedthe following behavior categories: adaptation, collaboration

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

indispensable and complimentary component of engineeringeducation. This paper will outline a pilot study based upon one learning outcomeselected through student assessment. A concept will be presented to utilize the pilot studyresults to design a process for integration of co-op learning with classroom learning toincrease student success.BackgroundEach discipline has a skill set that one must acquire in order to become an expert in thatfield. The Accreditation Board for Engineering and Technology (ABET)1, for example,has tried to institute learning outcomes for accreditation which will instill the set of skillsfor successful engineers. Many of these skills are not technical but are considered “soft”or “interpersonal” skills. Unfortunately, though

Conference Session

Workplace Concerns, Realities, and Intangibles

Collection

2009 Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University, Calumet

Tagged Divisions

Cooperative & Experiential Education

particularly susceptible to the negative effects of workplacebullies and less likely to know how to deal with them14. Nevertheless, the effects ofbullies can have long term and adverse consequences on the self esteem, workperformance and overall careers of victimized employees13.Additionally, because many engineering and technology students will eventually assumeleadership roles with their prospective employers, it’s important for these students to beaware of the effects of bullying behavior and strategies for addressing it.Workplace BullyingAccording to the Workplace Bullying Institute, the degree of bullying in the workplace isa growing phenomenon. Table 1 lists the prevalence of workplace bullying2.Table 1: Prevalence of workplace bullying

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

early 1900’s14. Heproposed this initiative, implemented it and it worked; however, with any educational initiativeinvolving human development, the reasons are complex and intricately based on theoreticalprinciples of learning. Therefore, to gain insight into assessing the learning outcomes of, andtheir link to, teaching methodologies and assessment tasks and tools, several theories need to beexamined to determine their implications in the development of learning outcomes.Felder and Brent pledge a student-centered approach that “challenges the beliefs that allknowledge is certain, all problems have one and only one solution and authorities are omniscientand infallible”15. They suggest that it have the following five features: “(1) variety and