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

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative & Experiential Education

aims to explorestudents’ perceptions of workplace problems solving.As previous research points out that educational programs such as co-op and internshipsprovide opportunities for students to experience engineering in the workplace and prepare themwith workplace competencies, we believe students who have participated in such experientiallearning programs should have a better understanding of workplace problems. As an initial stepto explore students’ perceptions of real world problem solving, we decided to focus this studyon students who have participated in the Co-Op program.The research questions guiding this study are: 1) To what extent are students prepared for theCo-Op program and real world engineering? 2) How do students perceive the

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karen P Kelley, Northeastern University; Steven Thomas McGonagle, Northeastern University Gordon Engineering Leadership Program

Tagged Divisions

Cooperative & Experiential Education

engineeringundergraduate programs. Considering engineers are responsible for protecting the publics’ health,safety and welfare; educating engineers on how to be confident and competent leaders should be avital element of the undergraduate curriculum. (Source 1)In the Society for Human Resource Management’s 2012 survey, “Challenges Facing HRExecutives”, 52% of human resource executives stated the greatest challenges facing them would befurther developing the next generation of corporate leaders. This response was up from only 29% in2010 and demonstrates why universities should be focusing on developing leadership skills in orderto produce students who can fully compete in a challenging market. (Source 4

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