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

underserved groups (p. 3). The survey conducted seeks to furtheradd to the literature on university makerspace promising practices, and gain more information onthe specific university-level (student retention, diversity and access) and student-centered(student performance, engagement, and grades) impacts that university makerspaces have onengineering and engineering technology education.MethodologyIn the spring of 2016, the American Society for Engineering Education (ASEE) distributed anonline survey (see Appendix) to engineering deans (ED) and engineering technology deans anddepartment chairs (ETDC). The survey was designed by ASEE’s Assessment, Evaluation andInstitutional Research (AEIR) department. The survey consisted primarily of a series of

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

university-wide demographics) represented in STEM majors. Next, the research project focused on retention theories to guide the design of interventionmeasures. While several theories of retention have emerged over the last few decades, two havedominated the theory and practice of retention: 1. Tinto’s academic and social integration model 8, 9, 10 and 2. Astin’s involvement model 11, 12In a nutshell, Tinto and Astin suggest that retention and persistence to graduation occurs whenstudents successfully integrate into the institution academically and socially and when students areinvolved and connected. Involvement refers to both formal academic or intellectual pursuits aswell as co-curricular activities. Additionally, Bandura 13 ties 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

, when people areinattentive to their own moral standards (are mindless of them) their actions are not evaluatedrelative to their standards, their self-concept is less likely to be updated, and therefore, theirbehavior is likely to diverge from their standards.” In experiments where people were givenclues to cause them to be more mindful of their ethical standards (mentioning the TenCommandments or a school Honor Code) they confirmed their hypotheses and saw a reductionin cheating or dishonest behavior.[14]As a result of our research and emerging best practices regarding academic integrity, we made aconscious decision to check for and enforce all University policies concerning academic integrityviolations involving plagiarism violations. We

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

engineering major, potentially serving as an indication oftheir reported increase in academic self-efficacy. Past research supporting this idea has foundthat co-op often has a positive impact on students’ academic performance and their persistence ingraduating. 6 7 8 9 10 A common feeling for these students was “I just want to graduate and startworking!”Transition between Cooperative Education and Academic Studies Although none of the interview questions specifically aimed towards gaining informationabout an individual’s transition between co-op and school, an interesting theme emerged in thequalitative analysis. Two undergraduate subjects and one full-time engineer subject mentionedexperiencing difficulty in this transition. One explanation

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

. Both researchers then reviewed the data together for inter-raterreliability.Students were asked to respond, in writing, to seven, open-ended questions: background story,reason for choosing the institution and the program, impact of the program, impact of thefinancial support provided by the program, plans after graduation, and best program memory aspart of the program evaluation process. The question of interest related to the value-addedprogram activities was the students’ responses to “best program memory” (RQ1, RQ2). Promptsfor “best program memory” were: “talk about working with your mentor, interaction with othersin the program, etc.” The prompts served as stimulants to recall types of most-memorableexperiences. Woike’s21 study on the

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

, 'Which Abet Competencies Do Engineering Graduates Find Most Important in Their Work?', Journal of Engineering Education, 101 (2012), 95-118.6 CHEVILLE and BUNTING, 'Engineering Students for the 21st Century', in Advances in Engineering Education, ASEE (2011).7 Michael J. Prince, and Richard M. Felder, 'Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases', Journal of Engineering Education, 95 (2006), 123-38.8 Karl A. Smith, Sheri D. Sheppard, David W. Johnson, and Roger T. Johnson, 'Pedagogies of Engagement: Classroom-Based Practices', Journal of Engineering Education, 94 (2005), 87-101.9 Timothy W. Simpson, Marcus Shaffe, Elisha Clark Halpin, Amy Dupain Vashaw, and Dr. Dorothy

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

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Diversity

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Cooperative & Experiential Education

Paper ID #13961What is global preparedness? Arriving at answers in collaboration with stu-dent engineers working with underserved communities globallyDr. Bhavna Hariharan, Stanford University Bhavna Hariharan is a Social Science Research Associate at the Kozmetsky Global Collaboratory in the School of Humanities and Sciences at Stanford University. Her field of inquiry is Engineering Education Research (EER) with a focus on engineering design for and with underserved communities around the world. For the last nine years, she has worked on designing, implementing and managing environments for interdisciplinary

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

emphasis on structural engineering, and a PhD in Civil Engineering from the University of Colorado Boulder.Dr. Angela R Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE). She serves as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt is the faculty director of the Sustainable By Design Residential Academic Program, a living-learning community where interdisciplinary students learn about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research