Displaying all 8 results
- 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
course objectives were asfollows: a. Understand the Co-op program, policies and expectations. b. Understand how to use the university website in order to access on-line information used in their job search process. c. Identify and describe their skills and work values and how they relate to their career choices. d. Learn how to write and critique a resume. e. Learn and practice proper interviewing skills and techniques. f. Communicate their interests, skills, needs and future plans to their Co-op Coordinator and future employers.The primary focus of this course was on finding a co-op job. Lessons included topics such as“ethics,” which featured case
- 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
experience the professional work environmentand allows application of knowledge gained in the traditional academic environment. Multiplestudies attest to the benefits of cooperative education.[1,2,3,4,5,6,7] In the engineering programs atGrand Valley State University, before beginning the capstone sequence of courses, students havecompleted three full semesters of cooperative education experience. During the semesters thestudents are on co-op, in addition to formal work activities, students are required to completeseveral learning modules. These modules cover topics including: professionalism in theworkplace; engineering ethics; engineering economics; and project management andcommunications - including corporate documents (reports and memos
- 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
engineering skills to addressglobal societal problems. Also, the ABET criteria requires engineering programs toprovide “the broad education necessary to understand the impact of engineering solutionsin a global, economic, environmental, and societal context.” These two factors haveraised fundamental questions about how to effectively prepare engineering students toengage with underserved communities globally. This paper uses a case study approachto document the experiences of students of a global engineering course. This courseoffered students the unique opportunity to address sanitation and hygiene issues byworking with a community rather than for it. The paper highlights curricular innovationsthat ensured ethical, sustainable collaboration with 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
academic carieer in 2006 as a professor at Tottori University. His current research area is flow and combustion analysis in reciprocating engine, innovations in education and engineering ethics education.. He is also serving as the head of Innovation Center for Engineering Education in joint appointment. Katsuyuki Ohsawa has published over 70 papers including over 40 papers in peer reviewed journals. He received best paper awards from Society of Automotive Engineers in Japan and Japan Gas Turbine Society. He also works as a member of supporting committee in JICA for Pan-Africa University. Prof Ohsawa received Ph D Nagoya University in 1992 and started academic carieer in 2006 as a professor at Tottori University
- 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
University. His upcoming dissertation will focus on how student’s connections of social responsibility and engineer- ing change throughout college as well as how engineering service is valued in employment and supported in the workplace.Dr. Nathan E Canney PE, Seattle University Dr. Canney teaches civil engineering at Seattle University. His research focuses on engineering educa- tion, specifically the development of social responsibility in engineering students. Other areas of interest include ethics, service learning, and sustainability education. Dr. Canney received bachelors degrees in Civil Engineering and Mathematics from Seattle University, a masters in Civil Engineering from Stan- ford University with an
- 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
assistance with the consent of the instructor, and maintain effective working relationships among the members. Instructors also monitor group progress, give feedback on how well each group is doing, report each group’s progress to the class as a whole, and insure adherence to accepted standards of: ethics, social responsibility, and safety.Success in implementing cooperative learning is attributable, in large measure, to: properplanning, efforts, dedication, and foresight of the instructor. Experience definitely is a majorfactor. A proper start for instructors wanting to try active learning for the first time(including cooperative learning) is to step into it gradually, and to seek continuous feedbackas to how
- 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
could potentially benefit the most. Lowachieving students can benefit from co-op experiences especially during difficult job markets 4.Research suggests that industry partners must improve co-op work environments for minoritygroups by improving ethical conditions 14.One of the two most distinguishing characteristics of the engineering population is that it is“disproportionately male” 15. While women persist in undergraduate engineering programs at thesame rate as men, a lower percentage of women pursue engineering careers after graduation andthose who do enter engineering careers are less likely to persist 16. Since students with prior workexperience with an employer report higher levels of interpersonal support from their mentors,and women
- 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
self-directed professional development (lifelong learning), interpersonal skills(people skills), team working skills, able to work well in a diverse environment (cultural, gender,age, company position, etc.), oral communication, written communication, professional skills,good work habits, sound ethics and integrity, timeliness, time management, knowledge ofcontemporary issues, and understands the societal impacts of technical solutions. Theseattributes were derived largely from ABET’s student outcomes for Engineering Technologyprograms. The student’s evaluation contains open-ended questions for the student to share theirexperiences. The final evaluations are intended to be the vehicle that the faculty supervisor willuse for grading. An