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

, master planning, management for energy conservation/renewable energy projects and space planning for campus expansion. As a senior administrative leader, I have facilitated climate action planning in com- pliance with the American College and University Presidents’ Climate Commitment (ACUPCC) and re- ceived the Outstanding Climate Leadership award that recognized successful carbon reduction strategies, innovative curriculum and the dynamic engagement faculty, staff and students in a the pursuit of carbon neutrality. Although my primary formal training has been in the field of architecture, recent doctoral studies at the University of Pennsylvania were focused in the field of higher education management. As part of an

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

) Page 26.952.7We also asked the students if they would be willing to self-finance the cost of an internationaltrip to gain similar experience and their budget. We have presented their responses in figure 4.Nine of the ten Indian students and all the three visiting Japanese students indicated theirwillingness. Each of them gave different budgets. We agree that the budgets would be influencedby the financial situation of individuals and wanted to just get an indication of the extent of thebenefits that they have received and collect information for planning similar experiments. 9 8 7 6 5 Willing to Self Finance 4

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

these scholars, the scholarship directors provided individualizedadvisement on possible project topics. Suitably, several of these students conducted research in Page 26.1356.9career planning and placement, or a topic of personal interest which meshed with their non-technical coursework. A summary of the projects executed by the scholars is given in Table 1. Table 1: Summary of Extracurricular Projects Scholar(s) ID # SPIRIT Project Description 1006, 1031, 1027, 1019 Investigation of gesture recognition techniques for assistive robotics 1003 3D modeling

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

break thetraditional lecture dominant pattern when cooperative learning protocols are deployed. Thepaper will illustrate how cooperative learning can advance academic success, quality ofrelationships, psychological adjustments, and attitudes toward the college experience. Whatneeds to be done to move the process forward? What are the key components of successfuldeployment of active learning in general and cooperative learning in particular? How tofoster and expand the community of engineering faculty who use cooperative learning in theGulf States? What plans, efforts, and resources need to be mobilized to institutionalizepedagogies of engagement including cooperative learning at the department or college level?Next, it identifies barriers to

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

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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

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

accountof the unfolding of their actions and the reactions they elicit.MethodsThe primary question guiding the research in this paper was to understand studentexperience of working with underserved communities. This inquiry was conducted bycollaborating with the students to understand their experiences in their own words. Theresearch plan was to author cases of student experiences of the class and determine whataspects (if anything) from the class were helpful outside the class context. The secondpart of the inquiry was added to identify if the class could satisfy ABET criteria 3h thatrequires that students “to understand the impact of engineering solutions in a global,economic, environmental, and societal context”16.GEE has been offered twice so

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

. Page 26.1091.3The Role of Building RelationshipsIn order to undertake challenging design and build projects with industry sponsors, a substantiallevel of trust must be established between the university and the sponsors. Such projects requirean understanding of the capabilities of the student teams on the part of the corporate sponsors, aswell as an understanding of the culture and expectations of their corporate partners by thestudents and faculty. This level of trust requires long term planning, development, and nurturing.The engineering programs as Grand Valley State University were launched at the request of localindustry in the 1980’s. The programs were designed by a team of faculty in collaboration withpracticing engineers from industry

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

experiences as the reason for the decision to pursue full-time employmentimmediately following undergraduate graduation in place of an original plan to continue intograduate studies. The subjects stated two reasons for these change in plans. First that for thecareer field they had chosen to enter, an advanced degree was not necessary and/or was notparticularly useful. The added fear that turning down a job offer to instead attend graduate schoolwould account for a lost opportunity with that employer in the future was cited as an additionalreason for a change in academic and career plans.Not surprisingly, full-time subjects all agreed that their previous co-op experiences specificallyhelped eased the transition to full-time employment as an engineer

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

managers themselves havebeen fantastic. When I have a trip coming up, and I say here's what I'm doing, I'm planning thistrip, and I want to be a part of this and then they are happy to let me take the time off, and I takevacation time.” Part of the reason that Ethan’s company may not have officially supported hisEWB work is that he was being careful not to force the relationship: “I haven’t been pushing it tothe company to like recognize our chapter and I think that that should happen kind oforganically.”Elise worked at a small environmental engineering company which was seeing a growth in thenumber of employees who were asking for financial support in order to do engineering servicework. At the time of the interview, the company principals in her

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

is an Assistant Professor in the School of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Dr. Matthew W. Ohland, Purdue University Matthew W. Ohland is Professor of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by over $14.5 million from the National Science Foundation and

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

diverseparticipants. Five separate respondents mentioned internships and co-op learning as part of theirmakerspace offerings, ranging from required co-op projects to summer internships. One EDresponded noted a particularly unique internship opportunity: A consulting engineer in the community came to [our makerspace] and asked if we could translate paper plans for an environmental site requiring decommissioning. We linked that person with a sophomore student to do the SolidWorks files and suggested [to the engineer that] they might want to do a 3D printed model that would allow them to ‘war game’ how the site would be dismantled. They hired the student who is doing this project for internship credit, has printed and laser

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

and/or sciences completed Pre-requisite classes completed Attendance at all internship No overall GPA requirements Writing intensive designation meetings - Oct, Feb, & May Preliminary evaluation – Training plan Application packet completed & submitted by April 1st Industry Supervisor & Student Weekly summary reports Midterm & Final evaluations – Repeatable for credit Summary