Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

Management • project life cycle • types of projects • project stakeholders • project planning process – project charter, work breakdown structureModules are designed to be relatively brief, focused packets of information that could bereviewed within a 30-60 minute timeframe. The modules are delivered via Blackboard, theuniversity-wide, web-based course management software, and consisted of various mediaincluding written materials, papers, videos, websites, podcasts, etc. Each module has anassociated, short test or quiz that is automatically graded in Blackboard. Students have six toeight modules to complete in a given co-op semester, which is almost equivalent of one lecture-course

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

summarize what they have learned from the modulesand make a final presentation the Gordon Leadership team. Upon completion of these requirementsthey earn a Gordon Undergraduate Engineering Leadership certificate.GUEL - Co-op Engineering Leadership ModulesModule #1 Leadership in your Organization – Locate an organizational chart of your companyand or division. Ask your supervisor or a manager to review the chart with you. Elaborate on thefollowing: o Find out where your supervisor fits into the organizational chart. o Who does he/she report to? o How does the organizational chart influence your supervisor’s work and or goals and objectives? o Discuss with your supervisor leaders he/she believes you should meet and develop a plan to

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

, whichintegrates classroom study with paid, planned and supervised work experience in the privateand public sector” 7 (p. 281). They summarized previous literature and listed five outcomes ofcooperative education program that employers think would be valuable to students: “1)Enhanced student self-confidence, self-concept and improved social skills. 2) Enhancement ofpractical knowledge and skills. 3) Enhanced employment opportunities. 4) Attainment ofnecessary skills to supplement theoretical training. 5) Enhancement of the induction processwhen the student joins the labor market” 7 (p. 282).However, although previous research indicates that experiential education benefits students indiffering ways; it is still not clear how and in what aspects

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

others have subsequently offered a number of suggestions for institutional practicesdesigned to retain students. Among them are: more targeted recruitment, reduction ofexperience of racial discrimination and prejudice on campus, improved chance for earlyacademic success, better and more frequent advising, more active experiential instruction, moreinformed career planning, improved social acclimation and student-institution match, and anadequate level of need-based financial aid.3 4 5 6 7Since the well-known mammoth Astin study in 1993,8 which found that engineering studentsgraduated at only a 47% rate in 1993, and in spite of many efforts to counteract this low rate ofpersistence, graduation rates among undergraduate engineers have not increased

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

left something out of the equation. We have failed to askthe students what they think and what they see as important in their own working lives. Thispaper starts to delve into the issue of student opinions and the wealth of information that studentscan offer to help us provide better materials for them to be successful in the world of work.The first element in the equation looks at a means to give students something to research in theirfirst co-ops and internships – the work report. Details of what the student must find on the jobthat will help him or her formulate a plan for their future will be provided. The work reportforms the basis for carrying on a conversation with students on what they find useful in theworkplace. It also allows the

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

,applying knowledge, professional qualities, teamwork, leadership, technology, work culture, andorganization and planning) and attitudinal change toward their current career path (such asdetermining individual strength and weaknesses, professional self-confidence, academicmotivation, understanding the chosen profession, clarifying career plans and options, andachieving career goals). Research studies have shown that having a personal support system isan important aspect of student persistence17, 18, 19, 20 as students struggle to balance work,academic, and social life. Massi et al.21 found that engineering and computer science nativefreshmen and transfer students had similar participation rates for experiential learning activities(co-ops and