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

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Diversity

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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

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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

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary Yvonne Lanzerotti, Augsburg College; Sean Joseph Creighton, SOCHE; Maggie Varga, SOCHE; Richard Martin, The Air Force Institute of Technology; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, SOCHE

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Cooperative & Experiential Education

Public Schools, where he has been president, chaired the 2020 Strategic Plan, and served as the district’s legislative liaison. He also serves on advisory committees and boards for several local and national orga- nizations, including Dayton Literary Peace Prize, Midwestern Higher Education Compact, TEDxDayton (license holder and co-chair), ThinkTV Public Broadcasting, and Wright-Patterson Air Force Base Com- munity Partnership Leadership Council. Sean has published and presented extensively on the impact of higher education, collaboration, civic engagement, and talent retention, and has also conducted research for the Kettering Foundation on the economic and civic missions of regionally based colleges and

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Simeon Ntafos, University of Texas, Dallas; Maria Hasenhuttl, University of Texas at Dallas, Jindal School of Management

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Cooperative & Experiential Education

to account for the eligibilityrequirements in the official program), we had a total of 385 job placements; the 78 officialinternships are only 20% of the total.Factors that contribute to the relatively low number of official internships likely include thestatus of internships in the student’s degree plan. Students on official internships may enroll ina 1-credit hour or a 3-credit hour class associated with their internship; these classes require areport/paper and successful completion of the internship. The hours earned can only be used Page 26.1017.7towards free-elective requirements in the student’s degree plan; this is a serious limitation

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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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

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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

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard F. Vaz, Worcester Polytechnic Institute; Paula Quinn, Quinn Evaluation Consulting

Tagged Divisions

Cooperative & Experiential Education

from employers their perceptionsregarding the project-work-related professional skills of graduates from WPI’s undergraduateprogram, both absolutely and relative to graduates from other institutions. A copy of theinterview protocol can be found in the appendix.Recruitment: WPI alumni were not considered for participation in this study. The initialrecruitment plan targeted engineering employers of high numbers of WPI engineering graduates.Staff members from WPI’s Career Development Center identified such employers for theexternal consultant and provided contact information for relevant and key individuals. For initialrecruitment efforts, the consultant sent appeal letters via e-mail to these individuals. The appealletters offered a $25

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

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Diversity

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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 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Twila Ortiz, Purdue University, West Lafayette; Beth M Holloway, Purdue University, West Lafayette; Michael T. Harris, Purdue University, West Lafayette; Andrea R Pluckebaum, Purdue University, West Lafayette; Leah H. Jamieson, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

gain ownership through planning their academic goals. Classroom time is conserved by building reflection into other settings, and the process encourages continuous iterative reflection rather than a single paper or event at the end of the field experience. This is particularly important…where regular classroom meetings are difficult to arrange. [6, p. 30] Page 26.722.5Cooperative education, then, is similar to an internship serving to deepen the students’ practicalskills as well as their knowledge base. There are, of course, other forms of experiential learning. Increasingly, research is becoming anarea of interest for

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

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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