Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hans J. Thomas P.E., U.S. Military Academy; Michael Nowatkowski, U.S. Military Academy; Brodie K. Hoyer, U.S. Military Academy; Michael J. Benson, U.S. Military Academy; Bruce Floersheim, U.S. Military Academy; Luksa Luznik, United States Naval Academy; Wesley Anderson, U.S. Air Force Academy; Steven J. Condly, United States Military Academy

Tagged Divisions

Cooperative & Experiential Education

prior year are contacted to reaffirm theircommitment for the next year. Two page proposals are created as both a justification of theexpenditures and a guide for students to decide which projects to pursue. While some projectsare earmarked for specific students as they tie into ongoing research either before or after theexternship, others are assigned based on student interest and faculty selection. Students entertheir preferences and faculty place students in an externship based on GPA, prerequisites, andfield of study, with GPA often being the primary factor. The exception would be the morepractical externships that do not challenge students in the field of engineering but provide apractical sense of possible future jobs. Often these are in

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rui Pan, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

they have, among other things, conflicting goals, various solutions, and different types of constraints; they then pointed out that solving workplace problems requires comprehensive collaboration and teamwork4. By interviewing 17 newly hired engineers, Korte, Sheppard and Jordan (2008) identified four subthemes describing the problem solving process in engineering workplace: “organize, define, and understand a problem; gather, analyze, and interpret data; document and present the results; and project-manage the overall problem- solving process”6(p. 6). Buckingham Shum, MacLean, Bellotti and Hammond (1997) listed some important features of wicked problems, noting that they:  Cannot be easily defined so that all stakeholders agree on the

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen M. Short, University of the District of Columbia- CC, Workforce Development and Lifelong Learning ; Annie R. Pearce, Virginia Tech; Christine Marie Fiori P.E., Virginia Tech; Tanyel Bulbul, Virginia Tech; Andrew McCoy, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

Paper ID #10543The Influence of Internship Participation on Construction Industry HiringProfessionals When Selecting New Hires and Determining Starting Salariesfor Construction Engineering GraduatesDr. Kathleen M Short, University of the District of Columbia- CC, Workforce Development and LifelongLearning Kathleen Short earned a PhD in Environmental Design and Planning and a Master of Science in Build- ing/Construction Science and Management from Virginia Tech. She also earned a Bachelor of Social Work from Concord University. She is currently the Project Director for the Construction Academy and the Hospitality Academy in the

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jose A. Galvan, Carnegie Mellon University; Elizabeth Casman, Carnegie Mellon University; Eden Fisher, Carnegie Mellon University; Indira Nair, Carnegie Mellon University; Mitchell J. Small, Carnegie Mellon University

Tagged Divisions

Cooperative & Experiential Education

Page 24.209.4 The present study empirically relates the NRC 21st Century Skills Categories to internshipperformance metrics using data from industrial internship performance reports. In Mexico, college students must participate in a country-wide mandatory internship programestablished by Mexican Law. 28 Firms propose projects involving interns in spring, summer and fall.The firm’s department of human resources visits universities and technological institutes to identifystudents who meet the internship criteria. The students select the project they want, and are interviewedand accepted by the firm project owner, also called the internship tutor. Mexican Law of Professionsand Law of Education requires an internship tutor to advise, support

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Yvonne Lanzerotti, Air Force Institute of Technology; Maggie Varga, SOCHE; Sean J. Creighton, SOCHE; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, Air Force Institute of Technology; Richard K. Martin, The Air Force Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

Project Leaders; (B) Student cohorts through social activities and STEM-based games; (C)A weekly seminar meeting with outside presentations of general interest, such as job-hunting,resume-writing, information about scholarships and fellowships, and the process to apply tograduate school; and (D) A Poster Session so that students present the engineering experiencesthey have gained. A poster competition was held to select the best student posters, and selectedstudents were awarded “Posters of Excellence” Certificates.In 2013, SOCHE again implemented an assessment tool in an effort to better understand theneeds of the 43 participating students. Of these students, 10 students had also participated in the2012 program (repeat participation rate of

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joy Watson, University of Cincinnati; Maureen G. Schomaker, University of Cincinnati

Tagged Divisions

Cooperative & Experiential Education

environment. Students are sometimes overwhelmed as they must navigate theirway to becoming a productive employee. Students are confronted with finding their waythrough the specific project work, social networks, and the political hierarchy of theorganization. Vygotsky’s theory of social constructivism advocates that knowledge isconstructed in a social environment8. Students are thrown into this new environment withvague expectations and are expected to perform at a satisfactorily level. Vygotsky furtherexplains that learners reach …the zone of proximal development.(zpd) It is the distance between the actual development level as determined by independent problem solving and the level of potential development as is determined through

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Nael Barakat, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

includematerial on engineering ethics and professionalism, engineering economy, project management,entrepreneurism, and professional communication. The complete set of on-line modules Page 24.69.4constitutes a thread of three full courses that are divided over the three required co-op courses.Having exposure to these practice-related issues while being in the workplace presents a uniqueopportunity for the students to apply what is learned.[6]Modules 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

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Manuel D. Rossetti, University of Arkansas; Kim LaScola Needy, University of Arkansas; Edgar C. Clausen, University of Arkansas; Carol Schubert Gattis, University of Arkansas; Micah Hale, University of Arkansas

Tagged Divisions

Cooperative & Experiential Education

to encourage and enable academically talented but financially needy studentsto complete STEM degrees and enter the workforce. The SIIRE project addresses NSF’sprogrammatic goal by integrating external (industry supported) intern or co-op experiences ofstudents with ongoing on-campus engineering research activities to provide a guided pathway toa graduate engineering degree. The requested scholarship funds defray student educational costsduring their sophomore, junior, and senior years of undergraduate study and during 1.5 years oftheir graduate studies.The SIIRE program addresses the following objectives:1. To provide underrepresented and financially needy undergraduate students with information on the benefits and opportunities associated