Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia Caratozzolo P.E., Tecnológico de Monterrey; Anna Friesel, Technical University of Denmark; Peter Jan Randewijk, Technical University of Denmark; David Navarro-Duran, Tecnológico de Monterrey

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

-learning strategies, Fourth Industrial Revolution, Critical Thinking, Cognitive Flexibility and development of soft skills in engineering. She teaches courses on the implementation of Educational Innovation strategies as: Development of Creativity and Innovation Techniques, Development of Transversal Skills and Competencies, Development of Critical Thinking and Case Analysis, Problem Solving through Lateral Thinking and Design Thinking. Dr. Caratozzolo is Se- nior Member of IEEE and member of the IEEE Industry Applications Society (IAS), Power and Energy Society (PES) and Women in Engineering (WIE). She is also a member of the International Association of Continuing Engineering Education (IACEE).Prof. Anna Friesel

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremy Straub, North Dakota State University

Tagged Divisions

Cooperative and Experiential Education

benefits that they had sought and whether they had attained them or not. Itthen went on to ask them to identify their pre- and post-participation statuses with regards toseveral key metric areas (including technical skills and excitement about the research area) andseveral other soft skill areas. Further, the survey asked participants to identify what level ofattribution of the gains that they made they associated with program participation.The paper presents the results of this survey. It then continues and provides a discussion of thebenefits of REU program participation for student participants, drawing from the benefit datapresented and analyzed throughout the paper. Areas for prospective future work are alsodiscussed.2. BackgroundThis section

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julia Armstrong, Ohio State University; Meris Mandernach Longmeier, Ohio State University

Tagged Divisions

Cooperative and Experiential Education

wisely noted that “planning OHI/O events was always more about the soft skills forengineers than the technical skills which is ironic since the [event] participants are working ontheir technical skills.” Another mentioned that the impact was long-lasting, “A lot of the skills Ilearned through my involvement are directly relevant to my current position as a productmanager. For example - working in teams, leading without official authority, prioritizing andmaking decisions across many different stakeholder needs, building empathy for our "users"(attendees, sponsors, etc). Working on the OHI/O sponsorship team also helped me makeconnections to many companies and industry professionals.” Several indicated that theydeveloped more confidence due to

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

experiential education where student competitors (inthe case of student competitions – there are also competitions for the general public) solvepuzzles and simulated real-world challenges. The competitions build on a significant body ofwork related to experiential education and problem-based learning. Each of these topics is nowdiscussed.2.1. Experiential EducationExperiential education has a long history tracing back to apprenticeships [5]. It has been shownto be beneficial across a wide range of academic levels [6]–[11] and across numerous disciplines[12]–[16]. In addition to its technical benefits, it has also been shown to teach students soft skills[17], improve both creativity [18] and self-image [19] and even increase students’ likelihood

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

topic generation and selection occurredduring this year. The impact of this change is assessed from both qualitative and quantitativeperspectives, using student response data to an end-of-experience survey.The survey collected participants’ demographic information and asked them about their reasonsfor participation. It also asked them to identify the benefits that they had sought fromparticipation and whether they had attained them or not. It asked them about their pre- and post-participation statuses, with regards to several key metrics (such technical skills and excitement),and soft skills. The survey also asked participants about the attribution of the gains that theymade to program participation.Participants were asked about participation

Conference Session

Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John H. Callewaert, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Cassandra Sue Ellen Woodcock, University of Michigan; Kevin Cai Jiang, University of Michigan; Stacie Edington, University of Michigan

Tagged Divisions

Cooperative and Experiential Education

Experience as the Source of Learning and Development, Second. Upper Saddle River, New Jersey: Pearson Education Inc., 2015.[2] R. Graham, “The Global State of the Art in Engineering Education,” Massachusetts Institute of Technology, Cambridge, MA, 2018.[3] “Engaged Learning at U-M: Engaged Learning Census (ELC), Undergraduate Class of Fiscal Year 2018,” Ann Arbor, MI, 2018. Available: https://engaged.umich.edu/wp- content/uploads/2019/07/U-M_Overall_Engaged_Learning_Census_FY2018_Results.pdf. [Accessed: 14-Jan-2020].[4] Michigan Engineering, Experiential Learning Faculty Questionnaire Report, January 2019.[5] Burning Glass Technologies, “The Human Factor: The Hard Time Employers have Finding Soft Skills,” 2015 [Online]. Available

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark J. Povinelli, Syracuse University; Jonnell A. Robinson, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

objectives of the course werelargely achieved. Students acquired both hard skills and soft skills such as empathy and an abilityto articulate ethical obligations of engineering professionals to society at-large. The majority ofstudents reported positive outcomes as related to learning about a real-world contemporaryinfrastructure problem and understanding the role of engineers in solving it; engaging in designthinking approach to engineering; working in multidisciplinary collaborative teams; empathizingwith end users; learning to collect and analyze data in order to answer research questions; andpresenting findings and actionable data to professional partners.Implications for the City of SyracuseOverall, the data collected was useful in piloting a

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nassif E. Rayess, University of Detroit Mercy; David Pistrui, University of Detroit Mercy; Ron Bonnstetter, Target Training International; Eric T. Gehrig, Target Training International

Tagged Divisions

Cooperative and Experiential Education

personalities and psyches. Adding to the mix is thatmany programs have a required co-op rotation that adds an entire range of influences, many ofwhich are unforeseen and out of the control of the engineering programs.Co-op education has been shown to have numerous effects on students. Co-op education hasbeen shown to have an academic effect, with co-op students getting higher grades in somecourses, particularly in those based on soft skills [1]. Co-op education has also been shown tohelp in self-efficacy, particularly in work-related activities and has also shown to have a positiveeffect on retention [2]. Co-op education has also been shown to have a positive effect on startingsalaries (nearly 10%) [3]. The goal of this study is to gauge the effect of

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Divisions

Cooperative and Experiential Education

experiences are a form of experiential education where aproject, focused on answering one or more research questions, is performed. Through theseexperiences, students learn skills [1], [2], gain confidence [3], [4] and learn how to solve problems.PBL take several forms and is widely used, as it effective for students of a wide variety of agesand educational levels [5]–[10]. Its efficacy has also been demonstrated across numerousdisciplines, including in both STEM [11]–[13] and non-stem [14], [15] fields.While PBL has been shown to aid student learning of technical content, it has also been shown tobe effective at producing non-technical ‘soft skill’ learning [16], as well. Prior work has shownits efficacy in increasing students’ self-image [17] and

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lynn Merritt Ekstedt, Oregon State University; Nikki James, Northeastern University; Kemi Jona, Northeastern University; Erich White, Oregon State University; Scott Paja, Oregon State University; Josefine Fleetwood, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

recession.” American Economic Journal: Applied Economics, vol. 4 no. 1, pp. 1-29, 2012.[7] H. Schwandt and T. von Wachter, “Unlucky cohorts: Estimating the long-term effects of entering the labor market in a recession in large cross-sectional data sets.” Journal of Labor Economics, vol. 37, no S1, pp. S161-S198, 2019.[8] J. Bound, C. Brown and N. Mathiowetz, “Measurement error in survey data,” in Handbook of econometrics, J. Heckman and E. Leamer, Eds, Elsevier, 2001, vol. 5, pp. 3705–3843.[9] J. Heckman and T. Kautz, “Hard evidence on soft skills.” Labour Economics, vol. 19, no. 4, pp. 451–464, 2012.[10] T. Kautz, J. Heckman, R. Diris, B. Ter Weel, and L. Borghans, “Fostering and measuring

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lelanie Smith, University of Pretoria; Nadia Millis Trent P.E., University of Waikato

Tagged Divisions

Cooperative and Experiential Education

. Davies. 2009. “Feedback Through Student Essay Competitions: What Makes aGood Engineering Lecturer?” Engineering Education vol 4-1, pp. 8–15. 2009.[30] M. Bather, “Students’ Views on Their Education and the Future,” Proceedings of the Institutionof Civil Engineers – Municipal Engineer, vol 164-4 pp. 209–219. 2011.[31] S.J. Stein, “Incorporating Authentic Learning Experiences Within a University Course,” Studiesin Higher Education, vol 29-2, pp. 239–258. 2001.[32] J. Andrews, and H. Higson, “Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ BusinessKnowledge: A European Study,” Higher Education in Europe vol 33-4 pp. 411–422. 2008.[33] L. Martin, J. West, and K. Bill, “Incorporating Problem-Based Learning Strategies to DevelopLearner Autonomy

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

benefits have beenshown from project-based learning. Students have been shown to learn soft skills [18] fromthese experiences. Project-based learning has also been shown to increase creativity [19] andimprove students’ self-image [20]. Perhaps for all of these reasons, students who haveparticipated in project-based learning have been shown to have enhanced levels of job placement[21].Project-based learning can be used in the classroom environment, for multi-week or term-longclass projects or in dedicated organized or extracurricular environments. Some projects can spandifferent types of participation [22] with the potential for projects to include students, eitherconcurrently or at different points during the project, who are participating for

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haaniyah Ali, York University; Jeffrey Harris, York University

Tagged Divisions

Cooperative and Experiential Education