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

participants. It discusses the different types of cybersecuritycompetitions and provides examples of college student-targeted competitions of each type. Thevalue of these team activities is considered and student outcomes from them are discussed. Thepaper presents a discussion of ongoing activities to assess the value of cybersecurity teamparticipation.1. IntroductionThis research paper considers the educational value of cybersecurity competition teams to theirstudent participants. There several types of cybersecurity competitions including red team / blueteam events, blue team events and capture the flag style events. In the first (red team / blueteam) teams attack (red team) and defend against (blue team) the other team’s attacks in a directteam-to

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dennis Rogalsky, Minnesota State University, Mankato; Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Iron Range Engineering

Tagged Divisions

Cooperative and Experiential Education

attainment of the co-op. It identifies that thetoo much training and emphasis was put on students submitting a high quantity of “cold-call”applications. Instead, the data shows that students actually acquired their positions throughcareer-fairs and networking. More findings are presented and future steps for both the programdesign and the research study are recommended. The findings of the research will feed back intothe program for the second cohort of 50 students which starts in August 2020.I. Design-Based Research MethodThe curricular development work for this PBL program began in 2016 [1] utilizing design-basedresearch (DBR) as the methodology for both design and research. Design-based research (DBR)was adopted as the methodology to 1) address

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

projects, international service trips, team competitions) for engineering students. Kolb [1]defines experiential learning as an iterative process involving conceptualization, activeexperimentation, concrete experience, and reflective observation. Experiential learning has alsobeen identified as an important pedagogical feature of current engineering education leaders inthe recent MIT report The Global State of the Art in Engineering Education [2]. Many believeexperiential learning provides more real-world learning environments and opportunities to buildcompetencies that may not necessarily be provided in the classroom such as leadership, problemsolving, and teamwork.As part of a recent strategic vision process in the College of Engineering at the

Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Glenda D. Young Collins, Mississippi State University ; Reuben F. Burch V, Mississippi State University

Tagged Divisions

Cooperative and Experiential Education

whilefaculty in the ISE department coordinate assignments and research and assessment activities. Eachpartner is described in more detail below. The program has been designed with several intentions that span across student, department,and university goals:  Objective 1: Aid participating students in becoming more attractive for internships and co- ops while, at the same time, getting valuable experience in a field that is highly-competitive and difficult to enter.  Objective 2: Serve as an exemplar to other departments (internal influence) and universities (external influence) by showing them that Mississippi State University has successfully explored a win-win partnership between engineering and athletics

Conference Session

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kayla Powers, Stanford University; Helen L. Chen, Stanford University; Krishnaswamy Venkatesh Prasad, Ford Motor Company ; Shannon Katherine Gilmartin, SKG Analysis; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

Paper ID #23905Exploring How Engineering Internships and Undergraduate Research Expe-riences Inform and Influence College Students’ Career Decisions and FuturePlansKayla Powers, Stanford UniversityDr. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford University. Chen’s current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Fu Zhongli, National University of Defense Technology; Zihan Lin, National University of Defense Technology; Tianqi Zhang, National University of Defense and Technology; Zhao Zhao, National University of Defense Technology; Tong Wu, National University of Defense Technology; Huang Zhang, National University of Defense Technology; Zhang Jianing, Changsha SunVote Limited, China; Changfang Zhang, National University of Defense Technology; Yan Xu, Changsha SunVote Limited

Tagged Divisions

Cooperative and Experiential Education

the BOPPPSinstruction has produced. The assessment process for the BOPPPS Survey involves five different phases in thispaper: item generation, environment design, emotion analysis, validity testing and piloting of our protocol.During the environment design phase, we have adopted SunVote Classroom Response System (CRS), which isa kind of system capable of providing real-time classroom feedback. This stable wireless transmission system isshort and portable, thus is specifically suitable for active learning assessment. The keypad, radio transmitter anddrive software can be seen in Figures 1. This paper has evaluated the impact of using CRS on student-involvement from perspectives of both the instructor and students. Student participation with

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Félix Langevin Harnois, École de Technologie Supérieure; Jerome Harrison, École de Technologie Supérieure; Prasun Lala, École de Technologie Supérieure; Ghizlane El Boussaidi, École de Technologie Supérieure; Christian Desrosiers, École de Technologie Supérieure; Catherine Laporte, École de Technologie Supérieure

Tagged Divisions

Cooperative and Experiential Education

willing to get involved in the organization and creation of activities. Anonymous surveysindicated respondents found the activities were a good use of their time and addressed a need intheir lab. These findings indicate that support for scientific writing and publishing can beprovided in a regular and organized way within research groups using a model based on mutualhelp and peer assistance. University services that already offer support for scientific writing andcommunication can integrate their existing activities within the community of practice of aresearch group by involving lab members and working on a basis that involves knowledgeexchange.1 Introduction1.1 OverviewGraduate students are expected to learn and research new ideas, as

Conference Session

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Austin Barnes, Institute for Scientist and Engineer Educators; Tamara Ball, University of California, Santa Cruz; Christine R. Starr, University of California, Santa Cruz; Scott Seagroves, The College of Saint Scholastica; Kauahi Perez, University of Hawaii, Manoa; Lisa Hunter, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

discuss key aspects of the Akamai Internship Program model believed to supportretention while promoting inclusion to meet the needs of the telescope workforce community.We also recommend elements of the model that can be adapted to inform other workforcedevelopment programs.1 Introduction1.1 Hawai‘i’s STEM workforce challengesHawai‘i is home to over fifteen world class astronomical observatories on the summits ofMaunakea and Haleakalā. Siting telescopes in Hawai‘i is crucial to U.S. astronomy, but placesunique demands on developing a local workforce. A history of using culturally significantmountaintops for telescopes has met resistance and mitigation efforts have prioritized traininglocal students for technical jobs - a stipulation that has been

Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhijit Nagchaudhuri, University of Maryland, Eastern Shore; Lei Zhang, University of Maryland, Eastern Shore; Madhumi Mitra Ph.D., University of Maryland, Eastern Shore; Blake Prout, University of Maryland, Baltimore County; Mohsin Mehmood; Kalah A. Cross, Morgan State University; Matt Collinge, Johns Hopkins University; Hafeez Temitope Shittu; Habilou Ouro-Koura, University of Maryland, Eastern Shore

Tagged Divisions

Cooperative and Experiential Education

uncertainties and necessitate the need for a consistent public policy that not onlyresponds to market forces in the present, but rather shapes the market forces for sustainable growthand workforce development needs.“E” of engineering sits in the very middle of the string of letters “STEAM” and is the glue thatintegrates science, technology, agriculture, and mathematics disciplines to provide aninterdisciplinary framework that can not only adapt to rapidly changing technologies, but alsomake creative discoveries that usher in prosperity and growth. Academic leaders and policymakers are looking into the uncertain landscape of the future to forge a vision for engineeringeducation for the coming years [1-4]. Engineering education will need to lay the

Conference Session

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Frank E. Falcone, Villanova University; Andrea L. Welker, Villanova University; Gayle F. Doyle, Villanova University

Tagged Divisions

Cooperative and Experiential Education

Effective Communication Skills for the 21st Century. Thispaper describes the development, content, management, and lessons learned from the first year ofadministering the program.IntroductionThis Evidence-Based Paper describes a professional development program developed byVillanova University. Technological advancements, globalization, and critical world issues areprofoundly transforming the engineering profession [1]. Today’s engineering graduates are nolonger needed to perform routine assignments that can be accomplished by trained technicians oradvanced computerized systems. Instead, both the public and private sectors are seekingengineering professionals who are driven to innovate, lead, and manage in ways much differentthan their predecessors

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Vicki V. May P.E., Dartmouth College; Charles R. Sullivan, Dartmouth College; Honor J. Passow P.E., Dartmouth College; Benoit Cushman-Roisin, Dartmouth College

Tagged Divisions

Cooperative and Experiential Education

Energy Utilization course will design energy and lighting systems for thetiny house during the winter term. In the spring, students in a Structural Design and Analysiscourse will design and analyze the structural systems for the tiny house and create plans for theHanover Building Department. In addition, students in Sustainable Design will recommendmaterials and approaches that are sustainable.The project team is using the ‘Eight Principles of Good Practice for All Experiential LearningActivities’ established by the National Society for Experiential Learning Education [1] as aframework for the project. The eight principles are as follows: intention, preparedness andplanning, authenticity, reflection, orientation and training, monitoring and

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rylan C. Chong, Chaminade University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

-ended questionsabout their negative and positive experiences of the class that was analyzed using qualitativeinductive and summative strategies. The study found the following, students’ research self-efficacy posttest score was higher than pretest, and the observed difference was statisticallysignificant. Both males and females had a higher research self-efficacy posttest score thanpretest. The observed difference of the pretest and posttest for males was found to be statisticallysignificant. Males had a higher research self-efficacy posttest score compared to females, but theobserved difference was not statistically significant. The qualitative analysis results are,increasing self-efficacy could be attributed to students (1) having the feeling

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

ProgramAbstractThe North Dakota State University commenced a National Science Foundation (NSF) sponsoredresearch experience for undergraduates (REU) program in the summer of 2018. This programbrought 12 students from different areas of the United States to North Dakota to performcybersecurity research related to cyber-physical systems. This paper reports the results of thisinitial year of the REU program. In particular, it discusses the projects that the studentsundertook as well as the benefits that they derived from participation.1. IntroductionThis evidence-based paper assesses the educational benefits produced for student participants inthe first year of a U.S. National Science Foundation funded research experience forundergraduates (REU) on the topic

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Bowers, Arizona State University; Michelle Jordan, Arizona State University; Kate Fisher; Zachary Holman, Arizona State University; Mathew D. Evans, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

narrow and implicit due to lack of support in development of research designskills, and professional identity and socialization4, 1. Wenger5 reminds us that “meaningfullearning in social contexts requires both participation and reification to be in interplay” (p. 1),but REU participants likely lack opportunities afforded to graduate students to more legitimatelyparticipate in the community, given their relative inexperience and contracted timeframe.While the challenges of attracting, retaining, and educating engineers are well-recognized6,engineering researchers are divided in their beliefs about effective ways to socialize REUstudents into the engineering field. Sadler, Burgin, McKinney and Ponjuan7 call for moreexplication of concepts, others

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Hodges, Texas A&M University at Qatar; Yasser M. Al Hamidi, Texas A&M University at Qatar

Tagged Divisions

Cooperative and Experiential Education

Technical and Business Writing course, and this paper reports on thepilot study of implementing prototyping skills into this course.The larger study aims to foster institutional change and provide new knowledge on engineeringeducation and entrepreneurship program development.In this paper, we describe the ‘gaps’ in the curriculum we wanted to fill, the philosophy andassignments in the course, the methods we used to evaluate the course, and future directions forthe project.1.2 Writing and EngineeringPrevious studies have examined ways to connect writing instruction with the professionaldevelopment of engineering students, often integrating writing-intensive assignments into requiredcourses for engineering majors [1] [2] [3] [4]. This intervention is

Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Addison J. Litton, Utah State University ; Wade H. Goodridge, Utah State University; Benjamin James Call, Utah State University; Sarah E. Lopez, Utah State University

Tagged Divisions

Cooperative and Experiential Education

with ten engineering students involved in authenticresearch projects. Interviews were transcribed and coded in order to augment a code mapdeveloped and presented by the authors in a previous publication [1]. This paper will discuss thethemes and important ideas determined from the coding and analysis process. These themes willbe interpreted to identify key self-efficacy constructs in experiential engineering education.Future research projects will look to develop these themes into a preliminary self-efficacyinstrument to quantitatively assess self-efficacy development in the context of undergraduateresearch.IntroductionDr. Albert Bandura, who developed the concept of self-efficacy, said, “to succeed, people need asense of self-efficacy, strung

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

UniversityJonnell A. Robinson, Department of Geography, Maxwell School of Citizenship and PublicAffairs, Syracuse UniversityIntroductionAfter almost a decade of examining traditional textbook lecture oriented engineering educationthe call to embrace a greater emphasis on hands-on experiential learning is slowly being adopted[1] - [3]. This textbook based approach, emphasizing scientific analysis and mathematicalmodeling resulted in a decrease in design, build, and test hands-on engineering education [4].This post World War II standard pedagogical model of engineering education resulted in anincrease in lectures and the passivity of students in courses [5]. This emphasis on narrationcreated students who were alienated from the learning process [6]. The

Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen Schultz, Brigham Young University; Aaron R. Hawkins, Brigham Young University

Tagged Divisions

Cooperative and Experiential Education

. The key features of theprogram are (1) a single point of entry, (2) long-term and authentic research experiences, (3)participation in a broader impact project, and (4) personal mentoring between students andfaculty. Since its inception in 2003, the program has had 251 total student participants that havepublished 225 peer reviewed publications and 75% have continued on to graduate school.1. IntroductionA recent report analyzed what made students view their undergraduate education as being worththe cost [1]. The three largest factors were the following: • “My professor cared about me as a person.” • “I had a mentor who encouraged me to pursue my goals and dreams.” • “I had at least one professor who made me excited about learning.”All

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martha M. Snyder, Nova Southeastern University; Manuel Salinas, Nova Southeastern University; Molly J. Scanlon, Nova Southeastern University

Tagged Divisions

Cooperative and Experiential Education

learning from experience or learning by doing. Experiential education first immerseslearners in an experience and then encourages reflection about the experience to develop newskills, new attitudes, or new ways of thinking [1].” Experiential learning serves as a foundationfor lifelong learning and the development of the whole self as a citizen, family member andhuman being [2]. Various theories, guidelines, and principles have been identified in the researchliterature that can be used to guide the instructional design of experiential learning in coursecurriculum.Kolb’s experiential learning theory (ELT) provides a process framework that can be used in avariety of different learning settings. There are four modes in the ELT learning cycle

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Renee Kaufmann, University of Kentucky

Tagged Divisions

Cooperative and Experiential Education

in the Summer of 2020. These data will help to further refine workshop content,as well as provide guidance to faculty about communication skills that should be more heavilyaddressed in the classroom.IntroductionCommunication skills are crucial for the success of practicing engineers, with engineersspending 64% of their time at work on communication [1]. Further, “given the escalatingdemands for 'work-ready’ undergraduates and the resulting heavy workload of engineeringfaculty and students, adding direct and recurring communications instruction to the engineeringcurriculum represents a significant challenge” [2]. Therefore, in order to address concerns foradding communication instruction, engineering programs have collaborated with

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

Rachael E. Cate, Oregon State University; Donald Heer, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

. IntroductionOregon State University's (OSU) School of Electrical Engineering and Computer Science(EECS) has been engaged in an ongoing study examining the Electrical and ComputerEngineering (ECE) undergraduate degree program. The key research questions were: 1. What educational experiences contribute to ECE seniors’ success in the senior design capstone year? 2. What instructional practices best facilitate these transformative educational experiences?In a previously-published literature review paper [1], key transformative educationalprogrammatic influencers were identified. Emancipatory Action Research (EAR), a pragmaticqualitative epistemology, and a critical mixed-methods approach were also identified as bestfitting methodological frameworks 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

Kyle Dukart, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Ben Guengerich, University of Minnesota - Anderson Student Innovation Labs

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

supportgrowth in the use of campus makerspaces both in numbers of students and the diversity ofbackground and major. Makerspaces have increasingly become part of the landscape of collegesand universities over the past decade, especially in engineering colleges where experientiallearning and design experiences are viewed as essential building blocks in educating newengineers [1]-[3]. Although it is exciting to have these new spaces filled with prototyping tools,professional support, and sets of student super-users, it is imperative that college makerspaces beaccessible, available, and intriguing to the breadth of students enrolled if we want theseparticular resources to positively impact more than a fraction of the student body. Institutionsmay find it

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

) program during the summers of 2018 and 2019.This paper presents the results of this program for the second year of operations (in 2019) andcompares them to the results from the prior year. It provides an overview of the program and thechanges made between the two years. It also discusses the different research topics that studentsworked on during both years of program participation. The benefits that students sought andattained are also reviewed.1. IntroductionThis evidence-based paper presents an assessment of the second year of a REU program at theNorth Dakota State University (NDSU). The NDSU Department of Computer Science hashosted two years of a National Science Foundation-funded research experience forundergraduates (REU) program. The

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Huynh, University of California, Irvine; Helen L. Chen, Stanford University; Krishnaswamy Venkatesh Prasad, Ford Motor Company; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

andgrow by providing insights into the design of engaging and compelling internship experiencesfor students and potential future employees.1. Motivation and BackgroundExperiential opportunities in the form of internships in industry represent significantopportunities for engineering students to gain knowledge about the professional workplace andinsights into potential future careers. While there appears to be no singular definition ofinternships in the literature or in practice [1], the National Association of Colleges andEmployers describes an internship as “…a form of experiential learning that integratesknowledge and theory learned in the classroom with practical application and skills developmentin a professional setting. Internships give

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brandy Maki, Minnesota State University, Mankato; Cody Mann, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

presents a challenge, yet it also opens the opportunity to create novel solutions.The first group of student engineers began this program in 2019. This WIP seeks to answer thequestion, “How can we maximize the student engineer’s confidence, persistence, and ability toattain a co-op?” It will document the various methods utilized to motivate the first cohort as theywork to attain their first co-op. It will also attempt to categorize these methods. Future work mayinclude researching the effectiveness of each method and whether students respond differently tovarious methods.IntroductionThis research seeks to identify the most effective methods of assisting a student in buildingconfidence, being persistent, and attaining a co-op [1]. However, the job

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

bring students from across the country to auniversity campus for the summer. These students learn how to conduct real research in theirdiscipline by actually doing it, under the supervision of a faculty mentor. Many students whoparticipate in REU programs remember these programs long after the program is complete. TheREU experience of working with a faculty mentor on bona fide research is undoubtedly key tothe educational and career planning benefits that students enjoy. The best REU experiencestypically don’t happen by accident. They must be deliberately planned. Despite the importanceof this component of REU programs, minimal literature related REU social programs exists.This paper considers what makes a strong REU social program.1

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

Philip Appiah-Kubi, University of Dayton; Jennifer Nichwitz, University of Dayton

Tagged Divisions

Cooperative and Experiential Education

. c American Society for Engineering Education, 2020 WIP: Students' Perception of Collaborative Online International LearningIntroductionTeaching and learning in the digital age harness the opportunities created by internettechnologies to distribute and learn various information all over the world. This is commonlyreferred to as connectivism, and it values the impact of stakeholder information appraisal skills,virtual and personal communication skills [1], and the sense of cultural awareness. CollaborativeOnline International Learning (COIL), a type of connectivism, typically involves instructors andstudents from at least two geographically and culturally distinct areas who collaborate virtuallyon a common project for four or more weeks. The

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine McConnell, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

Internship Search ProcessAbstractThis research paper presents the findings from a study out of the University of Colorado Boulderfocused on using design thinking to improve internship search related resources and supports.The goals of the study were to 1) identify points of disconnect that students experience duringthe internship search process and 2) work collaboratively with student participants to identifyuseful, creative solutions. The identified points of disconnect can be viewed as potential points ofattrition, where students have the highest likelihood of dropping out of the internship searchprocess. By thinking strategically and creatively about how to address them, those points ofattrition can be converted into leverage points for positive