Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Peters, Kettering University

Tagged Divisions

Cooperative and Experiential Education

, typically taken in the second half oftheir junior year or the first half of their senior year. Students in the course wrote an essay, as arequired assignment, in which they reflected on the links between their co-op work and thecourse, and were asked for permission to use those essays in the professor’s research on thistopic. Analysis of the essays shows that students typically did see connections; in many cases,these were connected to the course content. However, in other cases, students noted that they hadlearned problem-solving skills, time management, or other skills that were not directly connectedto the class content, which were also useful in their co-op assignments and future careers. Theresults of this work can be used to motivate students

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

is pragmatic and integrative.3.2 The ECE Junior Design Course SeriesIn order to support transformative learning for capstone students, we implemented a two-termcourse sequence in the junior year, or ECE Junior Design. As a precursor to ECE CapstoneSenior Design, the two-term junior sequence created a scaffolding experience where studentswere introduced to project engineering with a lower-stakes, short-term set of experiences.Students were introduced into the culture of design and team project engineering based on thestructure of the experiential course setup and assignments included. They were guided throughsteps to help them develop professional identity, including readings on the topic and assignmentsfocusing on job preparation and career

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

, Technical University of Denmark Anna Friesel is Professor at the Center for Electro-technology, DTU Diplom - Technical University of Denmark, Campus Ballerup. She is also the president of the EAEEIE - European Association for Educa- tion in Electrical and Information Engineering, which is a European non-profit organization, with mem- bers from nearly seventy European Universities, most of them teaching in the area of Electrical and In- formation Engineering (EIE). Anna Friesel is a member of the IEEE Educational Activities Board (EAB) Faculty Resources Committee (FRC). The mission of the EAB FRC is ”to promote the continued evo- lution of engineering education and the career enhancement of Engineering, Computing and

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

ascomputer programming or PCB design; expressing new or rekindled interest in science andengineering topics; acknowledging the value of new professional relationships. Because thesurvey was anonymous it is not possible to directly attribute quotes to individual students;however, a sample of quotes is as follows:"My time as an intern provided me with amazing work experience in the field of aerospaceengineering.""Maryland Space Grant Consortium definitely has affected my career path tremendously. Beinghere has helped me understand my likes and dislikes and also what I would want to do for futurestudies. It has also exposed me to the different aspects of engineering and connected me withother engineers as well.""It broadened my horizons by placing me

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carlos Martin Chang, Florida International University; Adeeba Abdul Raheem, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

experiences develop essential skills needed tosucceed in the ever-increasing global marketplace and are appreciated by prospective employers.Also, students with international educational experiences have increased awareness of careeroptions and a clearer idea of their career goals [8,9]. Braskamp [1] suggested that study abroadexperiences enhance global learning and development, which has become the core of holisticstudent development.One of the most important goals of any study abroad program is to broaden students’ globalperspectives and train future leaders to be more effective, respectful of other cultures. Studieshave demonstrated that these programs have the potential for nurturing a global citizenry ifeffective pedagogical techniques are

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Radana Dvorak, City University of Seattle ; John L. Whiteman, University of Portland

Tagged Divisions

Cooperative and Experiential Education

University of Seattle managing degree and certificate programs and teaching various CS courses. Her current research interests are related to teaching in STEM fields. She advises the cyber security club, and is a member of several organizations including OWASP-Portland Chapter. Dr. Dvorak is passionate about teaching, technology, career pathways and student success.Mr. John L. Whiteman, University of Portland John L. Whiteman is a security researcher for Intel Corporation and a part-time adjunct cybersecurity in- structor for the University of Portland. He also teaches the UC Berkeley Extension’s Cybersecurity Boot Camp. John received a Masters of Science in computer science from Georgia Institute of Technology, a

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

more active role in shaping theprogram’s direction, the authors decided to survey current and past student leaders to gatherfeedback on the program’s growth to date.Survey designFor this study, the researchers surveyed current and past OHI/O student leaders for threepurposes: (1) to determine why the students took on a leadership role within the program; (2) tounderstand whether being involved with the program shaped their college experience, helpedthem secure employment, or provided them with useful career skills; and (3) to test thehypothesis that participation in the leadership of the program led to transferable skills in theworkplace. This study qualified and was approved as Institutional Review Board (IRB)-exemptresearch.The research team

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

the co-op employmenton the students’ behavioral traits and competencies and, in particular as it relates to employerbehavior and work conditions. On that front, research shows that socialization, mentorship aswell as a positive and nurturing work environment have a quantifiable effect on student well-being and development [4].The engineering curriculum at University of Detroit Mercy is designed to direct the studentstoward professional practice very early, requiring three co-op semesters beginning in the summerof their freshman year. The likelihood of professional success and, more importantly, the levelof satisfaction derived from a professional career are due, in no small part, to self-knowledge andto the use of that knowledge to place

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

identified as one of theweaknesses of the laboratory’s organization, and the supervisors readily demonstrated awillingness to integrate activities that might promote good writing habits. As is typical forresearch labs at our school, most members of this research lab are non-native English speakers.We surveyed students on their career objectives, allowing them to pick more than one choice,with the aim of understanding their needs and goals in relation to scientific communication.Table 1 presents the answers to this question. Nbr ofCareer Objectives responsesIndustry (non-research) 10Teaching (professor, course lecturer,etc.) 3Research in

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

discipline. In particular, it asks:“what skills have students developed during their academic career before they enter a workenvironment?” In particular, this study focuses on co-op programs and work experienceduring a student’s education. Co-op has evolved over the years, changing and adaptingaccording to students, as is discussed by Haddara and Skanes [1]. This means that there arevarious forms around the world. Due to the location of this study (i.e. Toronto, Canada), welooked at the Canadian Association for Co-operative Education (CAFCE), as they discusswhat contributes to a successful co-op program in today’s age. They outline a pre-training forstudents that would foster transference of skills into the workplace so that they may developand gain

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

societal challenges; and 4)perform data collection, analysis and presentation in order to answer research questions andshare research results with a professional audience. The course also emphasized critical thinking,multidisciplinary perspectives, leadership and team-based problem solving. To achieve thecourse learning objectives, the course focused on problems associated with an aging sewersystem, generally, and the lack of local sewer infrastructure data, specifically. This course wasexperimental in that it introduced design thinking through an experiential learning project earlyin engineering students’ academic careers. Traditionally, design capstone courses are offeredtoward the end of students’ course of study after core courses and textbook

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

4 5 6 7 sustainable I enjoy the creative aspects of developing designs 1 2 3 4 5 6 7 In design, assessment of the potential impacts on economy, environment, and society is important 1 2 3 4 5 6 7 I enjoy the construction and building aspects of design 1 2 3 4 5 6 7 Learning about sustainable design will be useful for me in my future career 1 2 3 4 5 6 7 If income was not a factor, I would prefer a job related to sustainable design

Conference Session

CEED Technical Session I: WIP: Experiential Learning Potpourri

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Jones, North Dakota State University; Jeremy Straub, North Dakota State University

Tagged Divisions

Cooperative and Experiential Education

obtained itthan ‘real-world project experience.’ Furthermore, the ‘improved chance of being hired indesired field’ had less students seeking and/or obtaining it. This lends to the notion that studentsview the benefits of these competitions as applying to their fields in general and aren’tnecessarily looking for a career in robotics. This is also evident in Figure 3, which has onlytwenty percent of students identifying that a resume item is a reason for joining the project.Although, the graph in Figure 8 provides further details to this and suggests that studentparticipants wouldn’t necessarily be opposed to a job in the robotics field.The data in Figure 4 shows that all the surveyed students associate their participation with anincrease in their

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

GovernmentCreating the Foundation for Exploration—Engineering 110Establishing a strong mechanism to support students in the intentional exploration of learningexperiences is integral to the success of the experiential learning framework. In order toaccomplish this, we will leverage Engineering 110, an existing elective course that currentlyserves around 300 students per year (approximately 20% of first-year engineeringstudents). Engineering 110 provides students the opportunity to explore the breadth ofeducational and career opportunities available to engineers.Engineering 110 is engaged in a multiyear redesign process through a University-wide effort totransform high-impact, large-enrollment introductory courses at U-M. Prior to this effort, thecourse was

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

technical skills.Although these are necessary for career success and productive work, students must also developcapacities for authentic engineering practices within authentic engineering communities.Specifically, they must develop practices for engaging ill-structured, ambiguous problems, andnavigating complexity and uncertainty through careful, creative application of deep knowledgethat characterize engineering design1. And they must do so in collaboration with others,communicating successfully with diverse stakeholders in formal and informal settings2. Finally,they must cultivate the ability to reflect on the quality of their innovation and communicationefforts3.The NSF and other sponsors fund research experiences for undergraduates (REU

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

academic interests. Ben has degrees in mechanical and aerospace engineering from Case Western Reserve University and started his career at CWRU’s think[box] makerspace. Outside of his work in the Anderson Labs, Ben mentors students on a local high school robotics team and likes working on projects that blend music and engineering, like a piano that sends real time musical instructions to a choir, and giant musical Tesla Coils. c American Society for Engineering Education, 2020 Makerspaces for the Multitudes - Strategies to Expand Access and Use of a College MakerspaceIntroductionThis evidence-based practice paper reports the effectiveness of various strategies 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

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

toengineering. Other actions were reported as assisting the student to increase confidence that didnot fit into the four general categories were grouped in to an “other” category. 1a. Job Search SkillsThe most prevalent attribution by students of increased confidence in job search was learning jobsearch skills. These skills included marketing oneself through activities such as: writing a coverletter and resume, understanding what skills are relevant, understanding how to interview andanswer different types of questions, understand how to search for jobs, dressing professionally,sending thank-you letters, developing a LinkedIn profile, being an active participant in careerfairs, and networking. One student stated that “career fairs helped as well

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

contributed to your confidence that was learned 4 during this project? Was there anything that altered or confirmed your idea of what an engineer 5 does resultant to your work on this project? Do you feel this project was a worthwhile experience to help you on a career 6 trajectory as an engineer? What is your view of undergraduate research in the undergraduate engineering 7 education process? What were the most valuable things that you learned from the principal 12 investigator? What were the most valuable things that you learned from the graduate student 15 [mentor]?