Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tracy L. Ross, Actua; Lisa Romkey, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

learning quickly - for example, you might review new curriculum, prep for the lesson, and teach, all within a short period of time. Do you think your development in these areas will be of benefit in the future, either as a student or in your career? ● In our previous conversations, you spoke about the teaching and learning environment in university - and how it can be quite limited and uninspiring in its focus on transmission-based lectures. In contrast, you described your work with (outreach program) as reflecting a broader set of teaching and learning activities, giving you an opportunity to explore subject matter and your understanding of it in different ways. Can you speak a little more to this

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

curriculum structure in the EngineeringSchool to develop a sustainable large scale project aligned curriculum proposal. A two-phase plan toexplore large-scale transition of an AREND-type structure at UP will be the next step in the process.First, the dissemination of the lessons learnt and the experience of the students involved in ARENDover the last six years will be completed using surveys and interviews. This will give a clearindication of the developmental benefits students working on AREND obtained in comparison to alarge cohort that does not participate in such programmes.Second, staff need to be trained for PBL-specific education to enable them to understand the learningpotential of an integrated PBL structure and aid in solving the possible

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

Paper ID #32256Student Perceptions of Connections Between an Introductory DynamicSystems Class and Co-Op Work ExperienceDr. Diane L. Peters, Kettering University Dr. Peters is an Associate Professor of Mechanical Engineering at Kettering University. American c Society for Engineering Education, 2021 Student Perceptions of Connections Between an Introductory Dynamic Systems Class and Co-op Work ExperienceAbstractThis work focuses on connections that students see between co-op work assignments and aspecific class in their mechanical engineering curriculum

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amitava 'Babi' Mitra, Massachusetts Institute of Technology; Timothy Kassis, Massachusetts Institute of Technology; Yuan Lai, Massachusetts Institute of Technology; Justin A. Lavallee, Massachusetts Institute of Technology; Gregory L. Long PhD, Massachusetts Institute of Technology; Alice Nasto, Massachusetts Institute of Technology ; M. Mehdi Salek, Massachusetts Institute of Technology ; Rea Lavi, Massachusetts Institute of Technology; Rebecca Shepardson, Massachusetts Institute of Technology

Tagged Divisions

Cooperative and Experiential Education

outcomes [7] also list some of these essential skills. For a higher education institution to be able to deliver an education that develops students’essential skills, it must develop strategies for action based on a clearly defined systemic vision [8].A benchmarking study commissioned by MIT [9] highlighted the need to provide students withfurther opportunities for practical engineering and for developing the aforementioned essentialskills. The NEET program, launched in 2017, reimagines engineering education at MIT. It is across-departmental initiative, focusing on integrative, project-centric learning. The program helpsfoster the essential skills, knowledge, and qualities required to tackle the complex problems of the21st century

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

limited IT support/or lack of support. Instructors having to createlabs is a problematic option since it is a very time-consuming overhead added to the regularactivities involved in teaching a curriculum. COVID-19 has recently compounded this problemdue to universities having to restrict access to labs.Creating virtual labs for cybersecurity classes has been given attention in the last few years, andASEE has published papers on the topic [1- 4]. Some universities are creating labs, while othersare using the NSF-funded SEED Labs Project. [5-7]. The authors are proposing an opensourceproject initiative that allows universities, students, and others to contribute their lab work to apublic repository hosted by an entity like GitHub. The work can be

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Candyce Hill, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

and in learning the professional skills (communications, teamwork, organization, etc.)necessary for success. While most students opted to follow the suggested schedule, about 15% ofstudents instead chose to delay course participation until later in the semester. This varying paceof participation had an unexpected impact on some of the most dedicated students, who found itdifficult to engage in productive discussions online when not all of their classmates wereworking as quickly through the materials.IntroductionSuccessful engineering programs often integrate experiential learning experiences throughout thecurriculum. Cooperative education or internship programs may be the most familiar approach toexperiential learning in engineering; in these

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carol S. Stwalley, Purdue University at West Lafayette; Robert Merton Stwalley III P.E., Purdue University at West Lafayette; Grace Lynn Baldwin; Virginia Lynn Booth-Womack, Purdue University at West Lafayette; Sarah Larose

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

for Engineering Education, 2021 Paper ID #33198Dr. Sarah E. LaRose joined the Department of Agricultural Sciences Education and Communication atPurdue University in the fall of 2018 as an Assistant Professor of Agricultural Education. She earneda Bachelor of Science in Animal Science and a Master of Arts in Curriculum and Instruction from theUniversity of Connecticut, and her Ph.D. in Agricultural Education and Communication from the Uni-versity of Florida. Dr. LaRose has over 13 years of experience in agricultural education in secondaryand postsecondary settings. Since joining the faculty at Purdue, Dr. LaRose serves as a teacher educator

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Cooperative and Experiential Education

. This essentially divided the students into two groups—synchronousand asynchronous. Students expressed both appreciation for an in-person experience but also thechallenges of engaging with their peers across multiple platforms. For winter 2021, we are onlyoffering the course in an online synchronous format. While it’s helpful to have everyone on thesame platform, we are looking forward to a return to an in-person environment in fall 2021.Another takeaway from student input and our own reflection on the course has been to includemore direct engagement with the competencies. For winter 2021, we have integrated more directwork with the competency rubrics such as working directly with the reflection prompts.A third takeaway were ideas to help