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

Paper ID #29854Exploring how innovation self-efficacy measures relate to engineeringinternship motivations and outcomesAmy Huynh, University of California, Irvine Amy Huynh is a mechanical and aerospace engineering undergraduate student at the University of Cal- ifornia, Irvine. She is interested in better understanding and supporting the experiences of female and underrepresented engineers in the classroom and in industry. She is a Brooke Owens Fellow and has interned at NASA Goddard, Made In Space, and NASA Ames.Dr. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab

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

self-efficacy. In addition, thisstudy examined whether the relationship was different between genders. The students in the classwere from eight universities and worked in teams with a mentor from a government agency orlab who provided them with a real unclassified cybersecurity problem. The study was conductedin 2016 and included a sample of 18 students (males=13 and females=5) who responded to a pre-survey and a post-survey (Cronbach’s alphas for both surveys =.96) that measured researchedself-efficacy using a 100-point Likert scale (0=complete uncertainty and 100=completecertainty). Due to a small sample, a Wilcoxon Signed Rank Test and a Mann-Whitney U Testwere used to analyze the data. As part of the posttest, students were asked open

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

to theengineering CoP as well as their imagination of their current relationship to the CoP in the formof self-efficacy. Two data sources were used to operationalize participants imagination as a modeof belonging: pre-post administrations of a self-efficacy survey and post-program used to probefor how participants’ saw themselves in relation to the CoP. Self-efficacy. The self-efficacy measure focused on participants’ imagined sense of theirown current capabilities related to engineering. At two points in the program (pre and post), REUparticipants were asked to rate themselves on a scale from 0 (Completely Unconfident) to 100(Completely Confident) with respect to their current level of self-efficacy or confidence forinnovation and

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

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Diversity

Tagged Divisions

Cooperative and Experiential Education

approaches students spend extended time (oftenmultiple semesters) working with engineering professionals outside the classroom [1]. These“co-op” experiences can have positive impacts on engineering students’ academic performanceand future compensation [2], [3], as well as strengthening self-efficacy, career development andpractical engineering skills [4]–[6]. Undergraduate research is another form of experientiallearning that allows students to engage in problem solving and investigative processes in alaboratory or with a research group. Undergraduate research is a “high impact” learningexperience [7], [8], although its value depends in part on how well students are integrated withand supported in the research setting [9]–[12].At a large research

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

Beata Johnson, Purdue University at West Lafayette; Joyce B. Main, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

, orSES. In the third and final pass, we focused on reading for details related to themes identified inthe initial analysis, including discussion of the conceptual framework and patterns in types of out-of-class involvement.Findings and DiscussionProfessional Development Outcomes Associated with Student Organization Involvement.Researchers have defined and examined student outcomes impacted by out-of-class experiencesin a variety of ways. In the realm of professional development, these outcomes range fromintellectual and competency development to value constructs (e.g., ethics, professionalresponsibility, sustainability affect) and constructs of self-efficacy and professional identity(including sense of belonging, work self-efficacy, and

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

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Diversity

Tagged Divisions

Cooperative and Experiential Education

, inclusion and self-efficacy from thelearning sciences in a suite of program components designed to advance students into STEMcareers. Unlike many research experience programs, Akamai accepts students from diversebackgrounds with a wide range of GPAs and early in their college years, when they are most atrisk of leaving STEM - 56% are lower division students upon acceptance. Akamai also providessupport for mentors to instill inclusive, collaborative mentoring practices and to ensure mentorscan effectively prepare interns for integration into the 21st century workplace. To date, Akamaihas paired over 350 STEM undergraduates representing the full diversity of the islands includingmany groups traditionally underrepresented in the STEM workforce such as

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

internationally), knowledge production, philanthropy, socialentrepreneurship, voluntary simplicity, self-efficacy and independence and occupationexperiences [13, 14,15,16,17,18, 19]. These studies found that study abroad experiences have astrong influence on multiple markers of personal and professional growth, however, this impactvaries based on the amount of time elapsed since the experience [20].Higher education institutions have been settings elevated goals of facilitating high-impactlearning experiences such as study abroad programs. During 2018-19, the number of U.S.students who studied abroad for credit grew by 1.6 percent that represented about 1.8 percent ofall U.S. students enrolled at institutions of higher education in the United States [21

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

/ngv:78746.[3] K. A. J. Mohr and E. S. Mohr, “Understanding Generation Z Students to Promote a Contemporary Learning Environment,” J. Empower. Teach. Excell., vol. 1, no. 1, pp. 84–94, 2017, doi: 10.15142/T3M05T.[4] H. Hyytinen, A. Toom, and L. Postareff, “Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students,” Learn. Individ. Differ., vol. 67, no. August, pp. 132–142, 2018, doi: 10.1016/j.lindif.2018.08.004.[5] S. K. Wang, H. Y. Hsu, T. C. Reeves, and D. C. Coster, “Professional development to enhance lecturers’ practices in using information and communication technologies (ICTs) as cognitive tools: Lessons