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

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Koopman, Virginia Polytechnic Institute and State University; Robert S. Emmett, Virginia Polytechnic Institute and State University; Nicole P. Sanderlin, Virginia Polytechnic Institute and State University

Tagged Divisions

Cooperative and Experiential Education

students;the positive results of internships may even be contingent on certain qualities of the experience.For example, Raelin et al 2014 showed that the increase in student self-efficacy in internshipsdepends on students feeling as though they have made an impact on their organization, had theopportunity to work in teams, and were able to apply knowledge from their majors [21].Informal evaluation and inflexibility in internships may form a barrier to student learning goals,and students are not always fully prepared for their internships [16], [22]. This is particularly aproblem since internships may be formally integrated into curricula or even take the place ofcapstone projects [23], [24].Yet despite these difficulties, internships enjoy

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