Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica Britt, Energy Systems Division, Argonne National Laboratory; Lucas W. Shoults, Energy Systems Division, Argonne National Laboratory

Tagged Divisions

Cooperative and Experiential Education

technology competition developed a “contingency thinking”strategy to pivot and address stakeholder’s needs despite the uncertain impacts of COVID-19.Contingency thinking is an adaptive planning strategy based on the principles of design thinkingand value assessment. This strategy is an iterative process which includes: assessing the value ofactivities, developing contingency plans with increasing fidelity, collecting feedback fromstakeholders, and incorporating feedback into the next iteration of contingency plans.Competition organizers employed this process because it reinforced the core mission of thecompetition and delivered minimum viable value irrespective of the ever-changing COVID-19implications. The contingency thinking process resulted in

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

immediate response for emergency remote teachingduring Spring 2020 as a campus shutdown was announced, and our planned response for remoteteaching in Fall 2020. Each account is divided into the five tracks, or threads, of the program:Autonomous Machines, Living Machines, Advanced Materials Machines, Digital Cities, andRenewable Energy Machines; we suggest readers with interest in particular disciplines look intothe appropriate sub-section. We then give a summary of feedback on remote teaching during Fall2020 provided by instructors and students in the program. We end with a discussion ofopportunities and challenges that we have identified with remote teaching, and suggestions forundergraduate instructors.A. Emergency and Planned Remote

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

, statistical analysis, simulation processes, optimization techniques, and risk analysis at the strategic and network management level. Among his research sponsors are the National High- way Cooperative Research Program (NCHRP), Metropolitan Transportation Commission in California (MTC), the Texas Department of Transportation (TxDOT), the El Paso Metropolitan Planning Organiza- tion (MPO), and the City of El Paso. His academic work is documented in more than 100 publications in peer- reviewed national and international journals, conference proceedings, books, and technical reports. Dr. Chang also serves as the Chair of the ASCE Infrastructure Systems Committee, and Vice President of isMARTI in the U. S Research Coordinator

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Divisions

Cooperative and Experiential Education

quickly changing fromeducating students in-person to online. Demonstrable psychological [38] and educationaloutcome [39] impacts on students have been documented.North Dakota was one of the later U.S. states impacted by the pandemic and NDSU initiallyplanned to close for only two weeks after spring break, in 2020, for pandemic adaptation and toprevent the spread of the disease by students who may have contracted it during the break. Inactuality, the campus remained largely closed for the remainder of the semester, excepting a fewlimited activities. The summer started with a similar approach: planning initially focused on apartial cancellation of activities and the cancellation period increased until most activities werecancelled for the entire

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

assessment provides anopportunity for students to self-assess and reflect on their competency development over thecourse of the semester by focusing on their specific project.This paper will start with an overview of the experiential learning initiative and a description ofthe key competencies being used to guide reflection and communication efforts. Next, detaileddescriptions will be provided for both the new course and the pre/post assessment effortincluding deidentified samples of student work. This will be followed by an initial assessment ofstudent outcomes, a review of student feedback, and plans for modifying these efforts in thefuture. Finally, a description will be provided for how these efforts are also helping to inform thecreation of a

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dennis Rogalsky P.E., Minnesota State University, Mankato; Ronald Ulseth P.E., Iron Range Engineering

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

Andriessen’s[4] dual purpose of DBR model as illustrated in Figure 1. The focus of the program design isprogressive refinement through the problem statement; defining the design and learningobjectives; planning (project management) of the curricular design, development of thecurricular ideation and selection of a design for initial implementation; and ultimately acontinuously reformed model with a curricular model improvement process. The focus of theresearch design is to establish the research questions; identify the learning theories applicable tothe research work; design of the research work that influences the curricular implementation andimprovement; and ultimately to disseminate what is learned and add to the body of knowledgeon engineering

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L Peters P.E., Kettering University; Ronald E Kumon, Kettering University; Gabrielle Feeny

Tagged Divisions

Cooperative and Experiential Education

, a midwestern STEM-focusedinstitution, received an internal grant to develop a class in research for undergraduates. Thisclass, which is designed to be offered online either for cohorts or for individual students as anindependent study, contains information and resources on a diverse range of issues such asmotivation for research, research ethics, planning a research project, conducting literaturesearches, experimental procedures, keeping lab documentation for various types of projects, dataanalysis, technical writing, intellectual property, and issues relevant to scoping out one’s ownresearch project.This paper will give the background for the course development, evaluation of the requiredcontent and decisions on structure and format, and

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

are widespread in undergraduate experiences ingeneral, with a participation rate of at least 60% [10]. Other data from the National Survey ofStudent Engagement suggests that as of the 2017-2018 academic year, 52% of seniors hadcompleted or were in progress of internships or co-ops, with a further 23% of respondentsplanning to do one [11].Internships may play a unique role in engineering career paths. According to the National Surveyof Student Engagement, engineers were more likely to complete or plan to complete aninternship or co-op than most other fields (with 58% of seniors having completed or being inprogress of an internship or co-op and another 26% planning to do one in the future) [11]. Do etal 2006 suggests a link between internships

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

the Rising Scholar NSF S-STEM program in the Summer of 2017 as a Graduate Research Assistant. She completed her Bachelor of Science degree at Purdue University in Agricultural and Biological Engineering (ABE) with a focus in Environment and Natural Resources Engineering. She has worked with the Rising Scholars’ Program during the completion of her Master of Science in Agricul- tural and Biological Engineering and into her current Ph.D. program at Purdue University also in ABE. As part of the Rising Scholars’ program, she has helped plan and organize the student recruitment events, align students with summer research experiences and faculty mentors, and conduct student interviews for program analysis and evaluation

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

in some courses- in a collaborative remote learningway? How to compensate for the cancellation of the international exchange of studentsenrolled in engineering programs?The presented study includes: (i) The methodology used for the selection of subjects in whichcooperation was established; (ii) The collaboration plan of the lecturers involved; (iii) Thedesign of the experiences for the realization of remote practices "hands on" (via VPN); (iv)The selection of the technological platforms that would best be adapted for the collaborationand exchange of material; (v) A description of how the didactic techniques and spaces forinteraction were chosen at different levels (student-student, student-teacher and teacher-teacher).Finally, a brief

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

study through the act of teaching and mentoring youth in STEM outreachprogramming, and so it was determined that this phenomena was worth exploring further. It wasalso through a discussion with program directors that led to the second reflection question onchallenging assumptions, as they identified this as part of the learning experience for theirinstructors.A summary of key questions and themes is outlined in table 5, below, and the full reflection andinterview protocol is available upon request.Table 5: Interview and Reflection Protocol June: Interview 1 ● Why did you pursue this opportunity? ● How does it link to your future plans/field of study? ● What training did you receive this summer? What additional training would you like to

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lynn Merritt Ekstedt, Oregon State University; Nikki James, Northeastern University; Kemi Jona, Northeastern University; Erich White, Oregon State University; Scott Paja, Oregon State University; Josefine Fleetwood, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

Paper ID #34370Virtual Internships: Accelerating Opportunity Through DisruptionMs. Lynn Merritt Ekstedt, Oregon State University Ms. Lynn M. Ekstedt is an Employer Relations Manager in the Oregon State University College of En- gineering, where she supports student-employer engagement and the college strategic plan as it relates to student placement in both entry-level and internship positions and experiential learning opportunities. Ms. Ekstedt has worked in this capacity in the university setting for over 7 years. She also has over 15 years of experience working as an engineer, primarily with small electronics

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dimitrios Bolkas, Pennsylvania State University; Mojgan A. Jadidi, York University; Jeffrey Chiampi, Pennsylvania State University; Muhammad Usman, York University

Tagged Divisions

Cooperative and Experiential Education

immersive virtual reality approach can be used in caseswhere students need to experience surveying practices in higher detail and higher degree offidelity (e.g., complex terrains and city environments). Hopefully, further development of virtualreality hardware can reduce their cost, making accessible to wider audience. In other hand,enhanced 3D semantic virtual world information in the game-based tool will have promisingresult.Future work will focus on further developing the two software to include additional surveyingscenarios, functions, instruments, and environments. In addition, we plan in implementing bothsoftware to the same group of students, which will allow us to gain additional insights in thesynergies between game-based and immersive

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

students not yet matched with mentors) outlining their progress, questions, and plans. 25 bonus points could be earned by submitting 8 or more weekly updates during the semester.The opportunity to earn bonus points was designed to encourage students to make a sustainedeffort in developing the professional skills and work habits necessary for success in research.Since EGR 193 was designed to support experiential education, it was important for students toengage in and reflect on their research activities beyond the course. Table 1: Suggested Timeline for Course Activities and Assignments Week Topic Assignments 1 Welcome

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

jobimpacts their view of the material learned in class.Structure:The essay should contain the following elements. These are not separate questions; there shouldbe a logical flow and transitions between the paragraphs. • A description of your co-op assignment, with sufficient detail so that a reader could understand what industry the company is in, what they do in general, and what your specific role is. You may also include information on what you plan or hope to do in future co-op terms, if this is different than what you’ve done to date. • A description of what you feel you’re learning in COURSE NUMBER. This must include a description of the course content, but may also include skills such as general problem

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

. Students and instructors can present their work as conferencespeakers and workshops. Partners can also attend these conferences to recruit college graduatesand internships for those still attending.As we continue to add to the labs, we plan to formalize our research, collect data on theprogram’s success utilizing questionnaires, and research whether the outcomes led to continuedinterest in pursuing cybersecurity internship, jobs and enrolling in graduate programs incybersecurity. The authors are also interested in collecting demographic data to study non-represented populations in cybersecurity. The research outcomes will be reported in futureconferences.References[1] Mendlein, A., & Nguyen, T., & Rege, A. (2020, June), Cybersecurity

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