Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert B. Bass, Portland State University; Jen Lindwall, Portland State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

learn about thedesign, planning, and operation of these facilities and contribute to industry-leading projectsaimed at enhancing grid reliability, renewable energy integration, and energy efficiency.As is often the case with many MSIs, PSU hosts multiple programs that serve historicallyexcluded students, including career services, mentoring, and internship preparation. The PEIprogram will leverage the offerings provided by two such programs, the Center for Internship,Mentoring and Research (CIMR) and the Engineering Work Experience (EWX). CIMR 1provides multiple career-related resources to students, including mentoring, advising, and careerdevelopment. CIMR programs support diversification of the regional workforce. EWX2 providesa structured

Conference Session

Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eric Dino Andrews , E.I.T., BPR Surveying; Sherin Ashraf-Hanna E.I.T., ECS Mid-Atlantic; Paul John Ackerman Jr., York College of Pennsylvania

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

: Benefiting First Year Students and Co-op Employers with Student Developed Lesson PlansThis paper discusses the methodology and results of utilizing students’ experiential learning fromco-ops to develop lesson plans that better meet industry expectations for future co-op studentswhile also meeting the course and student outcomes. Engineering students at York College ofPennsylvania (YCP) are required to partake in at least two co-op experiences. The first requiredco-op is during the summer, after the completion of the students' second academic year. Manystudents select a co-op which involves land development or stormwater management and toprepare students for this field, first year civil engineering students take a civil site design

Conference Session

Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Atlas Vernier, Virginia Polytechnic Institute and State University; Ernesto Adolfo Cuesta Alvear, Virginia Polytechnic Institute and State University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

engineering education. ©American Society for Engineering Education, 2025 WIP: Building Buy-In for a Campus Wide Interdisciplinary Projects Class Abstract This work-in-progress empirical research paper aims to describe and define the process ofengaging stakeholders and gaining buy-in for a new vertically integrated project-based learningclass offered at a large mid-Atlantic research university. This course was designed in part toprovide undergraduate students the opportunity to engage in hands-on learning at the 2000 and4000 levels to increase professional competencies, but now also seeks to fill a new “bridgeexperience” requirement in the students’ plan of study

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brian Khoa Ngac, George Mason University; Nirup M. Menon, George Mason University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

peers. Allstudents are informed they should put their EXL project efforts as experience on the resume,which has helped many get jobs prior to their graduation – and some even received job offersdirectly following the completion of their project by the industry participants themselves. TheBPI projects are run as a course elective through the student’s degree program. BPI projects arefocused on having students identify the organization’s business challenges, recommend atechnology solution to address that business challenge, and develop an implementation plan forthe recommended solution. The CySec projects operate similarly and have an additional benefit– they are funded by the CCI grants resulting in student stipends towards their project

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatemeh Mirzahosseini Zarandi, University of Cincinnati; David Reeping, University of Cincinnati

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

student reflections (n = 4,238) collected by the cooperative education office ata large Midwest public university to identify substantive themes and form an interview protocolto explore the two constructs of interest. We used descriptive analyses with closed-ended responsesin the reflections and inductive coding with the open-ended responses. After extracting relevantinsights from the reflections, the next phase will employ a phenomenographic lens to pinpoint howcollege and cooperative education (co-op) experiences influence engineering students'professional identities and career goals. We plan to conduct interviews with approximately 15students. We expect that by identifying ways to better align team-based activities with real-worldteamwork

Conference Session

Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justin C Willis, University of Maine, Advanced Structures and Composites Center.

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

. What considerations should I make when planning a material test for physical or mechanical characteristics?2. How can I use standardized testing procedures to make my testing safe and replicable?3. How can hydraulic or electromechanical test frames at the ASCC be used to perform mechanical testing?4. What measures can I take to ensure the accuracy of electrical signals collected as part of my measurement and testing system?5. What information is necessary and prudent to document as part of completing a testing experiment?4.2.2. Content Outline The level two content outline is divided into three subject areas. When a subject area ispresented as a micro-badge, this will be identified in the list header in parenthesis.Experimental

Conference Session

Experiential Learning and Professional Skills and Competencies: Attainment, Assessment, and Evaluation.

Collection

2023 ASEE Annual Conference & Exposition

Authors

Philip Warren Plugge, Central Washington University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

research provided a frameworkfor the collection, analysis and synthesis of information a student would perform during theinternship as a structured course. His collection of information in the course was categorized insix main areas of observation, participation, managing, self-analysis of work effort, outside workactivities and a professional development plan. Adcox [3] developed a system where thespecified tasks and artifacts could be measured to gain an understanding on constructionconcepts that were acquired by the students in an applied construction management setting usingthe internship as the course. This approach helps provide an example on how activity based,evidence-based or problem-based learning can be used in construction management

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Match Ko, University of Hong Kong; Fu Zhang, University of Hong Kong; Chun Kit Chui, University of Hong Kong

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

engages students in hands-on projects,enhances their practical and project management skills, and gains valuable experiential learningexperience. It also adapts the Students as Partners (SaP) method to cultivate students' sense ofownership and responsibility in their SIGs. Academic advisors and participating studentscollaborate in various decision-making processes, including planning, funding acquisition,recruitment, training, prototyping and deployment.This practice paper offers an in-depth exploration of the SIG program hosted within the HKUInno Wing, delving into governance aspects such as the management structure, funding model,resource allocation, and development support. It showcases two exemplary SIGs as case studies:one centered on bio

Conference Session

Experiential Learning and Professional Skills and Competencies: Attainment, Assessment, and Evaluation.

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily Buten, University of Michigan; Jack Boomer Perry, University of Michigan; Aaron W. Johnson, University of Michigan

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

important.The interview protocol was designed to correspond with Experiential Learning Theory’s (ELT)learning cycle (A. Y. Kolb & Kolb, 2009; D. A. Kolb, 1984). The learning cycle is composed offour parts: concrete experience, reflective observation, abstract conceptualization, and activeexperimentation. During the cycle an individual experiences an event (concrete experience),reflects on said experience (reflective observation), congeals said reflections into abstractconcepts (abstract conceptualization), and plans on using the concepts in future situations (activeexperimentation). The theory was selected to frame how/if students are learning professionalskills experientially through their participation in engineering project teams. Since project

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimberly LeChasseur, Worcester Polytechnic Institute; Fiona Levey, Worcester Polytechnic Institute; Ahmet Can Sabuncu, Worcester Polytechnic Institute; Alireza Ebadi, Worcester Polytechnic Institute; John McNeill, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

(74%), and, to a lesser extent, technical work (45%). This patternhighlights the relative benefits of capstones for developing professional skills beyondstrengthening the technical core knowledge taught in other coursework.3 Context: Capstones at Worcester Polytechnic Institute (WPI)In the turmoil and social upheaval of 1960s, a group of faculty at WPI pioneered a substantialchange to education at WPI. At that time, education at WPI gave students little room to becreative as every student was given a prescriptive curriculum that had to be strictly followed.Engineering instruction did not include social paradigms and challenges of the time. The Plan,adopted by the faculty in April 1970, brought radical change to education at WPI. The Planwould

Conference Session

Cooperative and Experiential Education Division (CEED): Identity, Motivation & Belonging in Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kenya Crosson, University of Dayton; Elizabeth Generas, Wright State University; Leanne Petry, Central State University; Melissa Karlin, St. Mary's University; Margaret Pinnell, University of Dayton; Camryn Lanise Justice, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

research program; and uses her professional skills to advance initiatives and outreach at the university, in her STEM field, and her community. Kenya teaches courses in engineering design, hydraulics, water treatment, and water quality. Her research program focuses on water treatment and water quality, and she collaborates with diverse, interdisciplinary teams to develop, characterize, and evaluate new materials for drinking water and wastewater treatment applications. Dr. Crosson’s leadership activities allow her to work collaboratively to advance institutional goals and mission within her department, the School of Engineering, and the university. She facilitated the strategic planning implementation team’s revisioning

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert B Bass, Portland State University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

and part-time during theacademic year. Proximity of the worksites to the PSU campus enables the interns to participate inthe program while attending school full-time. During the academic year, students average fifteenhours per week, adjusting their work schedule according to their academic workload. The internsare allocated 930 hours per year, 480 in the summer and 450 during the academic year, whichthey can plan as they see fit. The internships provide meaningful financial support for thestudents, who can earn up to $21k if they use all of their allocated hours. Such funding isparticularly important for the typical student who attends a minority serving institutions, such asPSU [2, 3].The PEI is open to engineering students in their junior

Conference Session

Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, The University of Texas at San Antonio; Robin Lynn Nelson, University of Texas at San Antonio; JoAnn Browning P.E., The University of Texas at San Antonio

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

? Q49 - What was the quality of yourPOST 172 2018-2024 1.73 0.517 faculty mentor meetings?Qualitative data. Each REU participant also responded to one qualitative question in the post-assessment that specifically aimed to elaborate on the details of their NHERI REU mentorexperience and two questions that provided students the opportunity to expound on their overallexperience. These two questions often included references to their mentor experience: 1) Q50 - Describe how your mentor interactions could have been improved, if at all; 2) Q31 - How did your participation in the NHERI REU Summer Program influence, impact, or affect your future career plans?; and

Conference Session

Cooperative and Experiential Education Division (CEED): Developing Professional and Career Readiness

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laurie A. Sutch, University of Michigan; Caitlin Hayward

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

aspect of the higher education student experience.At the University of Michigan, a central unit has created a tool that helps students plan and tracktheir academic, co-curricular and professional experiences, build core competencies, andassemble all the pieces to tell their story, their way – to employers and beyond.The tool is adaptable to the needs of the programs partnering with the central unit to develop thisplatform – currently engineering, business, and public health. As a first step, the tool allows eachprogram to determine which competencies they want their students to engage with, and how. Theengineering college, for example, has some integration with coursework to automatically movestudents through different levels of the program, but

Conference Session

Experiential Learning : Global Models and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fangqing Yi, Tsinghua University; Xiaofeng Tang, Tsinghua University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

. According to the EducationDevelopment Plan for Graduate Students of Professional Degrees (2020-2025) issued by theAcademic Degrees Committee of The State Council and the Ministry of Education, the orientationof professional master's degrees is to cultivate application-oriented specialized talents, and theintegration of industry and universities in the construction of joint training bases is taken as animportant condition for institutions seeking professional master's degree authorization. Accordingto the policy documents, training units shall jointly formulate training plans together withindustries and carry out the construction of joint training bases. 1One of the characteristics of theadmission of full-time engineering masters degree in China is

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati; So Yoon Yoon, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

assumptions, Stage 4. Recognition that one’s discontent and the process of transformation are shared and that others have negotiated a similar change, Stage 5. Exploration of options for new roles, relationships, and actions, Stage 6. Planning a course of action, Stage 7. Acquisition of knowledge and skills for implementing one’s plans, Stage 8. Provisional trying of new roles, Stage 9. Building of competence and self-confidence in new roles and relationships; and Stage 10. A reintegration into one’s life based on conditions dictated by one’s new perspective.King [12] summarized the ten stages of Mezirow’s transformative learning theory. Heconceptualized “journey of

Conference Session

Experiential Learning : Global Models and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto; Daniel Munro, University of Toronto; Virginia Hall; Tracy L. Ross, Actua

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

participants already know their education and career intentions before theyparticipate in the program. In that case, the impact of the program on those intentions is usually amatter of reinforcing, rather than redirecting, the paths that students are already on. Results fromthe comprehensive survey appear to confirm this. 89% of WIL participants agreed or stronglyagreed that, after the WIL program, they plan to work in their field of study – a small increasefrom the 85% who agreed or strongly agreed prior to the program. The proportion who “stronglyagreed” rose from 49 to 56%. Among “high-intensity” WIL participants, 88% agreed or stronglyagreed – which marked an increase of five percentage points from the 83% who agreed orstrongly agreed prior to the

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kamryn G. Zachek, University of New Mexico; Anjali Mulchandani, University of New Mexico; Sydney Donohue Jobe, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

(1= very unconfident, 4= neither confident or unconfident, 7= very confident) Figure 2: Detail graph of "confidence" responses. Questions are listed in the order which they were presented on the survey. “Comm.” is an abbreviation for “Communicate”. The individual questions which correspond to the ‘Confidence’ block can be found in Appendix I.3.2. Changes in Student Ownership Over Research ProjectFigure 3 shows change in “ownership” results between the pre and post survey. This block ofquestions addressed the students’ comfortability in leadership positions, making decisions, andtaking responsibility for their research, and their attitudes toward making progress, solvingproblems, and actively planning/directing the research [11]. The

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., Pennsylvania State University; Erin A. Hostetler, Pennsylvania State University; Patrick Joseph Tunno, Pennsylvania State University; Christine B. Masters, Pennsylvania State University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

badgesoffer exciting opportunities beyond their traditional program of study [6]. Digital badges splitlearning into smaller units and are certified separately, allowing the student flexibility in whenand how far to further their skills.In addition to motivating learner engagement and achievement, digital badges can also be usedas a means of: 1. Supporting alternative forms of assessment, differing from standardized tests as the dominant form of knowledge assessment 2. Recognizing and credentialing learning, meeting the increasing workplace demands for evolving skills and competencies 3. Mapping learning pathways, scaffolding student exploration through a curriculum 4. Supporting self-reflection and planning, tracking what was

Conference Session

Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Igor Stanojev, University of Wisconsin - Platteville; Xiaoguang Ma, University of Wisconsin - Platteville; Hynek Boril, University of Wisconsin-Platteville

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

adaptive responses to change [3].Advantages intrinsic in Agile technologies include fast product delivery, enhanced satisfaction ofboth customers and employees, and more efficient resource allocation [4], to name just a few. Theneeds for the heavy documenting and locking-in requirements at a very early-stage time, and theconsequent resource demanding tasks such as product definition, schedule planning, and resourceallocation, typical for conventional Waterfall methodologies, become obsolete with Agile.Early after its inception in early 1990s, Scrum has become by far the most frequently appliedAgile methodology [5]. In Scrum, product development is implemented through time-constrainedcycles called sprints, where the lessons learned by the team in

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

P.K. Imbrie, University of Cincinnati; Fazel Ranjbar, University of Cincinnati; Jutshi Agarwal, University of Cincinnati

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

paper is the preliminary investigation towards a larger work. The primary step indetermining whether first COOP impacts retention is to control for confounding factors like otherparts of curriculum, extra-curricular opportunities, non-academic support, and resourcesavailable, and even student’s self-motivation to persist in the degree. Future work will also focuson exploring students' COOP experiences and how they impact students' attitudes toward theirmajors and career goals. To achieve this, we plan to collect data on students' COOP experiencesand conduct surveys and interviews to understand their effects on students' perceptions. Byinterviewing first COOP students, it can be explored what encourages students to continue inengineering

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, University of Texas at San Antonio; Robin Lynn Nelson, University of Texas at San Antonio; JoAnn Browning P.E., The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

cognitive theory (Bandura 1989): • People have the capacity to create internal beliefs and models, plans for action, and testing complex ideas; • Behavior is goal-oriented and seeks to accomplish a task; • People are self-reflective and able to analyze their experiences and thoughts; • People can control their own behavior and actions; • People learn by observing others; and • The environmental events, personal factors, and behaviors interact together.People’s beliefs about their abilities are primarily informed by the following: • Performance experience – a task can be accomplished because it was successfully achieved previously, • Vicarious experience –the task can be accomplished because someone else

Conference Session

Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University; Magdalini Z Lagoudas, Texas A&M University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

, management, and successful completion of real-world engineering challenges.Throughout the course, students integrated previous knowledge to complete engineering analysis;practiced elements of the engineering design process; developed and implement project plans; andpracticed professional skills, such as working on teams and communicating technical outcomeseffectively. Industry mentors/clients were recruited and provided topics for teams that resulted inthree industry sponsored projects, one startup based, and one student organization project. Anonline platform (EduSourced) was implemented for external mentors, in addition to the universityblackboard system (Canvas) for internal use to grade assignments and monitor progress. Studentswere assigned

Conference Session

Improving Retention & Self-Efficacy through Experiential Learning and Research Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sydney Donohue Jobe, University of New Mexico; Kamryn G. Zachek; Alex Webster, University of New Mexico; Timothy L. Schroeder; Anjali Mulchandani, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

students’ self-efficacy and research identity. Surveyquestions ask students to evaluate aspects such as, how active their role was in planning theproject, sense of responsibility for project progress, sense of belonging to a community ofresearchers, and intention to persist in a research experience. Results will be used to scale thisopportunity and create similar communication fellowships for other Grand Challenges anddisciplinary programs at the university.1.0. Introduction and Background1.1. Undergraduate Student Engagement in Research Participation in transdisciplinary research enriches the undergraduate experience bytaking educational content out of the classroom and materializing it in a real-world, professionalsetting. Early

Conference Session

Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olga Pierrakos, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

constraints (Clancy, 2020). PjBL naturally develops professional communication as students present their work to stakeholders and builds crucial teamwork capabilities (Aeikens, 2021). This approach aligns seamlessly with Kolb's experiential learning model, as students engage with concrete experiences through hands-on project work, practice reflection during reviews, develop abstract conceptualization through planning, and pursue active experimentation through implementation (Dukart, 2017).• Problem-Based Learning (PbBL) - Problem-based learning focuses on students collaboratively solving complex, ill-structured problems with multiple possible solutions. Originating from medical education at McMaster University in the 1960s

Conference Session

Experiential Learning and Professional Skills and Competencies: Attainment, Assessment, and Evaluation.

Collection

2023 ASEE Annual Conference & Exposition

Authors

John H. Callewaert, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

(additional details below) and canchoose from 40 different opportunities or create their own with guidance. For example, 442 ofthe students have selected leadership as a focus competency and there are 15 opportunities listedwithin Spire offering leadership development. Figure 3 below provides an example of Spireinterface.Figure 3. Spire student interface showing opportunities, planning, and reflection features.Research QuestionsThe ultimate goal of this initiative is to identify pathways for student development ofprofessional competencies and engineering identity. This will be accomplished by examiningstudent engagement with the wide variety of available experiential learning opportunities and thenewly developed platform, assessing student

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Isaac Heizelman, University of North Dakota; McKenna Rose Matt

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

afterundergraduate programs. This paper will provide a first-person account of one undergraduateteam’s experience during their first semester in IBL. Students will reflect on their developingself-image as student engineers, not as engineering students. Students will share their initialproject aspirations and the failures, pivots, and learning which occurred during the semester.Students’ use of tokens to manage planned work and education achievements will be discussed.Students will state their achievements from this course and contrast traditional learningstructures, such as high-stakes testing, active learning, and project-based learning, to IBLKeywords: Innovation, IBL, LMS, engineering, education, learningIntroduction: This paper’s

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Philip Jackson, University of Florida; Emily Hope Ford; Allison Kathleen Porras; Andrew John MacIntosh

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

regular communication and guidance.Third, faculty provide the student teams with more than typical design instruction. Permanentprogram faculty provide student teams with traditional instruction in engineering designtechniques, project management, branding, marketing, and planning; all generic designinstruction that all teams will value. Program staff provide logistic support such as facilitatingtravel to and from industry sponsor sites, purchasing, and fulfilling manufacturing needs. Inaddition, each team is guided by a faculty coach. The coach is an engineering faculty withparticular expertise in the primary project area for each time to provide specific guidance, andindeed sometimes instruction, to achieve project success.Program StructureThe

Conference Session

Cooperative and Experiential Education Division (CEED): Developing Professional and Career Readiness

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cody Mann, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Andrew Lillesve, Minnesota State University, Mankato; Luke John Nyberg

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

facilitator engaged in all these activities will approachall student engagement with an eye towards identifying “teachable moments” while alsoendeavoring to exemplify the profession's highest ideals while also being approachable,respectable, and inspirational.Organizing Student Life EventsBuilding community is an essential aspect of quality education. Facilitators at IRE are oftentasked with organizing and leading many student-life and professional development activitiesduring the semester and at the end-of-semester graduation celebrations. These include both in-person and virtual opportunities for the entire population, which may include movie nights,barbecues, kayaking trips, hockey games, etc. The duty of the facilitator in the planning

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laurie Sutch, University of Michigan

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

then, that on average, Communication, Creativity, System Thinking, Gritand Teamwork are the top competencies students choose to focus on, and students choose theiractivities accordingly. Sixty percent of onboarded students have planned at least one opportunityand 95% of those students have chosen at least one opportunity that includes a competency theyare focusing on. Since many of these are planned in the future, just 5% of these have completedthe activity and reflected so far, but we expect that number to grow significantly in the future.Currently, as mentioned, students can earn t-shirts for first time level up submissions and digitalcredentials to share on LinkedIn upon completion of a required number of reflections. The teamis also