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

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Cooperative and Experiential Education Division (CEED)

Paper ID #39902Evaluation of a Work-Integrated Learning Program for Undergraduate STEMOutreach InstructorsDr. Lisa Romkey, University of Toronto Lisa Romkey serves as Associate Professor, Teaching and Associate Director of the Institute for Studies in Transdisciplinary Engineering Education and Practice.Daniel Munro, University of TorontoVirginia HallMs. Tracy L. Ross, Actua Tracy Ross holds a B.Sc. (Hons) in Environmental Chemistry from Queenˆa C™s University and a M.A. in the History and Philosophy of Science and Technology from University of Toronto. She has overseen high quality, targeted STEM outreach programs at a

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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Cooperative and Experiential Education Division (CEED)

participate in co-op programs.A significant part of this recruitment process includes evaluating the students in both terms of thequality of a potential new full-time employee but also to understand if the student is interested orgaining interest in the type of engineering discipline(s) that a particular company performs in theindustry [4]. Since recruitment is a significant expense, employers are very concerned withyields from the expense and effort devoted to recruitment. Studies from 1984 and 2015, bothshow that employers were satisfied with recruitment goals resulting from co-op programs [5] [1].Other significant factors that employers want to reduce are employee training costs and turnoverrates. Employer surveys revealed that co-op hires had

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Charmane Caldwell, Florida A&M University - Florida State University; Reginald J. Perry, Florida A&M University - Florida State University

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Cooperative and Experiential Education Division (CEED)

funding, so it reduced the number of students that had to seek employmentoutside of FAMU. Moreover, by 2020, a federal NSF S-STEM grant was acquired in addition toother industry partnerships that provided additional funding and the ability to ensure no studentshad to work outside of FAMU, which reduced students' financial needs and heavily increasedretention and average GPAs.E. ConclusionThe EESI program has varied over the years with the change of funding offered, which led to theability to meet goal (1) of the program. However, the core concept of incorporating experientiallearning with academic support has been the same to ensure that the seven (7) program goals aremet. The quantitative results in this study show that the EESI students are

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

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Cooperative and Experiential Education Division (CEED)

score, so that Player can win the round. (Card back) When Player’s increase button is pressed, Player’s score increases by 1. 2. (Card front) As a judge, I want to press a button to decrease Player’s score, so that Player’s score can be corrected. (Card back) When Player’s decrease button is pressed, Player’s score decreases by 1. 3. (Card front) As a judge, I want to be able to clear points so that I can start a new match. (Card back) When clear button is pressed, both Player 1’s and Player 2’s scores are set back to 0. 4. (Card front) When a user has 2 or more points than opponent and has 11 or more points, then the user’s win LED turns on. (Card back) As a player I want to see my win LED turn on

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fatemeh Mirzahosseini Zarandi, University of Cincinnati; Madeline Martin, University of Cincinnati; Siqing Wei, University of Cincinnati; David Reeping, University of Cincinnati

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Diversity

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Cooperative and Experiential Education Division (CEED)

paths and enhancetheir adaptability in the workforce.Next StepsWe will continue analyzing the rest of the chosen skills that students hope to develop in their co-ops to better understand students’ goal-setting and outcome expectations through the perspectiveof SCCT.ReferencesAtadero, R.A., Rambo-Hernandez, K.E. and Balgopal, M.M. (2015), Using Social Cognitive Career Theory to Assess Student Outcomes of Group Design Projects in Statics. J. Eng. Educ., 104: 55-73. https://doi.org/10.1002/jee.20063Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall.Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lufan Wang, Florida International University

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Diversity

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Cooperative and Experiential Education Division (CEED)

to the Industry Advisory Council and Moss Department of Construction Management atFlorida International University for facilitating the distribution of the surveys. Their support isdeeply appreciated.REFERENCES[1] Y. Wolinsky-Nahmias and A. H. Auerbach, “Evaluating the Design and Benefits of Internship Programs,” Journal of Political Science Education, vol. 18, no. 4, pp. 584–604, 2022, doi: 10.1080/15512169.2022.2109481.[2] C. M. Fiori and A. R. Pearce, “Improving the Internship Experience: Creating a Win-Win for Students, Industry and Faculty,” Building a Sustainable Future - Proceedings of the 2009 Construction Research Congress, pp. 1398–1408, 2009, doi: 10.1061/41020(339)142.[3] A. Karji, S. Bernstein, M

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Annick Jade Dewald, Greenway College; Sophia Vicente, Elizabethtown College; Hannah Root; Rebecca Holcombe; Sara A. Atwood, Elizabethtown College

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Cooperative and Experiential Education Division (CEED)

KSAs includes “Attributes” instead of “Abilities.” The specific definitions are as follows: ● Competencies: “the knowledge, skills, abilities, attitudes, and other characteristics that enable a person to perform skillfully (i.e., to make sound decisions and take effective action) in complex and uncertain situations such as professional work, civic engagement, and personal life” [1],[14]. ● Knowledge (K): “Knowledge is what one knows (i.e., What I know)” [1]. ● Skills (S): “Skills are what one can do (i.e., What I do)” [1]. ● Attributes (A): “Attributes contribute to who one is (i.e., Who I am)” [1]. For the purposes of this study we used the framework to guide the research questions,data collection, and data analysis

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

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Cooperative and Experiential Education Division (CEED)

tradesman to workalongside them to learn their chosen trade. With this in mind and through some very specifictraining came the idea of an apprenticeship system that would train young unskilled boys toskilled tradesman in many different areas of work [7]. As time progressed through the industrialrevolution the apprenticeship concept briefly went away or was reduced and led to vocationaltraining to equip workers needed for factory work. During the vocational training apprenticeswere machinists and carpenters who would receive payment on a predetermined pay scale and atthe completion of their apprenticeship would then join their chosen trade or labor union. The ideaof an intern first was applied to medical students in the 1920’s and in the 1960’s

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lynne P Cooper PhD, Vanderbilt University

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Cooperative and Experiential Education Division (CEED)

(LMX) theory of leadership over 25 years: Applying a multi‐ level multi‐domain perspective,” The Leadership Quarterly, 6, 219–247, 1995.[8] C.R. Gerstner, and D.V. Day, “Meta‐analytic review of leader‐member exchange theory: Correlates and construct issues,” Journal of Applied Psychology, 82, 827–844, 1997.[9] R. Martin, G. Thomas, A. Legood , S. Dello Russo. “Leader–member exchange (LMX) differentiation and work outcomes: Conceptual clarification and critical review,” Journal of Organizational Behavior, 39. 151–168, June 27, 2017. [Online]. Available: https://doi.org/10.1002/job.2202. [Accessed Mar 12, 2025].[10] D. Hislop, S. Bosley, C.R. Coombs, and J. Holland, “The process of individual unlearning: A neglected topic

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

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Diversity

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Cooperative and Experiential Education Division (CEED)

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chelsea Armbrister, Florida A&M University - Florida State University; Lara Perez-Felkner, Florida A&M University - Florida State University

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Cooperative and Experiential Education Division (CEED)

. Campbell‐Montalvo et al., “How stereotypes and relationships influence women and underrepresented minority students’ fit in engineering,” Journal of Research in Science Teaching, 2021, doi: 10.1002/tea.21740.[4] Richard Arum, Richard Arum, Josipa Roksa, and Josipa Roksa, “Academically Adrift: Limited Learning on College Campuses,” 2011, doi: 10.4324/9780429499821-37.[5] G. Lichtenstein et al., “An Engineering Major Does Not (Necessarily) an Engineer Make: Career Decision Making Among Undergraduate Engineering Majors,” Journal of Engineering Education, 2009, doi: 10.1002/j.2168-9830.2009.tb01021.x.[6] M. J. Meyer, M. Meyer, S. Marx, and S. Marx, “Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Philip Appiah-Kubi, University of Dayton; Phil Doepker; James Brothers, University of Dayton

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Cooperative and Experiential Education Division (CEED)

Learning, Article vol. 10, no. 1, pp. 1-14, 04// 2016, doi: 10.7771/1541-5015.1608.[7] L. P. Amy and L.-W. Elzbieta, "Group Projects Using Clients Versus Not Using Clients: Do Students Perceive Any Differences?," Journal of Marketing Education, vol. 31, no. 2, pp. 154-159, 2009/08/01 2009, doi: 10.1177/0273475309334169.[8] C. Jacoby-Volk and S. Bar-Eli, Project-Based Design and Transdisciplinarity: Rethinking Approaches to Spatial Design Education. Cham: Springer International Publishing, 2021, pp. 221-232.[9] L. S. Vygotskiĭ and M. Cole, Mind in society : the development of higher psychological processes. Harvard University Press, 1978.[10] P. A. Conrad, J. A. Mazet, D. Clifford, C. Scott, and M. Wilkes

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

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Cooperative and Experiential Education Division (CEED)

conclusions or recommendations expressed in this material are those of the author(s) anddo not necessarily reflect the views of the National Science Foundation.ReferencesBorrego, M., Mastronardi, M., Choe, H., Hartman, R. (2021) The Impact of Undergraduate ResearchExperiences on Participants' Career Decisions, Stem Education Innovations and Research, v. 22, n. 2,pp. 5 - 12.Jackson, M.C., Galvez, G., Landa, I., Buonora, P., Thoman, D.B. (2017). Science That Matters: TheImportance of a Cultural Connection in Underrepresented Students’ Science Pursuit. CBE-Life SciencesEducation, v. 15, n. 3, p. 1-12.Jin, Y.F., 2022, June. Closing the Loop: A 10-year Follow-up Survey for Evaluation of an NSF REU Site.In ASEE annual conference.Miller, C.T., Drewery, M

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Luiz A. DaSilva, Virginia Polytechnic Institute and State University; Liza Wilson Durant, George Mason University; Jordan Mason; Sarah Hayes, Virginia Polytechnic Institute and State University

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Diversity

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Cooperative and Experiential Education Division (CEED)

?,” Journal of Marketing Education, vol. 22, no. 1, April 2000.[6] J. S. Coker et al., “Impacts of experiential learning depth and breadth on student outcomes,”Journal of Experiential Education, vol. 40, no. 1, pp. 5-23, 2017.[7] D. Galbraith and S. Mundal, “The potential power of internships and the impact on careerpreparation,” Research in Higher Education Journal, vol. 38, June 2020.[8] K. Gray, “Intern hiring projection jumps 22.6%, co-op hiring makes small gain,” NationalAssociation of Colleges and Employers (NACE), May 2022. [Online] Available:https://www.naceweb.org/job-market/internships/intern-hiring-projection-jumps-22-point-6-percent-co-op-hiring-makes-small-gain/?utm_source=college&utm_medium=email&utm_campaign=nace-insights

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

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Cooperative and Experiential Education Division (CEED)

, April). Retention of engineering students. In 2017 ieee global engineering education conference (educon) (pp. 693-698). IEEE. 5. Worrells, D. S. (2006). Characteristics of cooperative education and internship in aviation management programs. The Collegiate Aviation Review International, 24(1). 6. Brown, M. (2019). The effects of informal learning environments on engineering education (Doctoral dissertation, Rutgers University-Graduate School of Education). 7. Branoff, T., & Mohammed, J., & Brown, J. (2022, August), Student Retention in an Engineering Technology Program: The Role of Spatial Visualization Ability Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN

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

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Cooperative and Experiential Education Division (CEED)

. Frontiers in Education. 36th Annual Conference (pp. 19-25). IEEE.Lönngren, J., Adawi, T., Berge, M., Huff, J., Murzi, H., Direito, I., & Tormey, R. (2020). Emotions in engineering education: Towards a research agenda. In 2020 IEEE Frontiers in Education Conference (FIE), Uppsala, Sweden, 2020, pp. 1-5, doi: 10.1109/FIE44824.2020.9273951.Maddux, J. E. (1995). Self-efficacy, adaptation, and adjustment: Theory, research, and application. Springer.Maddux, J. E., & Gosselin, J. T. (2003). Self-efficacy. The Wiley Handbook of Positive Clinical Psychology, 89-101.Willis, D. A., Krueger, P. S., & Kendrick, A. (2013). The influence of a research experiences for undergraduates program on student perceptions 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

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Cooperative and Experiential Education Division (CEED)

Employers Want,” Educ. Sci., vol. 11, no. 10, p. 641, Oct. 2021, doi: 10.3390/educsci11100641.[2] S. J. Aguilar, C. Holman, and B. J. Fishman, “Game-Inspired Design: Empirical Evidence in Support of Gameful Learning Environments,” Games Cult., Aug. 2015, doi: 10.1177/1555412015600305.[3] L. A. Sutch, “Challenge Accepted! Going Gameful to Develop Soft Skills,” Exp. Learn. Teach. High. Educ., vol. 3, no. 3, pp. 39–42, May 2021, doi: 10.46787/elthe.v3i3.3422.[4] L. A. Sutch, “Professional Competency Development through Reflection (Work-in-Progress),” presented at the 2024 ASEE Annual Conference & Exposition, Jun. 2024. doi: 10.18260/1-2--47877.[5] A. Gregg, J. Park, C. Fenton, D. Lang, and M. Handley, “Exploring the ‘Why’ of

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.

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Cooperative and Experiential Education Division (CEED)

University, 2019.[2] EU, "A European Approach to Microcredentials," European Union, 16 June 2022. [Online]. Available:https://education.ec.europa.eu/education-levels/higher-education/micro- credentials. [Accessed Nov 2022].[3] F. M. K. A. J. K. &. G. Y. C. Hollands, "Benefits and Costs of Participation in MOOC-Based Alternative Credentials: MicroMasters and Specializations.," EdResearcher, vol. 1, 2023.[4] M. N. M. B. E. &. M. L. C. Brown, "The global micro-credential landscape: Charting a new credential ecology for lifelong learning," Journal of Learning for Development, vol. 8, no. 2, pp. 228-254, 2021.[5] R. &. S. M. Selvaratnam, "An integrative literature review of the implementation of micro- credentials in higher

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Adithya Jayakumar, The Ohio State University; Yuvraj Singh, The Ohio State University

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Cooperative and Experiential Education Division (CEED)

Engineering Education, vol. 45, no. 2, pp. 120–141, 2017.[5] P. W. Wickenden and R. K. Stobart, “Integrating Formula SAE with the Engineering Curriculum,” in SAE 2005 World Congress & Exhibition, SAE International, apr 2005.[6] D. Gallarta-S´aenz, J. Rico-Azagra, and M. Gil-Mart´ınez, “Learning Enhancement of Control Engineering: A Competition-Based Case,” IEEE Access, vol. 11, pp. 38240–38250, 2023.

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

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Cooperative and Experiential Education Division (CEED)

). Maintaining Industry Partnerships In Integrated Product And Process Design Education. 7.826.1-7.826.13. 10.18260/1-2--10737.10. S. P. Magleby, C. D. Sorensen and R. H. Todd, "Integrated product and process design: a capstone course in mechanical and manufacturing engineering," Proceedings Frontiers in Education Twenty-First Annual Conference. Engineering Education in a New World Order, West Lafayette, IN, USA, 1991, pp. 469-474, doi: 10.1109/FIE.1991.187527.11. Goldberg, Jay & Cariapa, Vikram & Corliss, George & Kaiser, Kate. (2014). The Benefits of Industry Involvement in the Multidisciplinary Capstone Design Course at Marquette University. 30.12. Howe, Susannah & Goldberg, Jay. (2019). Engineering Capstone Design

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

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Cooperative and Experiential Education Division (CEED)

. Retrieved from http://upcea.edu/wp- content/uploads/2017/05/Demographic-Shifts-in-Educational-Demand-and-the-Rise-of- Alternative-Credentials.pdf. [Accessed Jan 6, 2024].[3] C. Craig, “Open Badges and Microcredentials,” Technlogy in the Curriculum, OER Lab Ontario Tech University, J.M Stokes and S. Stokes (Eds.), 2021.[4] V. Devedžić and J. Jovanović, “Developing Open Badges: A Comprehensive Approach,” Educational Technology Research and Development, vol. 63, pp. 603-620, 2015. https://doi.org/10.1007/s11423-015-9388-3. [Accessed Jan 4, 2024].[5] F.M. Sullivan, “New and Alternative Assessments, Digital Badges, and Civics: An Overview of Emerging Themes and Promising Directions,” CIRCLE Working Paper #77, 2013. Retrieved

Conference Session

Experiential Learning : Global Models and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Venkataraman PB, Birla Institute of Technology and Science Pilani; G. Sundar

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Cooperative and Experiential Education Division (CEED)

confidence in their ability to take effectiveand appropriate action, explain what they are seeking to achieve, live and workeffectively with others, and continue to learn from their experiences, both as individualsand in association with others, in a diverse and changing society (Stephenson, 1998).Knight and Yorke summarise this idea as: employability is a combination of:  Understanding of subject discipline(s);  Skilful practices in context (the capacity to apply understanding judiciously);  Efficacy beliefs, students’ self-theories and personal qualities – the extent to which students feel that they might ‘be able to make a difference’; and  Metacognition, encompassing self-awareness regarding the student’s learning

Conference Session

Experiential Learning : Global Models and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fangqing Yi, Tsinghua University; Xiaofeng Tang, Tsinghua University

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Cooperative and Experiential Education Division (CEED)

postgraduate students [J]. Degrees and Graduate Education, 2016(2):12 -- 17.15 Zhang Donghai. Research on the Cultivation System of Practical Ability of Professional DegreePostgraduates and its Effectiveness -- Based on the survey of traditional graduate schools [J]. ChinaHigher Education Research, 2017(6):82 -- 89.16 Pan Mianzhen&Mao Jiye (2009). Rethinking the normative issues of case studies - China EnterpriseManagement Case Forum (2008) summary and model analysis Management World (02), 92-100+169.17 Edmondson, A. C. , & Mcmanus, S. E. . (2007). Methodological fit in management field research.The Academy of Management Review, 32(4), 1155-1179.18 Kathleen M. Eisenhardt. (1989). Building Theories from Case Study Research. The Academy

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Alexander Steven Victor Krummi; Arynn J. Lorentz, Iron Range Engineering; Cody Mann, Minnesota State University, Mankato; Kaitlyn Mann; Andrew Lillesve, Minnesota State University, Mankato

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Cooperative and Experiential Education Division (CEED)

group meeting with all theirlearning coach students. This gave the students an opportunity to learn what other students aredoing on co-ops and internships, talk about common challenges, and build a sense of comraderywith each other.While learning coaches are rotated each semester so that students have the opportunity to learntips, techniques, knowledge, and more from multiple facilitators, students and learning coachesalike are always welcomed and encouraged to reach out to past learning coach relationshipparticipants if desired. In the end, Iron Range Engineering hopes “that our relationship(s) canevolve from ‘learning coach’ to ‘lifetime mentor’” (Facilitator 3, para. 3).Adapting to Student NeedsOnce the foundation of the relationship is

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

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Cooperative and Experiential Education Division (CEED)

andscience in their degree programs, connections with local artists and community members, andconnections with local, state and federal legislatures.Acknowledgements Funding for this work was provided by the University of New Mexico Grand Challengeon Sustainable Water Resources.References[1] D. Buffalari et al., “Integrating Research into the Undergraduate Curriculum: 1. Early Research Experiences and Training,” J. Undergrad. Neurosci. Educ., vol. 19, no. 1, pp. A52–A63, Dec. 2020.[2] S. Pierszalowski, J. Bouwma-Gearhart, and L. Marlow, “A Systematic Review of Barriers to Accessing Undergraduate Research for STEM Students: Problematizing Under- Researched Factors for Students of Color,” Soc. Sci., vol. 10, no. 9, Art. no. 9