Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cynthia Kay Pickering, Arizona State University; Erik Fisher, Arizona State University

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Diversity

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Cooperative and Experiential Education Division (CEED)

education system.This paper looks across three qualitative studies during the work-based experiences (WBEs) ofeleven undergraduate computer engineering and information technology systems students fromgroups traditionally underrepresented in STEM. In this paper, WBEs are defined as paidengagements for students as they work on solving real-world problems, while performing tasksand projects in partnership with an employer or community partner. Three types of WBEs arerepresented: internships (Study 1), apprenticeships (Study 2), and company employees (Study 3).All three studies used the Socio-Technical Integration Research (STIR) methodology which hasbeen established in 80 studies worldwide and over a dozen peer-reviewed publications. As amethodology

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)

leadership, the college has established an award-winning Global Engineering Fellows Program, launched Penn State’s first 3+1+1 program for international students to pursue a one-year master’s degree, and initiated new interdisciplinary faculty-led study abroad programs. Additionally, he has worked for the Federal government, served on foreign language faculty, and led multiple study abroad programs. Tunno earned an M.B.A. at SDA Bocconi University (Milan, Italy) and a Ph.D. from Penn State, with his research focused on the development of global competencies through study abroad programs.Dr. Christine B. Masters, Pennsylvania State University Christine Masters is the Assistant Dean for Academic Support and Global Programs

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laurie Sutch, University of Michigan

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Cooperative and Experiential Education Division (CEED)

experiences, and learn to articulate their skills in ways that will resonatewith employers.BackgroundAs part of the College of Engineering’s strategic visioning in 2018, one of the areas of focus wasexperiential learning [1-3]. The team researched the impact of experiential learning, surveyedfaculty activity related to experiential learning, and scanned the landscape of experientiallearning opportunities for students. One of the important things the team found was that therewere a lot of - and a wide variety of - experiential learning opportunities for students.Additionally, over 95% of graduating seniors reported involvement with at least one type ofexperience, so adding more possible experiences didn’t seem to be the issue.At the same time, it was

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)

participated in the same program before the facilitator role wasdeveloped. The paper finishes with lessons learned and recommendations for implementingsimilar practices, regardless of program type.BackgroundWithin academia, as shifts happen from traditional educational models to more innovativemodels, there is a need to revisit student needs when it comes to their support. While professorshave traditionally been thought of as the main support for students throughout the navigation oftheir undergraduate education, mentorship and advising roles do not traditionally translate wellto expected job duties, especially within traditional tenure and promotion pathways [1].Professors just do not have the capacity to balance full student support; life coaching

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

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Diversity

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Cooperative and Experiential Education Division (CEED)

education.KeywordsStudent-initiated interest groups, engineering leadership, experiential learning, bio-inspiredrobotics, Guinness World Record, electric vehicle technologies, international awardBackgroundThis practice paper introduces a program designed to cultivate the development of student-initiated interest groups (SIGs) with a focus on technological innovation and challenge-basedlearning within the engineering faculty of the University of Hong Kong. In December 2020, thefaculty inaugurated a 2,000-square-meter Tam Wing Fan Innovation Wing [1] (a.k.a. the HKUInno Wing) at a prominent location on campus. This center serves as the hub for the SIGprogram, equipped with cutting-edge prototyping facilities and extensive project spaces. Settingitself apart from

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)

internship programs, and provide a roadmap for highereducation institutions and industry partners to collaboratively design internship programs that arerelevant, effective, and aligned with the evolving needs of both the industry and its futureprofessionals.KEYWORDSInternship program, Construction industry, Comparative analysisINTRODUCTIONInternships have been widely recognized as an important learning method in higher engineeringeducation. It can expose students in real-life work environment, and help them to integrate thetheoretical knowledge learned in the classroom with best practices in the industry [1]. This isparticularly necessary in practical fields like construction [2]. The complexity of projects and thedynamic nature of the work

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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Diversity

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Cooperative and Experiential Education Division (CEED)

engagement in undergraduate research opportunities promotes improved criticalthinking and scientific reasoning, increased academic performance, enhanced retention bothwithin STEM majors and in college overall, and improved satisfaction with college. [1] However, there are several structural barriers to participation in research, including lackof information, time, and income. [2] Undergraduates may not participate due to lack ofawareness about opportunities, uncertainty about the recruitment process, uneven access tofaculty mentors, and personal responsibilities and living situations (e.g., living off campus). [3]First-year undergraduate students in particular may express interest in participating inundergraduate research experiences but may

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)

look at the impacts onstudent self-efficacy. Those outcomes will be used to scale and tailor the program to addressadditional research topics across disciplines at the University of New Mexico.1. Introduction1.1. Undergraduate Involvement in Interdisciplinary ResearchUndergraduate participation in interdisciplinary research opportunities enriches educationalexperiences through the development of critical thinking skills, personal development, exposureto practical application of academic knowledge, and overall increased academic performance[1][2]. Tangible benefits of early-stage research involvement of college students can be observedthrough increased test scores, enhanced retention of class material, and the development ofprofessional

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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Diversity

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Cooperative and Experiential Education Division (CEED)

equivalence, instruction and assessment.Table 1: Literature dealing with WIL models and assessmentResearch MethodBased on our literature review, we identified two possible instances, where WIL is aimed atrelevance and career growth namely, Exeter and BITS Pilani. Out of these two, we selected 3A descriptive study of an innovative and sustainable model of work integrated learningfor industry professionals – An Indian casethe latter considering the access to the data. Post 199210 no structured study has beenpublished on this institute model hence we undertook to study the developments during thepast two decades.We adopted

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)

-classroom engineering project experiences through student organizations andcompetitions have been offered at universities across the world for many decades. Whileinstructor-led “traditional” teaching approach in engineering classrooms is essential fordeveloping analytical rigor among students, it may be insufficient for preparing them to solvecomplicated socio-technical problems that engineers often face in the real world [1]. As a result,project experience in college helps to develop systems-level thinking abilities that engineers needto solve open-ended problems [1]. Overall, this type of project experience has led to a higherself-perception of development of soft skills such as problem solving, creativity, critical thinking,integrity, teamwork

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophia Vicente, Elizabethtown College; Sara A. Atwood, Elizabethtown College; Rebecca Holcombe

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Diversity

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Cooperative and Experiential Education Division (CEED)

education requirements there is still work to be done toconnect research efforts to practice. This paper contributes to the literature by synthesizingpreviously conducted research and providing recommendations for future research and practiceto improve cooperative education. Specifically, through this literature review we explore two keyquestions: 1. What major trends exist in the literature published through the American Society of Engineering Education on the topic of co-ops and cooperative education? 2. Based on the published literature, what opportunities exist for further exploration of co- ops and cooperative education?Methods To conduct this literature review, we leveraged an evidence-based framework forconducting

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)

Engineering Sciences from Dartmouth College, and PhD in Mecha ©American Society for Engineering Education, 2025 Work-In-Progress: Exploring Knowledge, Skills, Attributes and Technical Learning in a Work-Integrated Learning Engineering ProgramIntroduction Throughout the history of engineering education there have been continued calls for theneed to educate and prepare engineering students for the “future of work” [1]. According toscholars, these calls can be traced back to the 1918 Mann Report [2] and continue through therecent Transforming Undergraduate Education in Engineering reports [3]-[6]. Additionally, therehave been tensions between academia and industry on competency development and what itmeans

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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Diversity

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Cooperative and Experiential Education Division (CEED)

group had a higherpercentage of students that earned a PhD. A REU site established in 2017 with the goal of broadeningparticipation of URM groups in engineering had a target of 60% of students coming from limited research 1 [Work in Progress] Broadening Participation and Building Students’ Self-Efficacy Through Experiential Learning Undergraduate Research Experiences focused on STEM Research for Social Changeopportunity institutions, 50% coming from URM groups in engineering (based on gender, ethnicity andrace), and at least 40% first-generation students. During the first 5 years of the program, 67% ofparticipants were female, 38% were a

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophia Vicente, Elizabethtown College; Sara A. Atwood, Elizabethtown College; Kurt M Degoede, Elizabethtown College; Rebecca Holcombe

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Cooperative and Experiential Education Division (CEED)

engineering using a Mastery-Based assessment model and design courses and first-year multidisciplinary courses.Rebecca Holcombe ©American Society for Engineering Education, 2025Exploring Engineering Students’ Learning Experiences After Participating in a Mastery- and Project-Based Learning InterventionIntroduction As calls have increased to promote active learning, project-based learning has beenrecommended as an experiential pedagogical methodology in engineering education to supportthe development of real-world skills among students [1]. Additionally, mastery-based assessmenthas emerged as a grading approach to effectively assess learning in engineering classrooms [2]and for students to reframe

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)

their paid laboratory work. Development of this pathway also allows for standardization of student training andassessment of testing skills, making collected data quality more consistent. Upon completing thebadges and the overall pathway, students gain digitally curated credentials showing demonstratedmastery of mechanical testing concepts and skills, which can be presented to their professionalsupervisors at the ASCC and at their future employers. These pathways can also be used forworkforce development and continuing education, to update current worker skills and knowledgein a directed and efficient manner.1. Introduction and Objectives As advanced manufacturing continues to mature and evolve, the development of effectivetools

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Thomas Hudnall McGehee, University of Arkansas; Bryce Williams, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Mostafa Elsaadany, University of Arkansas

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Cooperative and Experiential Education Division (CEED)

profession. Previous research has explored the use of artifact elicitation as a qualitative researchmethod in engineering education, building on the principles of photo elicitation, where visualprompts are used to evoke more profound, reflective responses [1]. This method allows for morecomprehensive insights than traditional semi-structured interviews, connecting participants'creations to their personal experiences. Artifact elicitation, similar to informational interviews,enables students to connect their theoretical knowledge to real-world contexts. This approachcould provide a framework for understanding how student interactions, such as informationalinterviews, might elicit more profound reflections and personal insights. Biases

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)

creating userstories–short and simple product feature descriptions written from the user’s perspective–for theproduct they would later develop in the final project. The final phase of the study leverages thefinal project, conducted within the Scrum framework, where user stories are implemented asproduct increments.IntroductionAgile methodologies are transforming how today’s products are developed, delivered andupdated, particularly in dynamic and innovation-driven industries [1, 2]. In contrast to Waterfallmethodologies, a traditional sequential project management approach where each phase must becompleted before moving on to the next, Agile methodologies prioritize incremental and iterativedevelopment, flexibility, and collaboration, allowing for

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abigail N. Lehto, Utah State University; Ning Fang, Utah State University

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Cooperative and Experiential Education Division (CEED)

student’s internship, they are usually assigned a mentor tohelp guide them through their day-to-day job responsibilities. Mentors may be academic mentorswho are faculty from the student’s academic institution, or industry mentors who are employeesfrom the company where the student chooses to intern. For mentors themselves, mentoring astudent intern could serve as an opportunity to help them gain insight into their own careers andhow they have evolved since entering the workforce [1].Relevant research on mentor experiences in engineering internships primarily focuses onacademic mentors as opposed to industry mentors [2]-[4]. The research that focuses on industrymentors’ perspectives on engineering internships is also limited in comparing students

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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Diversity

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Cooperative and Experiential Education Division (CEED)

, self-efficacy, opportunities for professionaldevelopment, academic support etc. have significant influence on retention in Science, Technology,Engineering and Mathematics (STEM) as well as increases to the STEM workforce[1], [2]. These factors havebeen found especially compounding in historically underrepresented groups in STEM fields, includingEngineering[3]. Research Experiences for Undergraduates (REU) internship programs partner with nationallaboratories, principal investigators (PI’s), graduate mentors and STEM student groups to assess, explore andexamine science, technology engineering and mathematics (STEM) topics. Such a program is curatedintentionally to retain and increase the STEM workforce by addressing the challenges faced by STEM

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Neeko Bochkarev, Minnesota State University, Mankato; Emilie A Siverling, Minnesota State University, Mankato; Ellen Patricia Thompson, Minnesota State University - Iron Range Engineering; Michelle Soledad, Virginia Polytechnic Institute and State University; Catherine McGough Spence, Minnesota State University, Mankato

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Diversity

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Cooperative and Experiential Education Division (CEED)

Based Learning ProgramIntroductionIn this research-track paper, we seek to identify the relationship between engineering identity andbelonging and neurodiversity in a co-op based program. Neurodivergent characteristics, such asattention to detail, creativity, and pattern recognition, align well with careers in STEM (Science,Technology, Engineering, Mathematics), yet retention of neurodivergent students withinengineering programs is lower than neurotypical students [1]. Neurodivergent students whograduate or attempt to enter the workforce in a STEM discipline face bias and decreased successrates in job attainment after graduation [2]. By exploring neurodiverse engineering students’engineering identity and sense of belonging in a co-op based

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elisa Schlesner Alves; Nathalie Lavoine, North Carolina State University at Raleigh; Julio Enrique Teran, North Carolina State University at Raleigh

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Cooperative and Experiential Education Division (CEED)

Graduate education in engineering often requires graduate students to balance multipleroles that shape their academic and professional identities. Indeed, in addition to developing theirresearch skills, graduate students are often asked to assume teaching and mentorshipresponsibilities. These responsibilities are seen as opportunities that can significantly contribute tothe student’s personal and professional growth [1]. However, these roles are sometimes viewed assecondary when compared to their research within the academic environment, reflecting a broadertendency to prioritize the latter over teaching in STEM opportunities/programs [2]. This limitationhas been reported to hinder the development of pedagogical skills in graduate students [3

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

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Cooperative and Experiential Education Division (CEED)

upon a previous offering from 2018within Texas A&M University’sCollege of Engineering (COE) targeting juniors and seniors. The curriculum was purposefullydesigned to include experiential learning criteria [1, 2, 3, 4] as well as metacognitive educationalstrategies [5, 6, 7, 8, 9] that have been long proven to offer enhanced academic experiences forundergraduate engineering students. This course targeted second-year students, offering a semi-rigorous, two (2) credit-hour course to prepare students for upper-division coursework and industryinternships. Often, in engineering education, second-year students aren’t deliberately targeted andare vulnerable to falling through retention gaps [10, 11 12, 13, 14, 15]. Therefore, targeting second-year

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

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Cooperative and Experiential Education Division (CEED)

locations around the world working in full-time co-op positions or research projectswhile simultaneously completing the final two years of a bachelor’s degree as full-time students.The aim of this paper is twofold: (1) to give the background and frame the positions of bothfacilitators and professors, emphasizing their complementary roles, and (2) to analyze responsesfrom students, professors, directors, and facilitators to determine what their perception is of theinteraction and collaboration of these positions. This is because a support model like this is thefirst of its kind and is unique, not found in the same capacity elsewhere in the world of academia.Based on its history of success, similar models are beginning to be implemented at

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

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Diversity

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Cooperative and Experiential Education Division (CEED)

compared to traditionalteaching methods (Lee et al., 2008).These learning theories point to six common elements that have pedagogical implications thatwill be detailed later: (1) Active Construction of Knowledge: most theories emphasize thatlearners actively construct meaning rather than passively receive information. (2) ContextImportance: most theories (Situated Learning, Communities of Practice, Authentic Learning,Ecological Systems) emphasize the importance of authentic contexts. (3) Reflection Component:many theories highlight reflection as crucial to transforming experience into learning. (4) SocialDimension: most theories emphasize the social nature of learning. (5) Application Focus: thesetheories value the application of knowledge in

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

YongChun Lin, Zhejiang University; Wei Zhang, Zhejiang University; peiyun xu

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Cooperative and Experiential Education Division (CEED)

experimentation affect the formation of different skills of engineering students in the direction ofchip design and manufacturing.Key Words: kolb’s learning theory; experiential learning spiral model; practical higher-order cognitiveskillsINTRODUCTIONEngineers, entrusted by the public, are required to apply their professional knowledge and skills to engagein practice, design, and innovation, thereby creating engineering solutions to address societal needs [1].They participate in the application, operation, design, and development of projects and must possesshigher-order cognitive skills, such as analysis, evaluation, and creativity [2], [3], [4], [5]. However,current educational models in engineering education have limited effectiveness in cultivating

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

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Cooperative and Experiential Education Division (CEED)

design) class is a required course for first year civilengineering majors and is the first class they take inside of the civil engineering departmentduring the 4-year curriculum. The course consists of three 50-minute classroom lessons and one165-minute laboratory lesson per week over a 14-week semester. This course becomes thestudents first impression of evaluating the department’s competence and character. The coursestrives to provide fundamental experiences such as site analysis, surveying tasks, and Autodesk®Civil 3D® (Civil 3D®) skills [1]. Currently, portions of the class do not serve students well.These learning modules are confusing and complicated. Compounding this issue is the annualincrease in the size of Autodesk’s Civil 3D

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)

shown in Figure 1. These elements, such as career goals, evolve across one’slifespan and are shaped by personal and social factors (Richardson & Watt, 2018). As one’s self-efficacy changes, one's outcome expectations and goals will also change, affecting performance.Additionally, outcome expectations may change independently of self-efficacy, changing one’sgoals and affecting performance. The process repeats in a cycle in which one’s performanceattainment will become a past experience, impacting self-efficacy and outcome expectations,which then impacts future performance (Lent, 2002).Figure 1: Adapted subset of SCCT performance model from Lent (2002).Research DesignThis study adopts a phenomenological research design to explore engineering

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)

categorized by Murray [1] inareas such as: • Adaptation: adjustment to the organizational culture • Collaboration: effective partnership with others • Communication: clear expression of ideas, thoughts, and solutions • Technical competence: knowledge about the technical domain • Context: knowledge about the organization • Maturation: general professional capabilities and • Socialization: connection with others for a purposeMore recently, Baukal, Stokeld and Thurman [2] highlighted the need for improved skills ininterviewing, project management, critical thinking, teamwork, communication, and lifelonglearning. While curricula have been evolving to close the professional skills gap for engineeringgraduates [3], there is still work

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)

skills, even though employers deem them critical to the success of new employees[1]. Additionally, students may not know the best way to communicate these skills to employersin interviews or other interactions, and may have limited mechanisms to verify their effort andskill development in these areas.At a large public university such as the University of Michigan, the professional competenciesneeded by students vary depending on their field of study, so any tool used campus-wide needsto be flexible to the requirements of the different units. At the same time, a single tool used by allis easier for the university to support, and has the advantage of building brand recognition withboth employers and students. Additionally, because various units

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

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Cooperative and Experiential Education Division (CEED)

(McNamera 2012). Methodology A three-prong approach was taken to understand the various stakeholders surrounding theBridge Experience and its relation to IDPro. This included: 1) attending and presenting IDPro asan avenue for students to satisfy the Bridge Experience requirement, at a meeting with College ofEngineering Leadership involving Assistant Department Heads, 2) networking with and meetingwith academic program coordinators to see where IDPro can fit in their academic plans forstudents, and 3) creating stakeholder maps/diagrams to determine the connections betweenvarious stakeholders, IDPro and the Bridge Experience. One of the components behind understanding how IDPro can fit within the