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Exploring an experiential learning project:A case study through Kolb’s Learning Theory

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
Tagged Divisions: Cooperative and Experiential Education Division (CEED)

not necessarily reflect the views of the Natural ScienceFoundation of China.REFERENCES[1] C. K. Y. Chan and K. K. W. Lee, “Constructive alignment between holistic competency developmentand assessment in Hong Kong engineering education,” Journal of Engineering Education, vol. 110, no. 2,pp.437-457, 2021.[2] N. D. Q. Nguyen, “The essential skills and attributes of an engineer: A comparative study ofacademics, industry personnel and engineering students,” Global J. of Engng. Educ, vol. 2, no. 1, pp.65-75, 1998.[3] E. Krylov and S. Devyaterikov, “Developing students’ cognitive skills in MMS classes,” STEMEducation, vol. 3, no. 1, pp. 28-42, 2023.[4] M. Pinho-Lopez, M. and J. Macedo, “ Project-based learning to promote higher order thinking

Relevance Score: 0.015162742

A Survey of the Literature on Co-ops and Cooperative Education in the American Society of Engineering Education

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
Tagged Topics: Diversity
Tagged Divisions: Cooperative and Experiential Education Division (CEED)

., Zwicky, D., & Van Epps, A. S. (2024). A scoping review of engineering education systematic reviews. Journal of Engineering Education, 113(4), 818– 837. https://doi.org/10.1002/jee.20549[6] ASEE (2024). https://peer.asee.org/[7] Gunn, C. (2000, June), Utilizing Co Op To Further Liberal Education Within Engineering Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8828[8] Anderson, A., & Lee-Thomas, G. (2000, June), Assessing Cooperative Education Through The Lens Of Abet Outcomes Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8172[9] Wilding, K., & Grossman, C., & Hundley, S., & Fox, P. (2001, June), An International Cooperative Education

Relevance Score: 0.014327443

Graduate Researchers as Educators: How Presenting to First-Year Students Sparks Interest in Teaching Careers

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
Tagged Divisions: Cooperative and Experiential Education Division (CEED)

initiative.References[1] A. M. McAlister, S. Lilly, R. Bailey, and J. L. Chiu, “The Many Roles of an Engineering Graduate Student: Exploring How Graduate Students Identify with the Multiple Roles They Assume,” International Journal of Engineering Education, vol. 38, no. 5, pp. 1307– 1327, 2022.[2] D. F. Feldon et al., “Graduate Students’ Teaching Experiences Improve Their Methodological Research Skills,” Science, vol. 333, no. 6045, pp. 1037–1039, Aug. 2011, doi: https://doi.org/10.1126/science.1204109.[3] K. McGoldrick, G. Hoyt, and D. Colander, “The Professional Development of Graduate Students for Teaching Activities: The Students’ Perspective,” The Journal of Economic

Relevance Score: 0.014295569

BOARD #122: Using Internships as Means for Indirect Assessment of ABET Criteria 3 “1-7” Student Outcomes

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)

Evaluation (-PE), which informs program administration. The student survey (S-)consists of four categories of questions, detailed in Appendix A: SSB, SCP, SPC and SPE. Thementor survey (M-) consists of three categories, Appendix B: MCP, MPC and MPE.Responses to questions use either a numerical five-point Likert scale or are open-endedresponse-based. The intern surveys are administered at the beginning, midpoint, and end of theinternship period. Mentor surveys are administered at the midpoint and end. Midpoint surveyshave fewer questions, and mainly serve as a check-in point. The majority of the SB, CP and PCquestions are posed at the beginning and end points of the internship period. Some CP questionsare posed only at the end point. PE questions are

Relevance Score: 0.013372281

Engineering Identity, Belonging, and Neurodiversity in a Co-Op Based Learning Program

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
Tagged Topics: Diversity
Tagged Divisions: Cooperative and Experiential Education Division (CEED)

engineer.DiscussionThe results of this study and [Program X]’s co-op-based learning model continue to support thepositive outcomes of co-op experiences on engineering identity and sense of belonging. Themeans for all sub-groups were higher than 5.2 (out of 6), and the qualitative analysis yieldedmany statements about the positive effect of co-op experiences. Students stated that workingaround other engineers and being recognized as an engineer by others had a large impact on theirconfidence, identity as an engineer, and sense of belonging. This aligns with previous work onthe value of developing students’ identity and belonging to an engineering community [11], [12].This quantitative analysis of survey responses showed no difference between the

Relevance Score: 0.012508622

Exploring Engineering Students’ Learning Experiences After Participating in a Mastery- and Project-Based Learning Intervention

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
Tagged Divisions: Cooperative and Experiential Education Division (CEED)

, the findings fromthis work will inform a second pilot semester. In terms of research, future work will compareacross students who participated in the intervention and students who remained at the maincampus.References[1] S. Lavado-Anguera, P.J. Velasco-Quintana, and M.J. Terrón-López, “Project-Based Learning (PBL) as an Experiential Pedagogical Methodology in Engineering Education: A Review of the Literature,” Education Sciences, 14(6), 617, 2024, doi: 10.3390/educsci14060617[2] S. Atwood, M. Siniawski, and A. Carberry, “Using Standards-based Grading to Effectively Assess Project-based Design Courses,” 2014, doi: 10.18260/1-2--23278.[3] Atwood, S. A., & Scalaro, K., & Holcombe, R., “Work-in-Progress: Seizing failure as

Relevance Score: 0.012081961

BOARD #123: Work in Progress: The Impact of Informational Interviews on Career Choices and Professional Growth for Undergraduate Biomedical Engineering Students

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
Tagged Divisions: Cooperative and Experiential Education Division (CEED)

and how these interactions benefitprofessionals. Open-ended responses will be thoroughly examined using qualitative analysissoftware, like NVivo, to conduct a detailed thematic and sentiment analysis to gain deeperinsights into student feedback.References[1] Douglas, E. P., & Jordan, S. S., & Lande, M., & Bumbaco, A. E. (2015, June), ArtifactElicitation as a Method of Qualitative Inquiry in Engineering Education Paper presented at 2015ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23574[2] Rogers, Courtney & Valdez, Rupa. (2021). Designing for Diversity, Equity, and Inclusion inSystems Engineering Education. 10.18260/1-2--36929.[3] Landis, R. B. (1997, June), Enhancing Engineering Student Success: A

Relevance Score: 0.011461955

INdustry Sponsored Projects InspiRing Engineering Success (INSPIRES): Designing an Experiential Learning Course for Second-Year Students (Work in Progress)

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)

objectives for the course included an ability for each student to a) apply academicknowledge and engineering skills to a real-world problem, b) develop a project scope, majorproject deliverables, and a project schedule, c) practice the fundamentals of the engineering designprocess to develop a solution(s) to an industry-defined project challenge, d) create a solution whichmeets design requirements and standards set by the industry client, e) develop skills for effectiveteam collaboration, f) develop skills for effective communication, both written and verbal, tocomplete technical and work-related projects, f) develop professional skills by interactingfrequently with peers and engineers from industry.Though the course provided many essential academic

Relevance Score: 0.010806435

Investigating Effects of Scrum Practices on Student Performance

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)

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

Relevance Score: 0.009455631

Exploring Knowledge, Skills, Attributes and Technical Learning in a Work-Integrated Learning Engineering Program

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
Tagged Divisions: 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

Relevance Score: 0.009358647

Bringing Supervisor-Subordinate Interaction Skills into the Classroom: A Missing Piece in Transitioning Students from Academia to the Workplace

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
Tagged Divisions: 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

Relevance Score: 0.009061471

Manufacturing the STEM Workforce: The Effect of Structured Undergraduate Research Experiences on Engineering Student Retention

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
Tagged Topics: Diversity
Tagged Divisions: 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

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[Work in Progress] Broadening Participation and Building Students’ Self-Efficacy Through Experiential Learning Undergraduate Research Experiences focused on STEM Research for Social Change

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)

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

Relevance Score: 0.0076413034

Analyzing student motivations in joining and persisting in Engineering Project Experiences

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
Tagged Divisions: 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.

Relevance Score: 0.0054032174

From Classroom to Career: Designing a Program to Foster Building Professional Competencies (Work in Progress)

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)

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