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)

the students who missed the sessiondue to business exigencies.In addition to the synchronous instruction, the institute provides professionally developeddigital lecture content in majority of the courses. This serves as a supplementary materialand/ or for flipped mode of delivery.Labs: The curriculum includes regular exercises and practical sessions designed for eachcourse. Since all students admitted are required to be working in a relevant industry, they 5A descriptive study of an innovative and sustainable model of work integrated learningfor industry professionals – An Indian casehave access to physical equipment for laboratory and practical

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel A. Tillman, University of Texas at El Paso; Thomas Joseph Soto, University of Texas at El Paso; Song An, University of Texas at El Paso; Carlos Paez, Navajo Technical University; Alice Carron, Blue Marble Institute of Space Science

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Diversity

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Cooperative and Experiential Education Division (CEED)

and building guitars. In Hunter-Doniger, T. (Ed.), STEAM Education: Transdisciplinarity of Art in the Curriculum. NY, NY: NAEA.21. Tillman, D., An, S., Boren, R., & Slykhuis, D. (2014a). Building model NASA satellites: Elementary students studying science using a NASA-themed transmedia book featuring digital fabrication activities. J. of Comp. in Math. and Science Teaching, 33(3), 327-348.22. Tillman, D. A., An, S. A., & Boren, R. (2015a). Assessment of creativity in arts and STEM integrated pedagogy by preservice elementary teachers. Journal of Technology and Teacher Education, 23(3), 301-327.23. Tillman, D. A., An, S. A., & Robertson, W. H. (2019b). The relationship between formal and informal learning. In J. C

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)

ortechnical problems [9]. Lifelong learning skills like “ability & eagerness to learn” and “selfawareness” align with the need to work through the complex sociotechnical challenges thatengineers face today [10], and support students in navigating an evolving labour system [11].Furthermore, the development of future skills through work integrated learning experiences hasbeen documented in other research [12]-[15].2.2 Identity Trajectory TheoryIdentity theory has a strong presence in the scholarship on the education and development ofengineering students, as practitioners attempt to understand the interplay between curricular,co-curricular and work experiences, and the development of students “as engineers” [16]-[18].While Identity Trajectory

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City University of New York, City College

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Diversity

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Cooperative and Experiential Education Division (CEED)

, andproject development of the participants. This paper will also focus on the continued use of remote internshipsand experiential opportunities as a High Impact Practice to engage students at an urban commuter universityacross all majors.BackgroundHigh Impact Practices (HIPs) have been shown to be effective in retention, persistence, and overall studentsuccess [1-5]. These practices include activities such as undergraduate research, service learning, experientiallearning opportunities, internships, study abroad, collaborative projects and writing intensive courses. Theseactivities have been found to be very beneficial for underrepresented students. Institutional resources,curriculums and student body demographics limit the effectiveness of the

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ying Lyu, Beihang University; Chuantao Yin, Beihang University; Qing Lei, Beihang University

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Diversity

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Cooperative and Experiential Education Division (CEED)

internships have been implemented, research has revealed that they are often‘just a formality and going through the motions’ (Du et al., 2017).WIL in engineering education is not new, and well-established practices, such as sandwichdegree offerings in the UK, cooperative education in North America, and WIL in Australianuniversities under the National Strategy for WIL, offer valuable references (Edwards et al.,2015; Luk & Chan, 2020). There has been significant discussion among both engineeringeducation researchers and practitioners on learning experiences from these well-establishedmodels (Lin & Geng, 2019; Cai et al., 2019; Qie et al., 2019). In the French engineeringeducation model, WIL is an integral part of the curriculum, with

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Cooperative and Experiential Education Division (CEED)

theseopportunities to students.To help better prepare students for work in the academy, self-efficacy [2] plays an important rolein determining their confidence to carry out research. This means that students must havepositive perceptions of their abilities and capabilities in order to achieve success within the REUprogram. Self-efficacy also includes recovering from challenges and perceived failure in order tolearn and improve in their capabilities and confidence. Overcoming these challenges is key tohelping students grow in their self-efficacy around research activities such as preparing andpresenting research forums and poster sessions, working with experienced faculty to conductresearch, and integrating as a member of the research community.This paper

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)

Paper ID #37625University-industry Partnerships for Enhancing the Workplace Readinessof Professional Masters in Engineering: A Comparative Case Study in ChinaFangqing Yi, Tsinghua UniversityDr. Xiaofeng Tang, Tsinghua University Xiaofeng Tang is Associate Professor in the Institute of Education at Tsinghua University. Prior to his current position, Dr. Tang worked as an Assistant Professor of Practice in the Department of Engineering Education at The Ohio State University. He did ©American Society for Engineering Education, 2023 University-industry Partnerships for Enhancing the Workplace Readiness of

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) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Cooperative and Experiential Education Division (CEED)

. K. Schauer, A. Kohls, and K. Fu, “Push and pull: Exploring the engineering retentionproblem for underrepresented groups and gauging interest in interdisciplinary integration intoundergraduate curriculum,” in 2023 ASEE Annual Conference & Exposition. Baltimore,Maryland, June 2023.[10] J. Yang, J. D. Towles, S. Sheppard, and S. Atwood, “Internships’ impact on recognition forfirst-generation and/or low-income students,” in 2022 ASEE Annual Conference & Exposition.Minneapolis, Minnesota, August 2022.[11] A. Meador, “Examining recruitment and retention factors for minority STEM majorsthrough a stereotype threat lens,” School Science and Mathematics, vol. 118, no. 1-2, pp. 61–69,January 2018.[12] T. L. Strayhorn and R. M. Johnson, “What

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

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)

been considered an essential experiential learning method in higherengineering education. It can immerse students in real-world practices and bridge the gap betweentheory and practice. Internship experience is particularly crucial in fields with strong practicalemphasis, such as construction. Recognizing the value of student internship experiences, manyuniversities embed internship courses within their curriculum, and even making them aprerequisite for graduation. However, despite the widespread presence of internship programs,there still exists a gap between the requirements and offerings from the industry and theexpectations of students. Such gap can affect the efficacy of student learning experience,potentially undermining the objectives

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

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Diversity

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Cooperative and Experiential Education Division (CEED)

workforce needs.Table 1. The WPI Plan Orients Students Toward Workforce Needs Traditional Curriculum Curriculum in the WPI Plan Each student is an isolated learner Graduates are part of a team Courses develop long, narrow “corridors” of Professions require integration of knowledge knowledge Students follow rigid, prescribed path – little Total responsibility for setting personal opportunity to set personal objectives objectives Get the “right” answers to structured Ask the right questions in unstructured problems situationsToday, WPI students engage in Major Qualifying Projects in a variety of different ways, such ascompleting a

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

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Diversity

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Cooperative and Experiential Education Division (CEED)

Menefee [1] found that students with study abroadexperience have more employability probability and greater organizational, communication, andleadership skills. Including study abroad programs in the curriculum helps students achieveholistic learning by gaining intercultural competence and an inclusive, open, and reflectiveperspective for solving complex global problems.Due to the highly immersive experiential learning nature of the study abroad programs, they alsoprovide transformative learning opportunities to participants. However, the extent and nature oftransformative learning in various experiential learning programs differ among individuals [2][3]. The broader purpose of this paper is to investigate whether the differential impacts of