Displaying all 9 results
- 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)
as a transformative force in higher education, fundamentallychanging how students engage with knowledge. While often simply defined as "learning bydoing," experiential learning encompasses a rich variety of approaches including project-basedwork, community engagement, design challenges, laboratory investigations, and problem-basedlearning. What distinguishes these educational experiences is their open-ended, authenticnature—they provide structured scaffolding but lack predetermined solutions or pathways,mirroring the complexity students will encounter in professional practice.The impact of experiential learning in engineering education is particularly significant, as itbridges the persistent gap between theory and practice. Research
- 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)
defined by the following: i. The Learner is in a professional environment, generally in industry; ii. The Learner works towards a qualification that is relevant to the industry, and aligned with her/ his work profile; iii. The workplace is the natural setting for the delivery of the education, and is converted into a learning environment or class room/laboratory; iv. Synchronous instruction is employed to teach the fundamental principles, and applications, in core and advanced areas relevant to the domain, along with relevant laboratory sessions; v. Asynchronous means of instruction are employed to provide flexibility and ease of access, and most importantly, to keep the learner engaged constantly
- 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)
selected to participate asFWS students with the Office of Academic Affairs: • Conduct research (laboratory and/or literature based) 8 - 15 hours per week (per Mentor’s instruction). • Research assignments may be part of a larger project, a pilot project, or be designed to provide preliminary data for future research, scholarly or creative projects. • Are required to attend a monthly research seminar given by the GSOE. • Complete of a variety of research assignments (per Mentor’s instruction/project description). • Write a Research Report at the end of each semester.The Process for FWS - A half page description of the overall project (goals, objectives, and methodology),student tasks and responsibilities, minimum
- 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
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- Cooperative and Experiential Education Division (CEED)
program has diversified in terms of faculty, staff, funding sources, partner universitiesetc. to facilitate STEM retention and matriculation. Figure 1 shows the diversity in funding partnership whichhas allowed for the inclusion of various facilities, companies, faculty, staff. projects and student groups. Duringthe summer, students are partnered with laboratory principal investigators (PI’s), graduate mentors and researchassistants to assess, explore and contribute to real world engineering problems. Notably, students’ maininstitution of enrollment while participating in this program includes institutions across the U.S., withconsistent consideration to Minority Serving Institutions (especially Historically Black Colleges andUniversities) and
- 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)
- 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)
]. They alsoobtain increased monetary compensation [5] and report higher job satisfaction. A study alsoshows that depth of experiential learning, as indicated by the amount of time committed to thoseactivities, correlates positively with cognitive gains, while breadth, as indicated by the number ofactivities that a student engages in, is associated with improved teamwork skills [6]. Inparticular, the number of internships that an undergraduate has is a major predictor of initialcareer outcomes [4].Experiential learning is increasingly considered a critical component of higher education,complementing more traditional forms of classroom and laboratory instruction. Experientiallearning opportunities can also inform career choice, help students build
- 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
- Tagged Topics
- Diversity
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- Cooperative and Experiential Education Division (CEED)
-efficacy, sense of belonging, and science identity," CBE—Life Sciences Education, vol. 13, no. 1, pp. 6-15, 2014.[9] R. W. Lent et al., "Social cognitive predictors of academic interests and goals in engineering: Utility for women and students at historically black universities," Journal of counseling psychology, vol. 52, no. 1, p. 84, 2005.[10] E. Berkes and M. Hogrebe, "Undergraduate laboratory research, persistence in science, and the effect of self-efficacy beliefs: A quantitative study," presented at the American Educational Research Association, Chicago, IL, 2007.[11] T. D. Sadler, S. Burgin, L. McKinney, and L. Ponjuan, "Learning science through research apprenticeships: A critical review of the
- 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)
electrode surface oxidation-reduction reactions for sensor applications, material corrosion mechanisms, and electrochemical degradation. She is a strong advocate for integrating high-impact practices, such as problem-based learning, into lectures, laboratories, and outreach initiatives to enhance student and community engagement in STEM education.Melissa Karlin, St. Mary’s University Dr. Melissa Karlin serves as the Director of Office Student Research and Inquiry (OSRI) at St. Mary’s University (StMU), and is a Professor of Environmental Science and Sustainability. A StMU faculty member since 2012, Melissa teaches undergraduate courses in GIS, ecology, experimental design, and conservation biology. Her research focuses
- 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
- Tagged Topics
- Diversity
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- Cooperative and Experiential Education Division (CEED)
-year projects that better align with real-world conditions. c. Research: There have been focus groups on underrepresented minority science students that show those participating in a structured research program take on a "science identity" and are more likely to persist in their major [8]. Similar to other structured research programs, EESI students work in laboratories with faculty on the latest cutting-edge technology. However, the faculty are selected to ensure they have a passion for underrepresented minority student success and that their lab extends the safe space concept. d. Engineering Projects and Community Service (EPICS): This track