Conference Session

Experiential Learning and Professional Skills and Competencies: Attainment, Assessment, and Evaluation.

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adrian Nat Gentry, Purdue University; Eric Holloway, Purdue University at West Lafayette (COE); Kerrie A. Douglas, Cornell University

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Diversity

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Cooperative and Experiential Education Division (CEED)

students' career social capitalIntroductionWhile there have been many policy level calls for increasing the diversity of the engineeringworkforce, there is little known about the work experiences of engineering students of identitiestraditionally excluded from engineering (e.g., women, LGBTQ+, Black, and Hispanic/Latinx)engineering students [1]–[7]. As Co-ops and internships are many students first industryexperience, it is important to understand how these experiences shape their career development. Work-integrated learning (WIL) programs, such as Co-op programs, internships, andworkforce development programs, are valuable for engineering students’ career development.WIL programs provide opportunities for students to access valuable

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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Cooperative and Experiential Education Division (CEED)

skills tolong-term career preparedness. Embedding PBL into capstone experiences may prove to be ameans of improving the experience and outcomes to realize their full potential.2 BackgroundCapstone programs serve as the culminating experience in the undergraduate academic tenure.Building upon cumulative academic courses, they expose students to unstructured problems tofacilitate a smooth transition to professional practice and better prepare them for their futurecareers [13-14]. Capstone programs were initially pioneered in response to perceiveddeficiencies in exposure to professional practice [15]. Consequently, their primary objective is tohelp prepare students for the real world by providing them with opportunities to solve complexopen-ended

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)

Dr. David Reeping is an Assistant Professor in the Department of Engineering and Computing Education at the University of Cincinnati. He earned his Ph.D. in Engineering Education from Virginia Tech and was a National Science Foundation Graduate Research Fellow. He received his B.S. in Engineering Education with a Mathematics minor from Ohio Northern University. His main research interests include transfer student information asymmetries, threshold concepts, curricular complexity, and advancing quantitative and fully integrated mixed methods. ©American Society for Engineering Education, 2025 WIP: Navigating Career Development: Engineering Students’ Co-op Experiences Through

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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Diversity

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Cooperative and Experiential Education Division (CEED)

nationa ©American Society for Engineering Education, 2023 Evaluation of a Work-Integrated Learning Program for Undergraduate STEM Outreach InstructorsThis paper describes and evaluates a comprehensive work-integrated learning program,developed and delivered by Actua, a Canadian National STEM organization. The programprovides instructors with a variety of opportunities to improve their skills, career readiness, andtheir employer connections and networks. The program consisted of four sets of activities: (1) Aset of skills-focused training modules to prepare participants for their more immediate STEMoutreach work and longer-term work readiness; (2) Industry-Led Activities andMicro

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)

ENVIRONMENT DURING COVID-19 PANDEMIC CONTINUATION POST COVIDThe covid-19 pandemic brought the traditional in-person student engagement activities to a halt and resultedin the redesign and thinking around student engagement that would still maintain the concepts of HighImpact Practices that includes experiential experiences. The paper will focus on two programs at the CityCollege/City University of New York (CUNY) that were utilized in this process. The first, Career Launchwas designed for CUNY students who have not had an internship, and the second, the Federal Work Study(FWS) program (established in1964) and designed to allow students of lower-income backgrounds to gainwork experience while studying were utilized. The host site was established in

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)

, equity, inclusion, and accessibility in the nation’s workforce,and meet the objectives of the Justice40 Initiative. Justice40 mandates that at least 40% of thebenefits of certain federal investments must flow to disadvantaged communities, which DoEdefines as “being marginalized, underserved, [or] overburdened by pollution” [1].These requirements present opportunities for universities to provide undergraduate engineeringstudents with career development pathways within the industries targeted by the IIJA and IRA.The opportunities are particularly well-suited for Minority Serving Institutions (MSIs), such asAsian American, Native American, Pacific Islander Serving Institutions (AANAPISIs) andHispanic Serving Institution (HSIs). Our university

Conference Session

Experiential Learning and Professional Skills and Competencies: Attainment, Assessment, and Evaluation.

Collection

2023 ASEE Annual Conference & Exposition

Authors

John H. Callewaert, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan

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Diversity

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Cooperative and Experiential Education Division (CEED)

careerplacement [2]. Experiential learning is thought to result in a change in judgment, knowledge, orskills, or the development of professional competencies and identity [1]. The Global State of theArt in Engineering Education report [3] identified experiential learning opportunities as a keypedagogical feature of engineering education. Perhaps this emphasis stems from experientialeducation’s alignment with engineering design education efforts [4], its potential to support thedevelopment of professional competencies [5], [6], or its ability to produce more innovative,career-ready engineers [7]. Within engineering education, experiential learning opportunities caninclude participation in engineering design and competition teams, study abroad

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)

, including: During each WBE, STL was found to occur, regular STIR dialogs supportedSTL, and STL strengthened self-efficacy. These and other qualities of STL were found to helpadvance Broadening Participation in STEM as it is theorized in the literature.1. Introduction1Broadening Participation in STEM (BPiS) is a major initiative funded by the National ScienceFoundation (NSF) in a range of micro-, meso-, macro-, and exo-level programs that span formaland informal education settings for pre-kindergarten thru secondary, undergraduate, graduate,and postgraduate levels, on to transitioning into the STEM workforce as researchers, scientists,engineers, or other STEM professional careers. According to the NSF, “A diverse and capableworkforce is vital to

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)

and studentperspectives. The goal is to foster a shared understanding of the internship programs in the industryas well as student needs, enabling the department to refine the structure of the internship course,as well as collaborate with companies and student career services, to leverage all the resources andhelp with student success.METHODOLOGYThis study used a survey-based approach to collect in-depth information from both employers andstudents involved in the construction internship programs. The methodology aims to thoroughlyunderstand the perspectives of the two major stakeholders in the internship cycle, identify the gapsbetween their expectations and experiences, and explore potentials for improvement.Employer SurveyThe employer

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)

a Professor of Higher Education and Sociology at Florida State University. Her research uses developmental and sociological perspectives to examine the mechanisms that shape entry into and persistence with respect to college and career pathways, from secondary school through the workforce. She especially focuses on post-secondary access and success in scientific and technological career fields. Published work includes over 50 peer-reviewed published articles, chapters, monographs, and books, including the award-winning Latin* Students in Engineering (Rutgers University Press). She has held leadership roles on editorial and advisory boards. Her research has been supported by external funders including the Gates

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)

activities. In this paper, we describe the structure of these programs and associatedmetrics. Early results indicate very high interest by students and employers, high retention ratesin cybersecurity careers, and gains in participation by underrepresented groups. 1. IntroductionThe cybersecurity workforce gap is large, with an estimated 1.1 million employed workers and770 thousand job openings across the country. From the employers’ perspective, the curriculumin some cybersecurity degrees should be more closely aligned with requirements of the jobmarket, enabling new employees to be productive from day one. Meanwhile, new graduatessometimes express frustration with the expectations of job descriptions for entry-level positions,which often include

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)

Hispanic STEM-field enrollment andretention. Science and mathematics in middle school has emerged as a barrier that prevents manyminority students from pursuing advanced STEM courses in high school and, therefore, limitstheir preparation for college and selection of careers in STEM-oriented career paths. Evidenceindicates that traditional STEM curricula and instructional methods are not serving all studentswell [2]; specifically, too few underserved and unrepresented students such as Hispanics aregraduating from high school prepared to begin a STEM degree program or career [3]. A majorobstacle to engagement and motivation in middle-grade STEM education is math anxiety, whichcan be a key barrier to STEM achievement and career choices [4][5

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)

launch the inaugural year(2024) of the STEM Research for Social Change Research Experience for Undergraduates (REU)program (National Science Foundation REU) to provide transformative, interdisciplinary experientiallearning to undergraduates through 10-week, faculty-mentored summer research with social changepartners designed to advance UN Sustainable Development Goals achievement. This program is amodel for broadening participation in STEM by providing underrepresented first through third year scienceand engineering students with a structured research experience that builds their self-efficacy related toSTEM research, career development, and future sense of self. This REU also demonstrates effectiveco-mentorship of undergraduate research

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)

panel, and a diversity, equity,and inclusion (DEI) reflective session. The peer support is extended at the end of the REUexperience, as students come together at one of the network sites to present their research andposters via virtual and in-person means; they also tour the facilities to learn more about thevarious aspects of research outside of their assigned REU site. Overall, students show an increasein the research skills gained throughout the REU program. The students are monitoredlongitudinally to learn more about their career paths after they exit the REU program.BackgroundThere continues to be a great need to encourage and prepare a diverse group of undergraduateengineering students to persist in their degree programs and, ultimately

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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Diversity

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Cooperative and Experiential Education Division (CEED)

introducestudents to research work through rhetorical analysis of scholarly work. These first-timeundergraduate researchers are recruited from various universities and bring with them diverseexperiences based on their backgrounds. The REU program is designed to prepare students forgraduate studies by immersing participants in a authentic research conducted within a tier oneresearch facility alongside graduate students, postdoctoral fellows, research staff, and faculty.The program also provides career development workshops on applying to graduate school,writing personal statements, developing a professional network, working in academia andindustry as well as creating graduate level research products (i.e., posters, presentations, andpapers).The Natural

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)

with WIL in French engineeringeducation (CTI, 2023; Rouvrais et al., 2020), which is notably distinct from the prevailingChinese model where practical experience, although required to varying extents, is oftenlimited to company visits (Du et al., 2017).Literature reviewA significant amount of research has been done on the impact of WIL internships onemployability and student development. WIL is considered instrumental in enhancinggraduate employability by improving a range of employability skills (Jackson & Dean, 2023;Patrick et al., 2008), providing opportunities to practice and refine skills in a real worldsetting (Jackson, 2015). Work placement enhances career clarification for students (Zegwaard& Coll, 2011), facilitates graduate

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)

to expand across the globe 4 butstill primarily focusing on the “employability/ placement” as the objective5.It is important not only that a student be employable at the end of his/ her graduation, but thats/he continues to remain employable for the rest of the career by staying relevant and future-ready, particularly in the sectors that adopt rapidly transforming technologies.Can the WIL model of education, which has been found successful in meeting theemployability demand serve the graduates to remain relevant? Can such a model be used tomeet the continuing education needs of the people at scale without compromising on the 1A descriptive study of

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) 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)

one standard error increase for thegroup after the Fellowship ended. These results suggest that multidisciplinary undergraduatescience communication fellowships with a cohort model may increase students’ confidence andself-efficacy in research. Other qualitative successes included students continuing theirextracurricular involvement in career-focused work after the program ended. The next step forthis research study is to conduct interviews with the students from prior cohorts to gainadditional insight into the potential broader impact of the program on student’s confidencewithin academia and in preparation for their future profession. We will continue to collect surveydata on future cohorts to grow our data set and get a more comprehensive

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)

Biomedical Engineering and a MS and BS in Engineering Mechanics from Virginia Tech. She has been founding faculty of two brand new U.S. engineering undergraduate programs and is leading change across diverse contexts. She has been PI on many NSF awards (include a NSF CAREER) and currently is PI on a multi-year Kern Family Foundation KEEN award targeted at ”Educating the Whole Engineer” through innovation (entrepreneurial mindset) and character. ©American Society for Engineering Education, 2025 Transforming Undergraduate Education to Educate the Whole Engineer: Implementing 100% Experiential Learning at Wake Forest Engineering Through Grounding to Learning Theories, Motivation Theories, Strategic

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sophia Vicente, Virginia Tech Department of Engineering Education; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Wayne Gersie

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Cooperative and Experiential Education Division (CEED)

Tech and a Professor in the Department of Engineering Education where she has also served in key leadership positions. Dr. Matusovich is recognized for her research and leadership related to graduate student mentoring and faculty development. She won the Hokie Supervisor Spotlight Award in 2014, received the College of Engineering Graduate Student Mentor Award in 2018, and was inducted into the Virginia Tech Academy of Faculty Leadership in 2020. Dr. Matusovich has been a PI/Co-PI on 19 funded research projects including the NSF CAREER Award, with her share of funding being nearly $3 million. She has co-authored 2 book chapters, 34 journal publications, and more than 80 conference papers. She is recognized for her

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)

perceive a lack of readiness as a barrier toparticipation. [3] Creating pathways for diverse and underrepresented undergraduate students to enterundergraduate research and continue to pursue graduate research is imperative to diversity theworkforce. Underrepresented minority students often value collaboration and helping people asimportant factors in their educational objectives and careers. [4] They may have a misperceptionthat science is an isolated field that does not engage in broader community interests. Involvingstudents in community-engaged learning projects allows them to see the social and economicaspects of science problems, exposes them to the interdisciplinary and collaborative nature ofscience, and can result in improved

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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Cooperative and Experiential Education Division (CEED)

educational and career pathways of engineers. In The National Academy of Engineering (Vols. 2018-June). The National Academies Press. https://doi.org/10.17226/25284[2] ASEE. (2024). Cooperative and Experiential Education Division. Retrieved from: https://ceed.asee.org/[3] Moher D, Liberati A, Tetzlaff J, Altman DG, The PRISMA Group (2009) Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7): e1000097. https://doi.org/10.1371/journal.pmed.1000097[4] Power, J. (2021). Systematic reviews in engineering education: a catalyst for change. European Journal of Engineering Education, 46(6), 1163–1174. https://doi.org/10.1080/03043797.2021.1980770[5] Phillips, M., Reed, J. B

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)

aremainly academic degrees and professional degrees. In terms of the research on connotation, somescholars have explored the difference between the training objectives of professional degree andacademic degree in engineering. Different from academic degrees, which emphasize advancedknowledge and top-notch research, professional degrees attach more importance to the closeconnection with engineering practice7. The professional degree is a kind of degree that takes Intoaccount academic, career-oriented and practical elements of training. From the perspective ofknowledge production mode, the knowledge production of academic degree is more centered ondisciplines and universities, that is, it is adapted to the traditional knowledge production mode I

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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Cooperative and Experiential Education Division (CEED)

Department of Computer Science for the academic years 2011-12, 2012-13, 2013-14, 2014-15, and 2015-16. Furthermore, he was a shortlisted candidate for the UGC Teaching Award (Early Career Faculty Member). ©American Society for Engineering Education, 2024 Nurturing Student Innovation and Leadership through Student-Initiated Interest GroupsAbstractTo prepare students with strong technical skills and leadership abilities, the engineering facultyat the University of Hong Kong has established the Tam Wing Fan Innovation Wing (a.k.a. theHKU Inno Wing) and a program that supports student-initiated interest groups (SIGs) focused ontechnology and project-based learning. The SIG program

Conference Session

Experiential Learning : Global Models and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alicia Shih, School of Chemical Engineering, The University of New South Wales, Sydney, Australia; Sarah Grundy, School of Chemical Engineering, The University of New South Wales, Sydney, Australia; Peter Neal, School of Chemical Engineering, The University of New South Wales, Sydney, Australia

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Cooperative and Experiential Education Division (CEED)

virtual reality simulator technology," Journal of Online Learning and Teaching, vol. 8, no. 1, p. 63, 2012. [Online]. Available: https://jolt.merlot.org/vol8no1/schofield_0312.htm.[14] Y. Wood, K. Zegwaard, and W. Fox-Turnbull, "Conventional, remote, virtual and simulated work-integrated learning: A meta-analysis of existing practice," vol. 21, pp. 331-354, 01/01 2020.[15] D. Dada, M. Seifan, and A. Berenjian, "The Effect of Real and Virtual Construction Field Trips on Students’ Perception and Career Aspiration," Sustainability, vol. 12, p. 1200, 02/20 2020, doi: 10.3390/su12031200.[16] A. Shih, P. Neal, and S. Grundy, "Virtual work integrated learning (VWIL) implementation for improving student