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)

Paper ID #46701From Classroom to Career: Designing a Program to Foster Building ProfessionalCompetencies (Work in Progress)Laurie A. Sutch, University of Michigan Laurie is an experienced administrator in higher education as a director and program manager, workshop presenter, and facilitator of interactive learning experiences. Currently in the College of Engineering Undergraduate Education office at the University of Michigan, she supervises Spire, a program designed to help students develop professional competencies such as teamwork, communication, etc. She has presented at a variety of conferences, and has published

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)

supervision of Prof. Akira Isogai at the University of Tokyo, Japan (2014-2016) and Prof. Lennart Bergstr¨om at Stockholm University, Sweden (2016-2018). Her research activities center on the development and engineering of advanced sustainable materials from biomass, particularly renewable nanomaterials. She has built a research-education integrated platform towards advancing the commercialization of sustainable packaging and renewable nanomaterials and tackle these important research challenges with the help of students, industrial partners, and researchers. This program fosters entrepreneurial thinking to boost outcomes in sustainable advanced materials meanwhile offering career opportunities and professional development

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)

Paper ID #47987BOARD #123: Work in Progress: The Impact of Informational Interviewson Career Choices and Professional Growth for Undergraduate BiomedicalEngineering StudentsThomas Hudnall McGehee, University of ArkansasBryce Williams, University of ArkansasAlyssandra P Navarro, University of ArkansasDr. Mostafa Elsaadany, University of Arkansas Dr. Mostafa Elsaadany is a Teaching Associate Professor in the Department of Biomedical Engineering at the University of Arkansas. He received his Ph.D. in Biomedical Engineering from the University of Toledo. Dr. Elsaadany teaches Introduction to Biomedical Engineering, Biomechanical

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

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

Tagged Divisions

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): 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

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

system of learning for students seeking to receive university-level creditwhile also being able to acquire necessary skills from the workplace. It requires strong socialcontributions and personal connections from employers, academic staff, and faculty members toresult in a successful learning experience for students [2]. Work-based learning is a two-waybridge between the university classroom and the workplace, where this community of peopleworks cooperatively to provide resources and various learning environments for students to findand develop their career potential [3-4]. The “co-op” model is often used interchangeably withthe “work-based” model to describe the cooperative approach to education. There arestraightforward benefits to work-based

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)

; Computer Engineering (ECE) Department at Portland State University (PSU)has developed a Power Engineering Internship (PEI) program that provides engineering careerdevelopment pathways within the electric utility industry. The PEI is supported by several U.S.Department of Energy grants that aim to develop quality career opportunities and develop afuture electric utility workforce that represents the nation’s diverse populations.The PSU ECE Department intends to use surveys of internship participants as assessment toolsfor its ABET accreditation process, in particular, the ABET Criteria 3 Student Outcomes (SOs).SOs relate to the knowledge, skills, and behaviors that students acquire as they progress throughan engineering program [1]. They describe

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)

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): 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

Tagged Divisions

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

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)

?BackgroundProgram Context The broader project involved a partnership between a small Mid-Atlantic college and aNortheastern educational non-profit to design and execute an innovative, immersive engineeringeducation “study away” program. The focus on the pilot semester in Fall 2023 was to deliver aninnovative hands-on engineering curriculum and allow students to engage in career exploration.On the curriculum side, this was conducted through project-based learning and mastery-assessment. Students took five engineering courses during the semester including: CircuitsAnalysis, Circuits Analysis Laboratory, Statics, Calculus III, and Physics II. On the careerexploration side, the students engaged in site visits, called “career treks,” to local

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)

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): Assessment, Curriculum & Instructional Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, The 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

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

summer program includes a mentoring program that hasevolved over seven years, informed by mentor and mentee formative evaluations. This papershares the lessons learned from a seven-year case study that includes qualitative and quantitativedata, and was informed by educational experts’ experience, and through formative evaluation ofthe mentoring program.MethodsThis case study (Yin, 2013) was bound by time; students participate in the NHERI REU summerprogram for ten (10) weeks during the summer months of May, June, July, and August. Allstudents attended research meetings, career development workshops, and the REU researchsymposium at the end of the year where they presented their research through publicpresentations and poster sessions. The

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

Tagged Topics

Diversity

Tagged Divisions

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

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)

in their future careers. This researchexplores innovative pedagogical approaches that simulate workplace dynamics, enablingstudents to develop the adaptability and communication skills necessary for productiverelationships with supervisors in professional settings.The paper is organized to first provide an overview of key differences between academic andwork environments and common deficiencies displayed by early career engineers in theworkplace. It then analyzes these deficiencies and differences to identify three general areas ofimportance and suggests multiple strategies for leveraging classroom activities to develop thedesired skills. Finally, it offers two examples of classroom activities using those strategies tomodify the professor

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)

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

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.

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

-credential awards and content are developed both by higher education institutionsand by private companies specializing in industry or educational design [1]. In all cases, the coretenets behind a micro badge include being directed at a particular skill or operation, havingverifiable outcomes and assessments of mastery, and digital curation, which allows transfer andrecognition across various institutions [2]. Micro-credential awards are shorter term than mostcollegiate degrees and are often asynchronous, allowing students to complete them at theirpreferred pace. These characteristics mean that micro-credentials are often desirable for bothworking professionals looking to develop a skill and for those changing workforce roles duringtheir career [1

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

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

, student attitudes about co-op opportunities are significantly positive.Students value co-ops due to the opportunity to gain career experience and develop networkingskills to increase their chances of finding full time employment after graduation [12]. As aresult, the ability to redesign course lessons to allow students to gain skills and knowledge to bemore competitive for co-op opportunities should also improve student self-efficacy.Course Redevelopment ObjectivesYork College engineering courses typically get reviewed and experience minor revisions on aroutine basis but the strength in the redesign for the site design course was a focus on utilizingsenior civil engineering students’ co-op experience in developing and implementing