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)

studyabroad programs on the transformative learning outcomes of the participants are related to theirpersonality attributes.Transformative Learning in Study AbroadStudy abroad programs are exemplars of high-impact experiential learning. In Kolb’sexperiential learning theory, they focused on the centrality of experience and reflecting on theexperience. Like Kolb, Mezirow [4] also emphasized learning through critical reflection andproposed the transformative learning theory rooted in constructivism. According to Mezirow,when a disorienting event challenges an individual’s deep-rooted beliefs and assumptions, theywould critically reflect on those assumptions, initiating the transformative learning process [4].Consequently, the individual gains

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)

the diverse individuals.Throughout the summer, students complete weekly guided reflections, and before and after theprogram, complete a pre- and post-assessment.MethodologyThis research study used mixed methods to collect data throughout the NHERI REU SummerProgram for a five (5) year period, which included five different cohorts of student researchers.The data collection is designed to follow a case study that is bound by time as studentsparticipate in the program together, attend the same events virtually, and provide the sameweekly deliverables. Although students have different experiences and perceptions based onindividual interactions at each of their sites, they are immersed as part of the community ofundergraduate researchers for the

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)

abilities to inform career decisions [10]. Strong evidence suggests the importance ofidentity formation through experiential education; however, there are many questions that stillremain unanswered about how engineering programs can help create pathways for students tomeaningfully participate and develop professional identity, especially at scale.While experiential learning and engineering identity formation are important to the collegeexperience, challenges remain for creating robust structures for students to reflect, conceptualize,and apply their learning. Kolb [13] recognized that the experiences themselves are not enough.His model describes a cyclical process that begins with a concrete experience, followed byreflection on that experience

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)

by Dewey (1937) asa cyclical learning model in the education process with four components: concrete experience,reflection, abstraction, and application [5].Experiential learning refers to the transformation of experiences into applied knowledge [6] witha deliberate importance placed on the reflexive nature of learning [7]. Kolb’s experientiallearning theory is a noted example of a commonly cited learning theory presented in theliterature that maintains humanistic roots [8]. Experiential learning theory not only includes thecognitive aspects of learning, but also addresses one’s subjective experiences [9], defininglearning as “the process whereby knowledge is created through the transformation of experience”(Kolb, 1984, p. 41). This theory

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

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)

a specific topic. Each module has stated learningoutcomes aligned with the program mission and the training needs of the STEM outreachprograms. Each module also provides skill development under the Future Skills framework.Within the module, participants are provided with key information and theory, participate inshort active learning activities, and are provided with reflection opportunities to self-assess onwhat they’ve learned. Modules topics are as follows: 1. Organizational Introduction 2. Anti-Racism in STEM 3. Classroom Management 4. Communicating with Parents 5. Conflict Resolution 6. Future Skills 7. Gender Equity 8. Inclusion and Accessibility 9. Indigenous Worldviews 10. Managing Stress/Mental Health

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)

engineering system. This is equivalent to 4 years of bachelor’s and 2.5 years ofmaster’s studies in the Chinese higher education system. During the undergraduate(preparatory) stage, students pursue courses in basic sciences and humanities, with intensivetraining in mathematics and physics, reflecting a typical feature of French engineeringeducation (Lemaître, 2017). In the master's (engineering) stage, students engage in generaland interdisciplinary engineering studies and specialize in an area of study in which they willcomplete a master's thesis.Figure 1. SFEP curriculum structureThe WIL program at SFEP includes three internships designed to develop professionalcompetences in a progressive manner. These include a one-month ‘observation internship

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)

identified 41 articles that dealt with the model ofWIL. A summary of these select articles is presented in this section.There are three major systems of WIL, namely the Gilde, the Co-op, and the MKB-route.Each of the variants departs from the premise that students put their academic knowledge intoaction through relevant work experience outside the classroom and then bring the challengesand insights they gain on the job back to the class for further analysis and reflection.  The Gilde variant (literally craftsman’s guild system variant) goes the farthest, where the students are placed in paid positions from the beginning of their studies and the ratio of workplace/school bank in this model is roughly 60/40.  The Co-op variant

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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Diversity

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Cooperative and Experiential Education Division (CEED)

: 10.21153/jtlge2019vol10no1art792.[5] E. M. Aucejo, J. French, M. P. Ugalde Araya, and B. Zafar, "The impact of COVID- 19 on student experiences and expectations: Evidence from a survey," Journal of Public Economics, vol. 191, p. 104271, 2020/11/01/ 2020, doi: 10.1016/j.jpubeco.2020.104271.[6] F. Wu and T. S. Teets, "Effects of the COVID-19 Pandemic on Student Engagement in a General Chemistry Course," Journal of Chemical Education, vol. 98, no. 12, pp. 3633-3642, 2021/12/14 2021, doi: 10.1021/acs.jchemed.1c00665.[7] S. M. King, "Approaches to Promoting Student Engagement in Organic Chemistry Before, During, and After the COVID-19 Pandemic: Insights and Reflections," Journal of Chemical Education

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sydney Donohue, 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)

the project andhelp the student further their academic careers. Most of the students from the first year’s cohortare now working in the research lab of their mentor and/or organizing and mentoring the nextyear’s cohort.2.2. Logistics of Fellowship Program Operation2.2.1. Fellowship Application and Selection Process Program coordinators recruited mentors through email listservs and professionalnetworks. Mentors included professors, graduate students, and working professionals whostudied sustainable water resources. Water resources is a highly interdisciplinary andcollaborative field. Mentor disciplinary backgrounds reflect the wide variety of skills andknowledge needed to solve this grand challenge, and include environmental and water

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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Diversity

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Cooperative and Experiential Education Division (CEED)

third-partyplatforms are two widely used models at present in China2. In both modes, students completetraining sessions in real world engineering environment outside the universities. In the first modeof cooperation, universities use their previous cooperation basis to directly cooperate with theindustrial practice bases for jointly cultivation. While in the second cooperation mode, thethird-party platform integrates the demands of universities and companies to build a matchingbridge between the two parties. In this paper, two cases from China are selected to explore thecorporation under the two modes. The integration between university and industry to cultivateprofessional degree students in engineering is reflected in the key parts in the

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)

Communication and Education Affiliate at BMSIS.org. Her primary interests are in advancing Interdisciplinary studies and serving as a STEM Education and public outreach facilitator through grant management. Ms. Carron served as the NSF Marketing Coordinator for Navajo Technical University as well as being a STEM Education and Public Outreach advocate. Prior to her positions at Navajo Tech she served as a documentary film producer for numerous women’s aviation and women’s studies films. She is an active multicultural collaboration facilitator and dog rescuer. ©American Society for Engineering Education, 2023DisclaimerThe views expressed in this publication are those of the authors and do not reflect the

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

low values correspond to ‘veryweak/unimportant/little’ and high values correspond to ‘very strong/important/much.’ Most ofthe participating students had no previous experience with research before the Fellowship, whichoffers an explanation for the increase in response for students’ general perception of themselvesas a researcher. Of the three blocks of interest, the lowest numerical responses (Likert responseoption 1-4) from students in the pre survey consistently came from questions in the “identity”section related to their identity as a researcher. Generally, in the post results the mean value ofresponses increased, but only about half of the respondents reflected a somewhat strong or better(Likert response options 5-7) relationship to the

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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Diversity

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Cooperative and Experiential Education Division (CEED)

assesses the five motivation constructs as averages and allowsus to examine the scores relative to one another. Generally, scores from 4.5-6 are consideredindicators of positive learning environments. The scale is most effective when comparing acrossthe same sample because individuals can have different perceptions of scale in the Likert-styleanswers. The overall results can be seen below in Figure 2 and reflect positive learningenvironments across all constructs.Figure 2. MUSIC Model Results for the SOAR Internship Program MUSIC Model of Motivation Empowerment Success Interest Usefulness Mentor Caring DOOR

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

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Diversity

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Cooperative and Experiential Education Division (CEED)

Innovation and Entrepreneurship Boot Camp for Sophomore Engineering Students., National Collegiate Inventors & Innovators Alliance, San Jose, CA, March 21-22, 2014[8] S. Hurtado, N.L. Cabrera, M.H. Lin, L. Arellano, L.L. Espinosa , Diversifying Science: Underrepresented Student Experiences in Structured Research Programs, Research in Higher Education, vol 50 (2), pp. 189-214, March 2009.[9] C.B. Zotowski, W.C. Oakes, Learning by Doing: Reflections of the EPICS Program, International Journal for Service Learning in Engineering, 1-32, Fall 2014.[10] R. McElreath, Statistical rethinking: A Bayesian course with examples in R and Stan. CRC press, 2020.[11] S. Van der Linden and B. Chryst, No need for Bayes factors: A fully Bayesian

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)

MCP1, 2Alignment of Assessments with ABET Student OutcomesThe engineering education literature contains multiple examples of engineering faculty usinginternship experiences as a means for assessing ABET Criteria 3 Student Outcomes (SOs),dating back several decades [20-22]. Biasca and Hill developed a method for assessing multipleSOs based on students’ internship experiences, specifically using reflection papers and electronicportfolios [23]. Sirinterlikci also leveraged internship experiences to inform Criteria 3, which hedid by mapping student and employer survey data to SOs [24]. Laingen et al. describe the valueof internship competency assessments as a means for achieving continuous student learningimprovements, which were articulated

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

Tagged Topics

Diversity

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Cooperative and Experiential Education Division (CEED)

disciplines.This collaborative approach reflects the team's dedication to merging diverse skill sets for thesuccessful realization of their electric vehicle project. As students mentioned, “Our team iscomposed of students from various departments across HKU, each contributing their expertise tothe project. We have ME students dedicated to the mechanical design of our race car, EEstudents focused on the electrical aspects, and CS and EE students working on the controlsystem. Additionally, our team also includes Medical and Engineering students who form ourSim Racing Team, while Art, Science, and Business students handle sponsorship and publicrelation matters.”Recognizing the fact that fabricating a fully functional racing car is beyond the scope and