Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joy Watson, University of Cincinnati; Maureen G. Schomaker, University of Cincinnati

Tagged Divisions

Cooperative & Experiential Education

site visit about three-fourths of the waythrough the co-op semester with the student and their direct supervisor. The advisor gives aletter grade for each co-op semester, which is a 3 credit class. At a different university,students complete a self-evaluation of their co-op term, the employer completes anevaluation of the co-op term. A faculty member completes a one on one evaluation of theco-op term with the student utilizing reflective practice. Cates and Cedercreutz cite thefollowing guiding principles as the key foundational concepts of co-op:  Company selection of co-op students as employees (not placement in positions by the university  A sequential training environment in which students come to understand theory

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Nael Barakat, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

student learning outcome.  Senior exit surveys are conducted for the graduating seniors each summer. In the survey, Page 24.69.7 seniors are asked about the engineering ethics instruction as part of the curriculum.Ethics Outcomes Assessment Results and DiscussionThe following results related to engineering ethics education for the years 2012 and 2013 aresummarized and discussed: 1) co-op preparatory course outcomes, 2) co-op semester onlinemodules outcomes, 3) employer assessments of co-op students, and 4) senior exit survey results.The papers written in the co-op preparatory course reflecting on the ethics case studies weresummarized and

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rui Pan, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

with workplace competencies is experientialeducation10. They stated that “experiential education can be broadly defined as aphilosophy and methodology in which educators purposefully engage with learners indirect experience and focused reflection in order to increase knowledge, develop skills,and clarify values” 10 (p. 2). Brumm et al. further narrowed down this definition, arguingthat “it is work experience in an engineering setting, outside of the academic classroom,and before graduation” 10 (p. 2) and suggested that “Engineering experiential education Page 24.505.5programs, such as cooperative education and internships, present the best place to

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Yvonne Lanzerotti, Air Force Institute of Technology; Maggie Varga, SOCHE; Sean J. Creighton, SOCHE; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, Air Force Institute of Technology; Richard K. Martin, The Air Force Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

Program will bediscussed, and the results and findings will be compared with results from the 2012 Program.The views expressed in this document are those of the authors and do not reflect the official policy or position of the United States Air Force, Department of Defense, or the U.S. Government. Page 24.1279.4IntroductionTo meet the technology needs of our increasingly complex global society, engineers in the 21stcentury are now expected to exhibit key attributes to ensure their success and the success of theengineering profession, according to the National Academy of Sciences in their groundbreaking2004 report entitled The Engineer of 2020

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Manuel D. Rossetti, University of Arkansas; Kim LaScola Needy, University of Arkansas; Edgar C. Clausen, University of Arkansas; Carol Schubert Gattis, University of Arkansas; Micah Hale, University of Arkansas

Tagged Divisions

Cooperative & Experiential Education

of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. Page 24.532.9Bibliography1. Rossetti, M. Clausen, E., Gattis, C. S., Hale, M., & Needy, K. L. (2013) On the development of a student integrated intern research experience as a pathway to graduate studies. 2013 American Society for Engineering Education Annual Conference Proceedings. Atlanta, GA.2. Peppas, Nicholas A. “Student Preparation for Graduate School Through Undergraduate Research.” Chemical Engineering Education, V15 (3), pp135-137, Summer, 1981

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hans J. Thomas P.E., U.S. Military Academy; Michael Nowatkowski, U.S. Military Academy; Brodie K. Hoyer, U.S. Military Academy; Michael J. Benson, U.S. Military Academy; Bruce Floersheim, U.S. Military Academy; Luksa Luznik, United States Naval Academy; Wesley Anderson, U.S. Air Force Academy; Steven J. Condly, United States Military Academy

Tagged Divisions

Cooperative & Experiential Education

and refinement before thesurveys were sent out to the recipients. Having the surveys ready sooner would likely lead to ahigher response rate and would provide students the opportunity to reflect on their experiencewhile it is still fresh in their mind. Future surveys should also look to remove questions that showed little to no correlationto the success of the externship. Shorter surveys encourage a faster response rate and preventfrustration from students feeling like they have answered the same question in multiple manners.This would also make room for researchers to add other questions to find other correlations tosuccess of the experiences. Further research should include surveys of the externship sponsors to gain

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen M. Short, University of the District of Columbia- CC, Workforce Development and Lifelong Learning ; Annie R. Pearce, Virginia Tech; Christine Marie Fiori P.E., Virginia Tech; Tanyel Bulbul, Virginia Tech; Andrew McCoy, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

experience: Factoring in pre-work academic performance,” Journal of Engineering Education,97(2), 207-212.14 Fiori, C. and Pearce, A. (2009). Improving the Internship Experience: Creating a Win-Win for Students, Industryand Faculty. Construction Research Congress 2009: pp. 1398-1408.15 Tener, R.K. (1996). “Industry-University Partnerships for Construction Engineering Education.” Journal ofProfessional Issues in Engineering Education and Practice, 122(4), 156-162.16 Fiori, C. and Pearce, A. (2009), op cit.17 Venkatesh, M., Small. R.V., and Marsden, J. (2003). Learning in Community, Reflections on Practice, KluwerAcademic Publishers, Dordrecht: The Netherlands.18 Venkatesh, M., Small. R.V., and Marsden, J. (2003). op cit.19 Venkatesh, M