Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Y. Young, University of Central Florida; Cameron M. Ford, University of Central Florida; Patrice Lancey, University of Central Florida; Divya Bhati, University of Central Florida ; Kim A Small, University of Central Florida College of Engineering and Computer Science

Tagged Divisions

Cooperative & Experiential Education

Paper ID #6287Internships and Undergraduate Research: Impact, Support, and Institution-alization of an NSF S-STEM Program through Partnerships with Industryand Funding from Federal and Local Workforce AgenciesDr. Lisa Massi, University of Central Florida Dr. Lisa Massi is the Director of Operations Analysis for Accreditation, Assessment, & Data Adminis- tration in the College of Engineering & Computer Science at the University of Central Florida. She is Co-PI of a NSF-funded S-STEM program and program evaluator for an NSF-funded REU program. Her research interests include cognitive and non-cognitive factors that

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joseph A Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology (COE); Jerry Carl Hamann, University of Wyoming; David L. Whitman, University of Wyoming; Rachelle Reisberg, Northeastern University; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

range of management positions in IBM, Hanover Insurance, and was the President of a high tech start-up company.Dr. Leslie K. Pendleton, Virginia Tech c American Society for Engineering Education, 2013 Paper ID #6393Dr. Pendleton is Director of Student Services in the Bradley Department of Electrical and ComputerEngineering at Virginia Tech. In addition to her administrative, advising, outreach, and research respon-sibilities, she developed and teaches a required Engineering Professionalism course for electrical andcomputer engineering sophomores and serves as her department’s primary corporate liaison. She has

Conference Session

Expanding the Borders of Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sandra Ingram, University of Manitoba; Anita H. Ens, University of Manitoba; Marcia R. Friesen, University of Manitoba

Tagged Divisions

Cooperative & Experiential Education

from private consulting andmanufacturing companies to public sector utilities.Focus groups were also held with cooperative work-term employers of the participants for thepurposes of gaining insight from an employer’s perspective on both possibilities for andobstacles to IEGs’ integration into the profession. Through an email invitation, four of the sixengineering supervisors agreed to participate, and this meeting was held towards completion ofthe co-op work term. Focus groups are loosely structured gatherings of 4-12 people who engagein a discussion guided by the moderator. The primary advantage of a focus group is the abilityfor discussion to expand beyond the preconceptions of the researcher(s) and to provide dataabout key issues important

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Johrendt, University of Windsor; Schantal Hector, University of Windsor; Karen Benzinger, University of Windsor; Geri Salinitri, University of Windsor; Arunita Jaekel, University of Windsor; Derek Northwood, University of Windsor; Michelle Watters, University of Windsor

Tagged Divisions

Cooperative & Experiential Education

-op had on: their academic and career-related goalsand motivation; identification of personal strengths, weaknesses and preferences; understandingof academic theory and technical knowledge; development of attributes; and the ability toeffectively contribute in the workplace through identified soft and transferable industry-relatedskills.Students participating in co-op at the University of Windsor may complete regular or extendedlength work terms. Regular work terms are generally four-months in length, while extendedwork terms are at least eight months long, although many companies request co-op students fortwelve to sixteen month periods. The survey demographics included a question about work termduration, so that the effects of work term

Conference Session

Outcomes of Cooperative Education Assignments

Collection

2009 Annual Conference & Exposition

Authors

Jennifer Johrendt, University of Windsor; Schantal Hector, University of Windsor; Michelle Watters, AUTO21; Derek Northwood, University of Windsor; Geri Salinitri, University of Windsor; Arunita Jaekel, University of Windsor; Karen Benzinger, University of Windsor

Tagged Divisions

Cooperative & Experiential Education

have been an option for post-secondary education with the premise of assisting students’ transition from school to workplace. Page 14.42.3These programs have been defined as structured educational strategies integrating academiclearning through productive work experiences in a field related to career goals 4, 5, 6.Groenewald7 determined that cooperative education has four core dimensions: “(a) an integratedcurriculum, (b) learning derived from work experience, (c) cultivation of a support-base, and (d)the logistical organization and coordination of the learning experience.” The basic concepts ofalternating school with work over a substantial

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

2015 ASEE Annual Conference & Exposition

Authors

Richard F. Vaz, Worcester Polytechnic Institute; Paula Quinn, Quinn Evaluation Consulting

Tagged Divisions

Cooperative & Experiential Education

to 40” years, and it averaged approximately 13 years. Five of the teninterviewees explained that their contact with WPI graduates took place either wholly orprimarily in the pre-hire phase while the other five indicated that they also had contact with Page 26.278.5graduates after they were hired in some capacity or another (either through an internship, co-op,or full time position). Of the ten interviewees, six were female and four were male; seven wereaware of WPI’s project-based learning curriculum to one degree or another, one was vaguelyaware that WPI students completed some type of project work, and two were not aware that WPIhad a project

Conference Session

Issues of Cooperative Education I

Collection

2008 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Maura Borrego, Virginia Polytechnic Institute and State University; Jenny Lo, Virginia Polytechnic Institute and State University

Tagged Divisions

Cooperative & Experiential Education

engineers. With this inmind, the development of the NESLOS was guided by ABET’s “3a through k” criteria whichstate that: “engineering programs must demonstrate that their graduates have: (a) an ability to apply knowledge of mathematics, science, and engineering, (b) an ability to design and conduct experiments, as well as to analyze and interpret data, (c) an ability to design a system, component, or process to meet desired needs, (d) an ability to function on multidisciplinary teams, (e) an ability to identify, formulate, and solve engineering problems, (f) an understanding of professional and ethical responsibility, (g) an ability to communicate effectively, (h) the broad education necessary to understand the impact of

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

West Point in the Department of Systems Engineering and the Department of Electrical Engineering and Computer Science. His research interests include cyber security, wireless networks, and simulation.Major Brodie K Hoyer, U.S. Military Academy Major Hoyer received a BS in Mechanical Engineering from the United States Military Academy and was commissioned as an Officer of Engineers in 2003. He received his MS in Mechanical Engineering from Stanford University in 2013 and is currently serving as an Instructor in the Department of Civil and Mechanical Engineering.Lt. Col. Michael J Benson P.E., U.S. Military Academy Michael Benson is a Lieutenant Colonel in the United States Army, and is currently an Assistant

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

approach the presented classroom problem. In small companies, there will material. Problems likely be no one to go to for help. YouProblem approach tend to be carefully will, nearly always, be required to compartmentalized to go beyond past studies and methods and reinforce specific may be required to invent new methods. methodologies. Professor always knows the solution. If A solution to the problem will only be the problem is an odd Problem solution

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

Cooperative Education  Cooperative Education as a Method of Learning Page 24.816.4  Components of the Job Search  Routes to Success of the Co-op Job and Beyond The Overview of Cooperative Education includes the following areas of focus: thedefinition and origin of co-op, the evolution of co-op, participant roles, co-op Code ofEthics, and Co-op and Work Integrated Learning. Cooperative Education as a Method ofLearning includes: Learning through Cooperative Education including the theory of co-oplearning. Reflection and Assessment Tools include student and employer evaluations,specific learning objectives, and

Conference Session

How Are We Preparing Our Students for the 21st Century Workforce?

Collection

2012 ASEE Annual Conference & Exposition

Authors

David R. Mikesell P.E., Ohio Northern University; David R. Sawyers Jr., Ohio Northern University; Jed E. Marquart, Ohio Northern University

Tagged Divisions

Cooperative & Experiential Education

engineering has on society. 4. continue their professional development through graduate studies and independent learning.ABET – Criteria for Accrediting Engineering Programs, 2012-2013General Criteria 3. Student OutcomesThe program must have documented student outcomes (a) through (k) that prepare graduates to attain the programeducational objectives.(a) an ability to apply knowledge of mathematics, science, and engineering(b) an ability to design and conduct experiments, as well as to analyze and interpret data(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such aseconomic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability(d) an ability

Conference Session

Workplace Concerns, Realities, and Intangibles

Collection

2009 Annual Conference & Exposition

Authors

Anthony Joseph, Pace University; Mabel Payne, New York City Government

Tagged Divisions

Cooperative & Experiential Education

, C., LeBold, W., Linden, K., and Shell, K. (1986). The Relationship between Undergraduate Work Experience and Job Placement of Engineers. Engineering Education, 78(4): 232-236.9. Joseph, A. and Payne, M. (2008). Cooperative Education: A Critical Link between Post Secondary Education and Beyond. Proceedings of the National University of Singapore’s 2008 International Conference on Teaching and Learning in Higher Education, Dec 3-5, 2008, 194-198.10. Rogers, B. and Weston, W. (1987). A Survey of Recent Engineering Graduates: The Relationship of Cooperative Education to Job Factors. Journal of Cooperative Education, 23: 33-39.11. Schuurman, M., Pangborn, R., and McClintic, R. (2008). Assessing the Impact of Engineering Undergraduate

Conference Session

Collaboration Provides the Best Education

Collection

2007 Annual Conference & Exposition

Authors

Cheryl Cates, University of Cincinnati; Anita Todd, University of Cincinnati

Tagged Divisions

Cooperative & Experiential Education

student in which all pieces of assessment arebrought together, reviewed and discussed between the student and theirprofessional practice faculty advisor. This comprehensive assessmentmethodology was developed to maximize the overall comprehension of studentlearning through cooperative education as well as to contribute to students’growth beyond the co-op work experience through critical self reflection and a Page 12.1124.6series of dialogues with employers and faculty members. 6,7, 8, 9Benefits of Moving to Online AssessmentData collection and analysis can be a tedious task especially when it is manuallydriven. The time and resources required to compile and

Conference Session

Outcomes of Cooperative Education Assignments

Collection

2009 Annual Conference & Exposition

Authors

Bryan Dansberry, University of Cincinnati

Tagged Divisions

Cooperative & Experiential Education

value of outcomesproduced by their programs to the benefit of their organizations.In 2008, the Undergraduate Student Research Project, NASA’s largest agency-wide internshipprogram, revised its student and mentor evaluations, gathering new data on outcomes whosevalue had not previously been captured. This paper presents a preliminary discussion of the datacollected through these new survey instruments. It includes data connecting the learningproduced to many of the ABET a-k demonstrated abilities criteria as well as data on the changesin professional self-image, confidence, and commitment to career path. In addition, implicationsof the metrics which can be calculated from the raw data are discussed in regards to the valueplaced on that learning

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Timothy J. Garrison, York College of Pennsylvania; Wayne Blanding, York College of Pennsylvania

Tagged Divisions

Cooperative & Experiential Education

Pennsylvania.While the benefits to the students are vital, the impact of a co-op program goes beyond thestudents. Industry can gain benefit by obtaining staffing for projects at a substantially reducedrate (and typically without the benefits overhead). Moreover, by hiring interns and co-opstudents, industry can develop a recruiting system that allows them to make better hiringdecisions than can be done via a resume and interview alone.The benefit also extends to the higher education institutions. An organized co-op program canhelp the institution develop relationships with regional and national industry. Thoserelationships can be valuable in many ways. For example, at the authors’ institution, the industryrelations developed through the co-op program have

Conference Session

The Influence of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Alexander Yin, Pennsylvania State University

Tagged Divisions

Cooperative & Experiential Education

manipulation of information isgoal-directed. The ease of this process is dependent on the engineer’s level of expertise incontent knowledge (declarative knowledge) and procedural knowledge (i.e., she knows when touse a particular algorithm, formula or process) (d and e). Evaluation of the process andjudgments of alternative outcomes (i) may be influenced by the engineer’s personal skills andbias on whether the project is a success or not (i.e., maybe the bridge met the functionalspecifications but failed from an aesthetic perspective).Self-Perception of Problem-Solving Skills Bandura's self-efficacy theory postulates that an individual’s confidence rises when hehas mastered a skill through experiencexx. Self-efficacy studies in STEM fields

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bhavna Hariharan, Stanford University; Sneha Ayyagari, Stanford University; Jonathan Edward Pang, Stanford University; Paul Dwight Watkins II, Stanford University; Aravind Arun, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

, geographically distributed, collaborative research projects among scholars, and with underserved communities. She is also a lecturer in the Mechanical Engineering department where she currently teaches a course Global Engineers’ Education.Ms. Sneha Ayyagari, Stanford University Sneha is a student studying engineering at Stanford University. She is interested in understanding the role of education in solving pressing health and environmental issues. Through her experience in non-profit work, she has developed an interest in learning how to work with underserved communities to create sustainable solutions.Mr. Jonathan Edward Pang, Stanford University I am an undergraduate studying mechanical engineering at Stanford University

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Alexander Yin, Pennsylvania State University

Tagged Divisions

Cooperative & Experiential Education

forenvironmentally friendly cars has engineers searching for solutions to improve fuel economy anddevelop alternative fuels. Televisions are not only larger than they were 20 years ago but flatterand producing life-like images in an energy efficient fashion. People now communicate not onlyby talking through cell phones, but also through texting and sending pictures. Technologydevelops through engineers solving problems. As the United States evolved from an industrialized to a knowledge-based economy, the Page 15.545.2development of new technologies has become vital to its economic welfare. Accordingly ourgovernment is concerned not only with the

Conference Session

Expanding the Borders of Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Farris, Grand Valley State University; Paul Merritt Lane, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

program. 2. Provide an opportunity for students majoring in engineering live, learn and work in a culture at the base of the economic pyramid. 3. Provide an opportunity for students majoring in engineering to design products for people living at the base of the economic pyramid.During the first week of the program, students will spend their mornings in Culture, Business and Language class.A local language school is providing a customized mix of essential Spanish language training, visits to localbusinesses and culturally relevant community excursions. In the evenings students will have a chance to processtheir experience through discussions with faculty and journaling. During the afternoons of the first week thestudents will

Conference Session

Pay It Forward: Critical Thinking, Reflection and Faculty Engagement Promote Success in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Annette Mallory Donawa, Independent Consultant

Tagged Divisions

Cooperative & Experiential Education

higher education institutions with an expectation that they will benefitfrom knowledge acquisition and develop an expertise in a designated discipline1 (Tsui, 2003). Inthat vein, the major goals of higher education are to cultivate critical thinkers 2, 3, 1 (Tsui, 1998,1999, 2003). The role of higher education is becoming increasingly demanding, given thecriticism that K-12 educational systems are not preparing students to think beyond rotememorization4 (Darling-Hammond, 2000). Learning in higher education institutions, however, isthought to be qualitatively different from learning at earlier levels of education5 (Dubuc, 2000). Developing critical thinking skills among young African American students, especiallythose entering college for

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Morteza Sadat-Hossieny, Northern Kentucky University; Mauricio Torres, Northern Kentucky University

Tagged Divisions

Cooperative & Experiential Education

of the learning materialis based on individual experiences and interactions in a real world setting, as opposed to themore traditional method utilized in the classroom and lectures. Co-op classes incorporate manyelements of the case method of experiential learning as defined by Kolb [1], a method which hasbeen widely used in a variety of disciplines.Having overseen the course for a number of years, it has become apparent that experientialopportunities facilitate learning beyond the points mentioned above. Further evidence comesfrom student feedback, which demonstrates a sense of obtaining much deeper knowledge relatedto topics covered in their classes. Team work, punctuality, problem solving, and real worldexperience are just a few of the

Conference Session

CEED Paper Session 2: Leveraging Internships and Experiential Learning in Higher Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

with thesematerials. It is primarily a call to consider how students engage in their college experience,and to search for proper tools that can be deployed to stimulate learning.In moving forward, there are numerous tools available to select from, including the modelspredicated on cooperation; i.e., working together to accomplish shared goals. Withincooperative activities, individuals seek outcomes that are beneficial to them and also benefitall other group members. (2, 3) Cooperative learning researchers and practitioners have shownthat positive peer relations are essential to success in college. The positive interpersonalrelationships promoted through cooperative learning are regarded by most as crucial totoday’s learning communities. They

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

internship10,11. Thestudent benefits of exposure to practice as part of a curriculum are well documented12,13,14.Experiential learning gives students exposure beyond the academic side of an industry, enablinga student to apply classroom material more effectively15,16. Internships can help studentsenhance their technical skills as well as allow them to become acquainted with the profession’snorms and values, processes and social dynamic contributing to the student’s growing sense ofidentity as a professional17. While actively engaging in real work and being socialized into acommunity of practice while engaging in the work, learning tends to be viewed by the student asmeaningful. Besides the professional self-identity that may develop through such contacts