Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, SOCHE; Mary Yvonne Lanzerotti, Air Force Institute of Technology; Richard Martin, The Air Force Institute of Technology; Maggie Varga, Southwestern Ohio Council for Higher Education; Sean Joseph Creighton, SOCHE; Jeremy Paul Stringer, Air Force Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

and adaptive Beamforming c American Society for Engineering Education, 2016 Engaging COEUR Principles to Achieve Higher Impact in Student Learning through a Campus- Community Partnership with the Air Force Institute of TechnologyAbstract This work presents a preliminary thematic analysis of student benefits and student outcomesthat are achieved in a summer undergraduate research program following the implementationof the Council of Undergraduate Research Characteristics of Excellence in UndergraduateResearch (COEUR) principles in a campus-community partnership. Our partnership betweenthe Air Force Institute of Technology (AFIT) and Southwestern Ohio Council for HigherEducation (SOCHE) engages

Conference Session

Comparing Different Aspects of the Cooperative Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paul D. Plotkowski, Grand Valley State University; Jann Joseph, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

colleges at GVSU to support student success as they move through the general education courses and into the professional programs. She is the PI of a NSF-STEM award to provide scholarships and high impact practices, like faculty mentoring and undergraduate experiences, that have increased student retention, graduation rates, and admission to graduate schools. Page 22.618.1 c American Society for Engineering Education, 2011 Enhancing Graduation Rates Through High Impact Activities: Experiential Learning, Engagement, Mentoring, and Scholarships Paul D

Conference Session

The "Education" in Experiential Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nashwan Younis, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Cooperative & Experiential Education

cooperativeeducation programs in the United States to assess their views about the academic value of co-opeducation. The results suggested that HEI should more aggressively seek ways to better engagefaculty with cooperative education to maximize the co-op student‟s learning experience.Curriculum-Co-op relationshipsAs a co-operative education faculty coordinator, I have come to understand that learning can beachieved in many ways. While there are definitely opportunities to learn in the classroom,learning comes, for many students, from hands-on experiences such as co-op. The co-opexperience can be extrapolated to the mechanical engineering curriculum to benefit all studentsin the program. This will ensure faculty engagement because faculty are passionate

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Twila Ortiz, Purdue University, West Lafayette; Beth M Holloway, Purdue University, West Lafayette; Michael T. Harris, Purdue University, West Lafayette; Andrea R Pluckebaum, Purdue University, West Lafayette; Leah H. Jamieson, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

a dreamStudents who had a positive experience are much more likely to be engaged at work thanstudents who didn’t. Looking more deeply, the importance of good mentoring, in terms of directfaculty/student interaction is also an important factor in future workplace engagement. Studentswith positive interactions in the vein of mentoring were 2.3 times more likely to be engaged at Page 26.722.3work than those who didn’t have those experiences.1 The results of students who participated inexperiential learning projects show that this also makes them 2.4 times more likely to feelengaged on the job.1 This suggests that experiential learning is at

Conference Session

CEED Technical Session: High-Impact Makerspaces, Transitioning from Co-op to School and Service Research

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexandra Longo, American Society for Engineering Education; Brian Yoder, American Society for Engineering Education; Rocio C. Chavela Guerra, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

University Makerspaces: Characteristics and Impact on Student Success in Engineering and Engineering Technology EducationAbstractWith the growth and increased visibility of the Maker Movement, a large number ofmakerspaces have been established in different venues, including community spaces, museums,and libraries. In the world of academia, makerspaces have multiplied on university and collegecampuses over the past decade, as spaces for students to enhance their education with creativeand experiential learning. Makerspaces, as a supplement to traditional classroom learning, havethe capacity to offer educational value to both engineering and engineering technology students.This paper explores how a respondent group of engineering deans and

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dalton Bishop, Indiana University-Purdue University Indianapolis; Connie Justice, Indiana University Purdue University, Indianapolis; Eugenia Fernandez, Indiana University Purdue University Indianapolis

Tagged Divisions

Cooperative & Experiential Education

Paper ID #11735The Perceived Impact of Information Technology Experiential Learning onCareer Success: A Pilot StudyMr. Dalton Bishop, Indiana University-Purdue University Indianapolis Dalton Bishop is an MS Tech graduate student at Indiana University-Purdue University Indianapolis. He works as a full-time IT Systems Administrator for KSM Consulting in Indianapolis, Indiana. His primary areas of interest are server operating systems, data communications, and IT education.Prof. Connie Justice, Indiana University Purdue University, Indianapolis Connie Justice is a Clinical Associate Professor in Computer and Information

Conference Session

The Influence of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Alexander Yin, Pennsylvania State University

Tagged Divisions

Cooperative & Experiential Education

student learningoutcomesiv. The emphasis on technical knowledge and professional skills such as teamwork andcommunication in the Engineer of 2020 learning outcomes and ABET criteria suggest thatlearning experiences which stress these kinds of activities will be more effective for developingthe necessary engineering workforce. Cooperative education (co-op) or internship programsprovide off-campus work experiences that engage students in solving authentic engineeringproblems that elucidate textbook problems seen in the classroom. For example, if a textbookchapter focuses on electromagnetic fields, the problem sets from that chapter will deal with thistopic (and not some other engineering topic such as optics). The problem’s scope (i.e., the

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

dataset at Time 1 is 43%.The overarching model for the study proposes that retention is shaped by self-efficacy, which, inturn, is based on the impact of students’ demographic characteristics, the effect of workexperience – in particular cooperative education, and the contextual support provided by theuniversity as well as by others, such as parents and friends. In this paper, we report the results ofthe study incorporating these principal variables on retention over three time periods. Thedependent variable, retention, is calculated as the number of students who both stayed in theiruniversity and in their major. The three efficacy forms consist of work, career, and academicself-efficacy, signifying the confidence that students have in their own

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative & Experiential Education

B.S. and M.S. degrees in Electrical Engineering and her Ph.D. in Engineering from the University of Arkansas. Dr. Gattis’ research areas include student recruitment, retention and diversity, as well as professional development of middle school teachers. This professional development enables teachers to more effectively teach math and science through development of engineering and math hands-on activities. As Associate Dean, Dr. Gattis man- ages an endowment that provides over $1-million in funding for undergraduates to engage in research and to study abroad.Dr. Micah Hale, University of Arkansas Dr. Hale is an Associate Professor at the University of Arkansas. His research interests include concrete materials

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

thinking to broader audiences, having a greater impact on student retention and graduation rates. Dr. Donawa has travelled extensively throughout the US and West Africa where she has trained corporate and government personnel. She feels honored to have presented her research on critical thinking for ASEE in Chicago (2005) and Hawaii (2008). Page 22.403.1 c American Society for Engineering Education, 2011 THE IMPACT OF CRITICAL THINKING INSTRUCTION ON MINORITY ENGINEERING STUDENTS AT A PUBLIC URBAN HIGHER EDUCATION INSTITUTIONIntroduction Students attend

Conference Session

The "Education" in Experiential Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heather Lynn Ogletree, San Jacinto College; Anthony Zippay, Arizona State University

Tagged Divisions

Cooperative & Experiential Education

partnerships to further the impact of the program outreach intothe STEM education community.This paper presents a strategy - focused on the unique and compelling stories of the student andmentor participants - that was implemented to achieve a greater impact in program outreach andgoals while reducing program management costs. This strategy incorporates a qualitativedimension to traditional program metrics which add context which better illuminated the impactof the program on the larger STEM community. The strategy was also effective in deepeningstrategic partnerships with stakeholders through the promotion of the student’s host institution,unique campus organizations, the mentor’s organizational mission, and NASA technicalprograms. Overall, the

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

choiceof learning tasks; (2) explicit communication and explanation of expectations; (3) modeling,practice, and constructive feedback on high-level tasks; (4) a student-centered instructionalenvironment; and (5) an attitude of respect and caring for students at all levels of development”.Lizzio, Wilson and Simon suggest, however, that the quality of the experience has an impact onthe outcomes16. This idea had been recognized 70 years ago (1939) by John Dewey17: The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative. Experience and education cannot be directly equated to each other. For some experiences are mis-educative. Any experience is

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

Engineers’ Education (GEE) courseThe Global Engineers’ Education (GEE) curriculum is focused on the problem ofsanitation and hygiene faced by an overwhelming part of humanity. Currently 2.6 billionpeople have no access to toilets10. Most of these people are forced to defecate in the open,and lose their dignity and self-respect while making themselves vulnerable to violenceand life threatening disease. Engaging with this issue in collaboration with a partnerorganization in India allows students to experience their role as engineers in context ofthe world they would like to change and improve and this program creates theopportunity for them, as well as for the underserved communities they wish to work with,to thrive.This curriculum aims at educating

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

female students participating in co-op experiences?Herein, we employed a survey instrument, National Engineering Students’ Learning OutcomesSurvey (NESLOS), derived from ABET criteria and extensive literature review, to assessstudents’ learning outcomes as a result of participating in a co-op experience. Survey itememphasis was placed on assessing knowledge and skills pertaining to but not limited to: (1)problem-solving, (2) writing and communication skills, (3) understanding and applyingknowledge, (4) teamwork, (5) confidence gains, (6) organization and management skills, and (7)interest and engagement of project. In this paper, we present key findings of what studentslearned and valued, insight into variations across female and male students

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, NMIMS University; Katsuyuki Ohsawa, Tottori University ; Masashi Miura, Tottori University ; Ayano Ohsaki, Tottori University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

2012. She is in charge of development new engineering education program. The c American Society for Engineering Education, 2015 Paper ID #12445objectives of the program are improvement of creativity, collaboration skills and problem solving skills.Students learn communication skills, project management skills, analysis, etc. by working on design as-signments and projects in this program. More than 400 students are studying in this program. She iswriting a textbook and developing an assessment system for this program.She is pursuing her doctoral research in Computer Supported Collaboration Leaning (CSCL) and theEngineering

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Caroline R. Noyes, Georgia Institute of Technology; Jonathan Gordon, Georgia Institute of Technology; Joe Ludlum, Georgia Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

controlled studies on the effect of co-op experiences on academicperformance, this study seeks to add to the research by examining whether co-op experience hasany impact on grades in core engineering courses across a variety of engineering disciplines.The overall hypothesis guiding this analysis is that students who engage in co-op programs willbenefit from active, contextual learning experiences obtained on the job and when compared totheir non-co-op counterparts, this learning will be reflected in higher grades in requiredengineering courses. Additionally, it is hypothesized that these gains will be cumulative—thatis, students with multiple co-op experiences will perform better in coursework than those withsingle experiences or no experiences at

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

community as well as working on language. Participants will learn phrases and vocabularythat is relevant to their work. Staying with local families gives the students a unique immersion opportunity to learnthe language and culture of Nicaragua by observing and interacting with their host families. Students will be able tolearn more about the culture when they spend the second week of the program working in local companies. Page 22.947.5Discovering how companies operate and solve problems in a different culture is expected to be one of the mostsignificant learning opportunities for participants.The culture course will provide a

Conference Session

Expanding the Borders of Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paige Davis, Louisiana State University; Summer Dann Johnson, Louisiana State University; Emma M. Allain, Louisiana State University; Harald Thomas Leder, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

Cooperative & Experiential Education

issues could be addressed easily onlocation and the team worked together very well. Maintaining communication at all times wasthe key to success in this area.Participants The requirements necessary to participate in E3 included: (1) students must be enrolled inan engineering discipline (2) students must have a 2.5 or better cumulative GPA (3) studentscannot be on academic or disciplinary probation (4) applicants must be legal adults (18 years ofage or older) at the time that the short-term program starts. The pilot program included: sevenengineering students (five majoring in industrial engineering, one in mechanical engineering, andone in biological engineering) 1 student each from the College of Basic Sciences, MassCommunication, and

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Alexander Yin, Pennsylvania State University

Tagged Divisions

Cooperative & Experiential Education

participants shared similar academic curricular experiences there waslittle consensus on the most important problem-solving skills, beyond “understand the problem”and “breaking down the problem.” A great variety of other components were mentioned in the Page 15.545.11interviews. These components ranged from “communicating with team members” to “don’t freakout,” suggesting there was little overt curricular focus on problem-solving as proceduralknowledge at this Research University.Development of Problem-Solving Skills For the students in this study, the critical skill of problem-solving seemed to developwithout much explicit focus in courses in

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rui Pan, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

of ten participants remained uncertain about what engineering isand what it would mean to be an engineer at their third or fourth year in undergraduate study5.Because workplace problems vary from classroom problems and engineers need a wider rangeof knowledge and skills in order to solve workplace problems, it is important for engineeringeducators to ensure that their students are properly prepared with the required knowledge andskills. Brumm, Hanneman, and Mickelson (2005) proposed that one of the best ways to preparestudents with workplace competencies is experiential education5. They stated that “experientialeducation can be broadly defined as a philosophy and methodology in which educatorspurposefully engage with learners in direct

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

recourses to generate solutions.Unlike students in category 3&4 who mainly relied on a single type of resource to solveproblems, students in category 5 used multiple resources such as statistics and people’s Page 24.505.13inputs to help them draw conclusions and make decisions.Nick provided a good example about how he used both data analysis and feedback fromengineers to identify areas for improvement: I'd say, like I mentioned before, it was–it's a lot of analyzing process data cuz really, we would be in communication with the engineers in the plants a lot and they would–we'd come to them saying, all right, what are you

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

studies – Massi et al.24 surveyed graduating seniors whereasSeymour et al.29 interviewed rising seniors. As students approach graduation time, their thoughtsare turned more towards deciding on a career. Fifty-one percent of gains were noted in thepersonal/professional domain (which includes “thinking and working like a scientist”)24, 29.Hunter et al.30 found that 57% of students attributed “gains in confidence” to their “feeling like ascientist.”The advantage of offering undergraduate research and entrepreneurship/ internship experiencesthrough one program is that it creates a cohesive, structured learning community for students to Page

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

Anthony Joseph, Pace University; Mabel Payne, Consultant

Tagged Divisions

Cooperative & Experiential Education

purpose of integrating theory with practice, students derivedmany other advantages3, 4, 12, 14, 15, 18, 25, 33, 37 from participating in cooperative educationprograms, which may be optional in some of the academic institutions where they are offered.Some of these advantages include the development of social skills, engagement in teamwork,improvement of communication skills, enhancement and greater clarity of future career goals,salary advantage, and the development of practical skills.An Interpretation of Work Based Learning in the Context of InterdisciplinarityA curriculum inclusive of a cooperative education strategy could be interpreted as aninterdisciplinary program5, 26, 31 where the work place learning experience is conceptually viewedas

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jose A. Galvan, Carnegie Mellon University; Elizabeth Casman, Carnegie Mellon University; Eden Fisher, Carnegie Mellon University; Indira Nair, Carnegie Mellon University; Mitchell J. Small, Carnegie Mellon University

Tagged Divisions

Cooperative & Experiential Education

Page 24.209.1 c American Society for Engineering Education, 2014 Assessing the Role of 21st Century Skills on Internship Performance OutcomesAbstract Internships prepare students for the workplace by giving them opportunities to develop relevantskills. The Committee on the Assessment of 21st Century Skills of the U. S. National Research Council(NRC), the operating arm of the National Academy of Sciences (NAS), has been developing definitionsof workplace skills enabling individuals to face 21st Century challenges. In 2010 the Committeedefined three categories of skills underpinning a broad range of jobs: cognitive, interpersonal, andintrapersonal. The goal of this paper is

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary R Goldberg, University of Pittsburgh, Department of Rehabilitation Science and Technology; Rory A. Cooper, University of Pittsburgh; Dan Ding, University of Pittsburgh, Department of Rehabilitation Science and Technology; Alicia Koontz, Human Engineering Research Laboratories

Tagged Divisions

Cooperative & Experiential Education

. Assessment efforts developed through theREU program will be adapted to evaluate this cohort with the goal of contributing towards thebodies of literature surrounding experiential learning, veterans in STEM education, and retentionand promotion of underrepresented students in STEM.IntroductionA recent study conducted by NSF has shown that the Research Experience for Undergraduates(REU) program has a significant impact on students’ opinions of pursuing an advanced degree.1Prior to participating in a REU program, 37% of students expect that a bachelor's will be thehighest degree they will obtain as demonstrated in Figure 1. After participating in research, thatnumber decreases to 4%, suggesting that the students now believe they will obtain a MS (37

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Greg Rulifson P.E., University of Colorado, Boulder; Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

Page 26.1368.8 of Engineering. (National Academies Press, 2008).3. Moulton, B. in Technological Developments in Education and Automation (eds. Iskander, M., Kapila, V. & Karim, M. A.) 333–337 (Springer Netherlands, 2010). at 4. Bush, M. Corporate Support for Staff Engaging in Volunteer or Pro-Bono Engineering Work. (2011).5. Bielefeldt, A. et al. Spectra of Learning Through Service Programs. in American Society for Engineering Education Conference and Exposition Proceedings (2013).6. EWB-USA. Our History. (2013). at 7. EPICS Purdue. EPICS Overview. (2014). at 8. Bielefeldt, A. R. & Canney, N. Impacts of Service-Learning on the Professional Social Responsibility Attitudes of Engineering Students. Int. J. Serv

Conference Session

Cooperative Education Addresses ABET

Collection

2007 Annual Conference & Exposition

Authors

Robert Stwalley, Purdue University

Tagged Divisions

Cooperative & Experiential Education

student. TheIowa State evaluation process as reported by Mickelson, et al 5,6,7 recognizes this Page 12.528.3difficulty, and it avoids the problem by mapping the assessment of a specific successfuloutcome onto the achievement of specific competencies associated with that outcome.The fifteen ISU general competencies are: Analysis and Judgment, Communication,Continuous Learning, Cultural Adaptability, Customer Focus, Engineering Knowledge,General Knowledge, Initiative, Innovation, Integrity, Planning, Professional Impact,Quality Orientation, Safety Orientation, and Teamwork. Competencies are deemed tohave been achieved when students perform very specific

Conference Session

Panel: Infusing Professional Skills Development into Co-op Student Work Assignments

Collection

2012 ASEE Annual Conference & Exposition

Authors

John (Jack) Anthony Selter, University of Central Florida

Tagged Divisions

Cooperative & Experiential Education

components and what outcomes did theteam produce.Student engagement into one or several of these skills related activities will be used to establish a studentportfolio of professional practice which can be used to demonstrate professional skills proficiency, beused by the employer as an end of work term student assessment, and/or help establish a workingroadmap for the students’ continuing professional skills develop, or all of the above. Page 25.777.3

Conference Session

CEED Technical Session: High-Impact Makerspaces, Transitioning from Co-op to School and Service Research

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Leaf, Eastern Washington University; Arin Seth Preston, Eastern Washington University; Donald C. Richter P.E., Eastern Washington University; Robert E. Gerlick, Eastern Washington University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

with small children. The project goal isto develop a book reading program to assist autistic children in learning to read. For this project,undergraduate students are working with engineering faculty at EWU to design, build, and testthis program.Background on Autism and Project NeedAutism spectrum disorder is a neurological disorder effecting nearly 1 out of every 68 people [1].Children with autism have various behavioral and cognitive challenges that impact their lives.Notably, these children often have difficulty communicating with peers and adults (bothreceiving and expressing), developing meaningful relationships, integrating in their community,and others. As autism is described as a spectrum, those on the lower functioning end have

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

apart 6.Along with these soft skills, employers are beginning to place more emphasis on what recentgraduates have to offer their companies including hands on experience within the constructionindustry.Construction engineering education curricula are designed to help prepare students for openpositions in the industry. Many of these curricula have little flexibility for courses that extendbeyond the existing paradigm of the traditional classroom. University construction managementand construction engineering and management programs offer a curriculum primarily composedof classroom experiences, based in theory. Applying classroom knowledge to real worldsituations can be difficult for students as they have varying learning styles. Learning engages