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

strategy to address your research objective or hypothesis Topic 5 – Documenting your research progress Topic 6 – Critically assessing your research resultsWriting and Presenting an Engineering-Based Business Case (Junior)The purpose of engineering-based analyses is to form a recommendation for a future decision. Thisrecommendation needs to be communicated in the context of an organization’s business model. 4 hour Workshop Topic 1 – Context for an engineering-based business case Topic 2 – Decision making in organizations Topic 3 – Example case study (“Mattson Foods: The Bardolini Division,” HBR Case) Topic 4 – Communication of a recommendation through the executive summary Topic 5 – Executive summary for example case study

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

division for their very useful comments.References1 Maryland. Accreditation Board for Engineering and Technology (ABET), 'Engineering Criteria 2000,, 3rd Edition,' ( December 1997).2 The Royal Academy of Engineering, 'Educating Engineers for the 21st Century', (2007).3 Sally Male, and Elaine Chapman, 'Assessing the Generic Competencies of Engineering Graduates: Preliminary Report from an Ongoing Research Program', in Proceedings of the 2005 ASEE/AaeE 4th Global Colloquium on Engineering Education (Australasian Association for Engineering Education” 2005).4 National Board of Accrediation, 'Manual for Accreditation of Undergraduate Engineering Programs', (2012).5 Honor J. Passow

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chip W Ferguson, Western Carolina University; Paul M Yanik, Western Carolina University; Guanghsu A. Chang, Western Carolina University; Sudhir Kaul, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

different disciplines (electrical, mechanical, etc.) to work in anenvironment that reflects how engineers work in the real world. Our vertical integration methodenables sub-cohorts from different years to work together on different stages of projects in a PBLsetting. The objectives of the SPIRIT program will ensure an interdisciplinary environment thatenhances technical competency through learning outcomes that seek to improve critical skillssuch as intentional learning, problem solving, teamwork, management, interpersonalcommunications, and leadership.Support for the student scholars participating in this program incorporates several existingsupport services offered by the host institution and school, including a university productdevelopment

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

into focus the ability of engineering students to successfully engage with suchproblems and deliver responsible solutions.Recent literature in the field of Engineering Education has highlighted the need for achange in engineering curricula. In the centennial issue of the Journal of EngineeringEducation (Jan 2011), an essay on how to engage future engineers suggests that“engineering education has a funny, maybe even neglectful relationship to people” and Page 26.1724.2there is a call to re-imagine engineering education as something more “socio-technical”3.This necessitates rigorous engineering education research to advance a fundamentalunderstanding of

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

was used to predict main task and learningperformance internship outcomes, and ordered logistic regression was used to predict overall internshipperformance. The results confirmed that (1) cognitive intelligence or technical skills are necessary butnot sufficient for success in executing professional tasks and (2) certain interpersonal and intrapersonalskills were also significantly associated with better professional performance as an intern. Page 24.209.2Introduction Competition in the global market requires employees to be highly qualified for different types oftasks 1,2 and have transferable skills.3 In 2007, the European Union

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

apply Living Lab skills/experience? • How often do you apply technical skills from the Living Lab? • How often do you apply soft skills from the Living Lab (communication, professionalism, teamwork, etc.)?Each question was based on a 5-point Likert scale with the choices of Never (1) to Always (5).Table 2 presents responses to these questions: Table 2. Application of Living Lab skills on the job Application of… Never Rarely Sometimes Often Always LL Skills/Experience 0 1 2 5 3 Technical Skills 0 3 1 3 4 Soft Skills 0 1 4

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary Yvonne Lanzerotti, Augsburg College; Sean Joseph Creighton, SOCHE; Maggie Varga, SOCHE; Richard Martin, The Air Force Institute of Technology; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, SOCHE

Tagged Divisions

Cooperative & Experiential Education

research interests.”Responses provided by the students describing what they hoped to accomplish in the summer2014 can be grouped into several themes: (1) Gain experience of a technical internship in a technical environment; (2) Apply skills and knowledge learned at the student’s university; (3) Gain insight into graduate level studies and applications; (4) Gain an outlook on real life applications; (5) Help projects on base; (6) Learn something new (about technology, the student’s studies); (7) Become more familiar with collecting, processing, and interpreting data collected in the lab; (8) Make valuable connections with staff and other interns at AFIT; (9) Learn more programming skills.Responses provided by the students

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Simeon Ntafos, University of Texas, Dallas; Maria Hasenhuttl, University of Texas at Dallas, Jindal School of Management

Tagged Divisions

Cooperative & Experiential Education

Management Dr. Maria Hasenhuttl received a PhD from the University of Texas at Dallas. She received her Masters Degree from Karl-Franzens University in Graz, Austria. Dr. Hasenhuttl is currently a Senior Lecturer in the Organizations, Strategy and International Management Department of the Jindal School of Manage- ment at the University of Texas at Dallas. Her research interests are in the area of corporate governance, success factors in higher education, and positive organizational scholarship. Page 26.1017.1 c American Society for Engineering Education, 2015Internships, Other

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

(AFIT) is a purely graduate-level institution, and as such,it is one of the few institutions offering graduate-level ABET-accredited degrees.17 Out ofroughly 800 students, 74% are MS, 16% are PhD, and 10% are certificate or non-degree-seekingstudents. The enrollment is 73% Air Force, 4% sister services, 3% international officers, and20% civilian. AFIT’s faculty members are approximately composed of 50% military faculty and50% civilian faculty, and they are expected to conduct research programs in the same manner ascivilian schools. AFIT’s mission is to advance air, space, and cyberspace power for the Nation,its partners, and our armed forces by providing relevant defense-focused technical graduate andcontinuing education, research, and

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nichole Ramirez, Purdue University; Joyce B. Main, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

retention", Journal of Engineering Education Vol. 103, No. 4, 2014, pp. 599-624.[13] Stern, D., Finkelstein, N., Urquiola, M., and Cagampang, H., "What difference does it make if school and work are connected? Evidence on co-operative education in the united states", Economics of Education Review Vol. 16, No. 3, 1997, pp. 213-229.[14] Ingram, S., "A,“making the transition from engineering student to practicing professional: A profile of two women”", International Journal of Engineering Education Vol. 21, No. 1, 2005, pp. 151-157.[15] Ohland, M. W., Sheppard, S. D., Lichtenstein, G., Eris, O., Chachra, D., and Layton, R. A., "Persistence, engagement, and migration in engineering", Journal of Engineering Education

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

internshipsbefore graduation. The first internship starts before the sophomore year. It is also perhapsexpected that the lowest student participate rate in experiential learning activities is reported bystudents in the College’s newest degree program – Environmental and Ecological Engineering,as this discipline does not yet have extensive and long-standing ties to industry partners whomight hire these students as co-ops and interns. Figure 2 in Appendix 2 presents this datagraphically.Table 3 presents the distribution of participation in experiential learning activities by nationality.Note the marked difference between the domestic and international students. Domestic studentshave a much higher reported rate of participation in experiential learning

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

connecting to professional codes or did not – there was little in between. It was recommendedthat more time should be spent on reviewing specific codes of ethics within the profession anddemonstrating how to use them and connect them to engineering practice. To this end, anadditional, dedicated class session was created for the Fall 2013 semester to address ethics andengineering codes of ethics.Table 3 provides the results of the quizzes on ethics instruction as part of the online curriculumused during the co-op semesters in the 2012 and 2013 years. The target scores for the quizzeswas a 75.0%. As seen in Table 3, students performed at or above the target level, on average, forall quizzes except the quizzes for Module 2 in the first co-op semester

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher P. Pung, Grand Valley State University; Paul D. Plotkowski, Grand Valley State University; Chris Plouff, Grand Valley State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

knowledge of the sponsor’s internal systems and capabilities allowed this projectto be successfully undertaken. Figure 3 L3 Test StandThis project was a tester for touch screen products, was placed in service fall of 2014 and isbeing used daily. A key component to the success of this project was a tightly controlled scopeand specification document generated by the students. This was required because the sponsorwas unsure exactly what was needed for their product. Creating and/or using these documents isan experience most co-op students will have for all three semesters of co-op.Conclusion:The co-operative education system allows greater interaction between university personnel andindustry. This interaction

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

technical skills and fundamental knowledge. However, if studentshave the opportunity to participate in out-of-class experiences such as cooperative educationprograms, internships, and externships, they develop better analytical and group skills andbecome a more rounded engineering graduate [3]. Many internships and externships fall to the responsibility of the student to coordinate.This provides the student personal responsibility for their education and relieves workload fromthe faculty. Unfortunately this scenario does not work for some institutions where students have Page 24.960.3additional summer requirements for graduation that

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

andtechnical knowledge and skills to solve technical problems; 4) workplace problemsolving is consulting different people and collecting their inputs; 5) workplace problemsolving is using multiple resources to draw conclusions and make decisions; 6) workplaceproblem solving is exploration and freedom.IntroductionProblem solving is the central part of engineering work and engineering students areexpected to be problem solvers after graduation1. For instance, ABET (2013) specifies the“ability to identify, formulate, and solve engineering problems”2(p. 3) as one importantcriterion for accrediting engineering programs. The Royal Academy of Engineering (2010)emphasizes: “Engineering degrees aim to provide a firm grounding in the principles ofengineering

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

omitted questions that were related to WPI’s project-based curriculum.Participants: Potential participants were screened for alumni status at WPI, and no alumni wereinterviewed for this study.One representative from each of the following employers of engineering alumni of theundergraduate program participated in the study: 1. A large regional utility company in the U.S. 2. One of the world’s largest insurance organizations 3. A highly technical program in a branch of the U.S. military 4. A marketing and advertising agency 5. A global diversified technology company 6. An international software company 7. A U.S.-based pipeline and midstream company 8. An international technology and service company 9. A multinational conglomerate

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

Workforce Development and Life Long Learning division of the Univer- sity of the District of Columbia, Community College.Dr. Annie R Pearce, Virginia TechDr. Christine Marie Fiori P.E., Virginia TechDr. Tanyel Bulbul, Virginia Tech Dr. Bulbul is an Assistant Professor of Building Construction and Adjunct Professor of Civil and En- vironmental Engineering at the Virginia Tech. She has expertise in investigating information and com- munication technologies together with the development of formalized, model-based analysis approaches to deal with the complexities of the built environment. Her research areas include Building Information Modeling (BIM); product and process modeling in AEC/FM; ontology based approaches for design

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

). Leveraging Cooperative Education to Guide Curricular Innovation: The Development of a Corporate Feedback System for Continuous Improvement. Cincinnati, OH: Center for Cooperative Education Research and Innovation.[3] N.Vaughn, Vaughn, N. (2007). Perspectives on blended learning in higher education. International Journal on E-Learning, 81-94.[4] K. Betts. (2010). Bringing work-integrated learning to the classroom through learning simulations. Journal of Cooperative Education, 44(2), 9-22.[5] Ali Houshmand, and Constatine Papdakis, . (n.d.). One century of cooperative education in the United States 1906-2006.[6] Coll et al. et. al., Journal of Cooperative Education and Internships 2009, 43(1)-14-35.[7] C. Freund. Journal of

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

engineering service program at the company was interviewed. Companies varied insize and discipline: small to large, environmental to aerospace. Also, employees wereinterviewed from both the industry (those that make or build something) and consulting (thosewho design, calculate, or specialize on projects run by another company).Some of the interviewees were interviewed with the goal of understanding how employees aresupported in the workplace for their engineering service endeavors (Protocol 1, given in Table2). The rest of the individuals were alumni of LTS programs who were interviewed with thegoal of understanding their pathway following their involvement with engineering service incollege (Protocol 2, given in Table 3).Table 1: Engineering Alumni

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

Vedaraman Sriraman, Texas State University - San Marcos; Bobbi J. Spencer, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

deemedundesirable by the IABs: 1) the program was offered only in the summer sessions; 2) it requiredconsiderable academic supervisor oversight; 3) the internship grade was mostly determined bythe academic supervisor; and, 4) as a writing intensive course, some of the program requirementswere consuming students’ working hours in a manner that was inefficient. Specifically, theinterns had been required to prepare daily logs that painstakingly described the details of workengagement by the hour and an equally tedious, descriptive account of reflections of the studentson those activities. The summer-based, five-week long regimen could not permit the industry toaccomplish much of substance with an intern. The department’s industrial partners also had todeal

Conference Session

Stops and Starts in the Development of Cooperative Education Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bryan E. Dansberry, NASA Johnson Space Center

Tagged Divisions

Cooperative & Experiential Education

) conference paper guidelines. As ofJanuary, 2012 over 120 of these reports had completed NASA export control processes and werepublished on the USRP website (www.usrp.usra.edu). Additionally, all interns were required toeither give an exit technical presentation to upper management of the technical organizationsthey had been embedded within, or to participate in a poster session attended by personnel acrossthe particular NASA center at which they worked. These requirements provided extensivetechnical communication experience intended to benefit the students while simultaneouslyfostering organizational communications within NASA.The USRP DatasetThe data presented in this paper represents internships conducted from spring 2008 through fall2011. During

Conference Session

Global Cooperative Education

Collection

2008 Annual Conference & Exposition

Authors

Thomas Akins, Georgia Institute of Technology; Debbie D. Gulick, Georgia Institute of Technology; Jack Lohmann, Georgia Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

/. There is also a link to this specificinitiative, the Global Engineering Internship Program (GEIP).To accomplish this ultimate goal of quality global preparation of engineering studentsthroughout the world, the Global Engineering Internship Program (GEIP) seeks to: 1. Establish a global network of students, universities and companies 2. Define areas of knowledge, skills, and attitudes for a globally competent engineer 3. Offer globally-oriented international internships with mentoring by industry 4. Offer an educational infrastructure before, during, and after the internship by universities 5. Assess the academic infrastructure, internship environment, and student learning outcomes and provide a feedback mechanism for quality

Conference Session

What Are We Learning About Co-op and Experiential Education Experience?

Collection

2012 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

format was abandoned for an ongoing process ofproviding students with topics that they might consider more important. These currently includeDiversity Fair Cram sessions that help students prepare for fairs that focus on co-op, intern, andexperiential learning experiences and how to communicate to an employer. Practice interviewstake place throughout the semester with resume workshop and help session spaced out to addressstudent needs. There is a stress on how to get into a communication mode when consideringworking in the real world. Here immediacy is stressed and waiting for an entire semester toreceive those tidbits of knowledge on communication have been replaced with other issues thatrequire one to think about how they are being presented

Conference Session

Issues of Cooperative Education I

Collection

2008 Annual Conference & Exposition

Authors

ROBERT GRAY, Penn State Erie

Tagged Divisions

Cooperative & Experiential Education

manufacturing andsystems design and integration. There would also be guaranteed opportunities for GE to sponsorstudents with senior design projects that dealt with systems design. I agreed to be the students’faculty advisor on all GE-related projects. I also promised to be flexible and adaptive to myindustry sponsor’s ever-changing technical business needs.Meeting OutcomesThis first meeting led to a series of discussions during which both parties agreed that the studentsand industry would benefit if there were a way to: 1. better connect theory taught in the classroom to real-world events; 2. enable students to be more knowledgeable in systems engineering and reliability engineering before graduation; 3. introduce the students to the

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

disability and aging. Day 3 Technical Aspects of Disability and Aging introduces a wide range of assistive devices as well as the Participatory Action Design paradigm for designing such devices. Introduction to Research Methodology covers basic statistics and research design and process including institutional approval and ethical use of human subjects. Day 4 Technical Writing and Oral Presentations analyzes the components of a sample conference paper and provides hands-on exercises to enhance students’ skills. Ethics Forum is organized by Pitt OEL and aimed to provide an opportunity for students to Week 3 consider ethical practice in research through

Conference Session

Cooperative Education Addresses ABET

Collection

2007 Annual Conference & Exposition

Authors

Robert Stwalley, Purdue University

Tagged Divisions

Cooperative & Experiential Education

technical literature from Cincinnati and Iowa State andidentified the best practices from each. The Purdue College of Engineering had recently been through a strategic processthat identified the competencies that it wished to incorporate into the Purdue Engineer ofthe Future 4. Many of these attributes are the same as the Cincinnati categories and theIowa State competencies. Some values were identified from the NAE 3 Engineer of 2020publication, and additionally, some distinct items were suggested by Purdue’s industrialpartners. This resulted in a set of 24 competencies in three distinct groupings ofAbilities, Knowledges, and Traits. Table 1 identifies the Purdue sets of competencies,and the Purdue mapping of these competencies into the ABET