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

Paper ID #11158Increasing Student and Faculty Participation and Student Learning in an Un-dergraduate STEM Summer Research Program in a Government Institutionthrough a Higher Education PartnershipDr. Mary Yvonne Lanzerotti, Augsburg College Dr. Lanzerotti received her A.B. from Harvard College, M. Phil. from University of Cambridge (U.K.), and her Ph.D. from Cornell University, all in physics. She is an Assistant Professor of Physics at Augsburg College, in Minneapolis, Minnesota. Previously she was a faculty member in the Department of Electrical and Computer Engineering at the Air Force Institute of Technology, Wright

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

R. Mark Schreck, University of Louisville; Angela Cline, University of Louisville

Tagged Divisions

Cooperative & Experiential Education

underemployed. A new goal of 150% capacity intwo years was set. A formalized five-step process was implemented to systematically developmore co-op employer-partners on an on-going basis. This process leverages the use of faculty“contacts”. Developing additional companies that accept engineering co-ops from UofL SpeedSchool of Engineering translates directly into more choices and a better fit for the student. Thesteps in this employer development process are straightforward:Step 1: Initial contact. Create an account with profile in the Career Services Managementsystem (Symplicity).Step 2: Meeting; share program information, confirm they are interested.Step 3: Create job posting in SymplcityStep 4: Send resume book of candidates.Step 5: Company

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

Daryl Caswell, University of Calgary; Sarah Lockwood, University of Calgary; Jane Leung, University of Calgary

Tagged Divisions

Cooperative & Experiential Education

-appropriate multi-function platforms for thedeveloping world, to developing concepts for affordable housing in the students’ owncommunity. Rather than simply producing concepts and ideas on paper, the students areformed into 200 design teams and provided with tools and materials to prototype afunctional proof of concept.Since the inception of the course, we have endeavored to develop lasting connections andinteraction with many agencies to ensure that consideration of differing social, culturaland environmental issues become engrained in the design approach of our students.While the demands of the course, and the need for new challenges each semester, havenecessitated new partnerships each year, we have maintained strong ties with each of ourformer

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

Emilia Bratschitsch, Joanneum University of Applied Sciences; Annette Casey, Joanneum University of Applied Sciences

Tagged Divisions

Cooperative & Experiential Education

professional equipment, combined with good infrastructure and facilities, providesan excellent basis for quality in engineering education. The usage of modern instruments and Page 15.967.2test beds, for example, greatly motivates students as well as lecturers and facilitates a smoothtransition from university to industry for the graduates. All investments and services shouldbe financed by the department itself and, therefore, we are asked to share resources at alllevels. The close interdependence between our education and R&D activities is one of ourtrademarks, but poses a further set of challenges in which confidentially issues, strict

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

AC 2011-630: THE ACADEMIC EFFECTS OF COOPERATIVE EDUCA-TION EXPERIENCES: DOES CO-OP MAKE A DIFFERENCE IN ENGI-NEERING COURSEWORK?Caroline R. Noyes, Georgia Institute of Technology Georgia Institute of Technology Dr. Caroline R. Noyes is the Assistant Director of the Office of As- sessment at Georgia Tech. Caroline received her A.B. in Psychology from Randolph-Macon Woman’s College, her M.A. in Student Affairs and Ph.D. in Educational Psychology from the University of Geor- gia. After a faculty career teaching psychology, she changed career paths to focus on assessing student learning and institutional effectiveness.Jonathan Gordon, Georgia Institute of TechnologyJoe Ludlum, Georgia Institute of Technology Dr. Ludlum

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

the first time, has evoked a sense of urgency6 (Donawa, 2009). Forexample, the National Science Foundation (NSF) and the National Aeronautics and SpaceAdministration (NASA) shared common observations about educational disparities in STEMdisciplines as related to African American students and have called for more intense research tostudy these issues. Many studies and reports have been written which indicate that African Americans needto be afforded extra efforts in critical thinking skills because of commonly observed educationaldisparities7, 8 (Darling-Hammond, 2000; Jibrell, 1990; Schorr, 2002). In one study, thedevelopments of critical thinking skills were linked to class origins (Tsui, 2003). In her study,disparities were found

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

industry and academicprofessionals. One of the panels includes faculty from several relevant graduate programs atCMU and Pitt and specifically addresses student questions related to graduate studies such as theadmissions process, how to identify an advisor/lab, and funding issues. Brown-bag lunches with Page 22.1615.6graduate program coordinators at CMU and Pitt, sampling graduate-level classes in theDepartment of Rehabilitation Science and Technology, informal discussions with QoLT faculty,and field trips to local industrial/testbed partners has also resulted in increased interest inengineering and technology fields and graduate

Conference Session

Assessing, Developing, and Enhancing the Engineering Experiential Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University, Calumet; Shoji Nakayama, Purdue University, Calumet; Opal McFarlane, Purdue University, Calumet

Tagged Divisions

Cooperative & Experiential Education

safety concerns into their courses to help prepare students forfuture leadership responsibilities in the 21st century workplace.IntroductionThe workplace can provide many career opportunities and challenges for graduatingstudents. The recent global recession has highlighted the need for students to developmultidisciplinary skills for successful careers1, 2. While pursuing their careers, manyengineering and technology students will perform roles that are outside their principalacademic fields of study3, 4. In addition to having to deal with career issues related toglobal competition and technological change, an additional challenge students are likelyto encounter is safety management. As future leaders and professionals in industry,engineering

Conference Session

Culture, Society, and Co-op

Collection

2010 Annual Conference & Exposition

Authors

Ralph Ocon, Purdue University Calumet; Opal McFarlane, Purdue University Calumet

Tagged Divisions

Cooperative & Experiential Education

anunderstanding of the various leadership situations they may encounter in the workplace.For success in these supervisory roles, students must develop leadership skills in order toeffectively respond to different supervisory situations. Fortunately, faculty can facilitatethe development of leadership skills for students.Additionally, as the number of female engineering and technology students entering theworkforce increase, they will also be confronted with the responsibility of performingleadership roles. As the paper will explain, women supervisors face additional challengesthat influence how they should respond to various situations. The paper will provide ideason how engineering and technology faculty can incorporate leadership concerns into

Conference Session

Cooperative Education and Engineering

Collection

2008 Annual Conference & Exposition

Authors

Tylisha Baber, Michigan State University; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

Cooperative & Experiential Education

integratecooperative education based learning within their teaching practices. Contomanolis[2] conducteda study of engineering faculty at the six largest engineering cooperative education programs inthe United States (Georgia Institute of Technology, Kettering University, Drexel University,University of Cincinnati, Rochester Institute of Technology, and Northeastern University) toassess their views concerning the academic value of cooperative education and the extent towhich they utilized teaching activities to incorporate student co-op experiences into theclassroom learning environment. The survey instrument used in the study was a questionnairethat allowed faculty respondents to use a five-point Likert scale to report their attitudes on theacademic value of

Conference Session

Revitalizing Cooperative Education and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Robert Stwalley, Purdue University

Tagged Divisions

Cooperative & Experiential Education

the working environment; 4) Facilitate new and continuing research within the field of Practice that initially emphasizes the outcomes-based learning portion of the experience; 5) Facilitate and improve the contact between the Purdue professional schools and their industrial partners; and 6) Improve the marketing and promotion of the program to students, faculty, and industrial partners.These initiatives were specifically designed to enhance and protect the existing positive aspectsof the Purdue program, while minimizing and correcting the present deficiencies. The currentadministration was well aware of the many concerns created by this broadening of focus andfairly sweeping

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

reformation in general, and to the use of modern pedagogicalskills in particular. The paper also argues that any meaningful change in Region’s classroompractices today (dominated by traditional lecture-based methods) must be mandated andsupported by the university administration. What is necessary to create a change, is for thedepartment or college, to have a comprehensive and integrated set of components: clearlyarticulated expectations, opportunities for faculty to learn about new pedagogies, and anequitable reward system.Introduction“To teach is to engage students in learning.” This quote, from Education for Judgment byChristenson et al, (1) captures the meaning of the art and practice of pedagogies ofengagement. The theme advocated here is that

Conference Session

Stops and Starts in the Development of Cooperative Education Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Cooperative & Experiential Education

meaningful change in Region’s classroom practicestoday (dominated by traditional lecture-based methods) must be mandated and supported by theuniversity administration. What is necessary to create a change, is for the department or college,to have a comprehensive and integrated set of components: clearly articulated expectations,opportunities for faculty to learn about new pedagogies, and an equitable reward system.Introduction“To teach is to engage students in learning.” This quote, from Education for Judgment byChristenson et al, (1) captures the meaning of the art and practice of pedagogies of engagement.The theme advocated here is that student involvement is an essential aspect of meaningfullearning. Also, engaging students in learning is

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

engineering student as shown in Table 2.Engineering programs seeking accreditation are required by ABET to document their continuousprogram improvement efforts and their outcomes. Inputs from co-op focused site-visit sessions Page 25.347.12and end-of-semester reports should be analyzed and compared with inputs from other assessmentsources to guide faculty in their efforts to improve their program. Any concerns or negativefeedback are referred to the appropriate committee to act upon and provide recommendation. Insome cases, addition of new courses is necessary as shown in the figure below. It is worthmentioning that the site visit discussions were 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

educational systems of Nicaragua.Content Objectives Lectures by Host Country Specialists and/or Faculty on Entrepreneurship and small business development Lectures by Host Country Specialists and/or Faculty in aspects of history and culture of Nicaragua Company and organizational visits with presentations by company executives/staff focusing on the issues in starting and maintaining a small businessSkill Objectives (in addition to content) Gain Awareness of a Foreign Culture as it Applies to Business and Entrepreneurship Acquire Skills Required to Adapt to Improve Information Gathering Skills Improve Writing Skills Improve critical thinking about culture and businessTextbooks

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

Kettering Foundation on several research projects concerning the civic mission of higher education. A higher education advocate and voice for collaboration, he posts regularly at creightoncollaborative.com. Sean holds degrees from Marist College and New York University, and earned his PhD from Antioch University. He lives in the charming vil- lage of Yellow Springs with his wife, Leslee, and his five fun children, Liam, Maya, Quinn, Audrey, and Juliette.Lt. Col. Jeremy Paul Stringer, Air Force Institute of Technology Dr. Stringer received his BSEE from USAFA in 1998, MSEE from AFIT in 2000, and Ph.D. from AFIT in 2013. He is currently an Assistant Professor of Electrical Engineering at AFIT and specializes in RADAR

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

LSU in Germany was important. Since the German program faculty member is a native ofGermany and very well acquainted with the region, he identified potential partners for excursionsin the locations of his existing program itinerary that may not have been obvious to his colleaguein engineering, yet could be useful for the teaching of the engineering courses. He was also ableto assist the engineering faculty member in establishing contacts and arranging the visits. Toprepare for the program, the two faculty members spent a week in Germany and visited most ofthe sites. This enabled the engineering faculty member to evaluate the suggested excursiontargets on site and to integrate specific topics and issues into her course plan. She also got

Conference Session

Revitalizing Cooperative Education and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

the above questions formed into a report can clearly indicatewhat the work experience has meant to them. Instead of just being comfortable with a goodpaycheck, students have some very tangible reasons to make intelligent judgments on the value ofthe experience.An additional issue that is discussed with the students before they begin work is the level of theirtechnical experience. Many faculty express concerns regarding the extent of the technicalexperience. Since the students coming from the College of Engineering at Michigan State Page 11.323.6University will ultimately graduate as engineers, it is important that the experiences that

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

TransformationThe National Science Foundation’s funded ($625,179) SPIRIT: Scholarship Program Initiativevia Recruitment, Innovation, and Transformation at Western Carolina University creates a newapproach to the recruitment, retention, education, and placement of academically talented andfinancially needy engineering and engineering technology students. Twenty-Seven new andcontinuing students were recruited into horizontally and vertically integrated cohorts that will benurtured and developed in a Project Based Learning (PBL) community characterized byextensive faculty mentoring, fundamental and applied undergraduate research, hands-on designprojects, and industry engagement. Our horizontal integration method creates sub-cohorts withsame-year students from

Conference Session

Cooperative Education Addresses ABET

Collection

2007 Annual Conference & Exposition

Authors

Robert Stwalley, Purdue University

Tagged Divisions

Cooperative & Experiential Education

could be eliminated. Ineither case, the information provided by this feedback mechanism from industry shouldprove useful to both the administration and the faculty within the various academicdepartments. Although these instruments will have importance to the departmental FacultyCoordinator for counseling students and judging the effectiveness of variousorganizations’ work experience programs, the combined supervisors’ surveys will bemost useful to the departments in their ABET accreditation process and in reviewing theirteaching effectiveness. New information regarding student performance in the workplace will become available at the conclusion of each academic term. Therefore, thisinformation will be analyzed and reported three times per

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

Scott R. Hamilton, Northeastern University; Jack Fitzmaurice, Northeastern University; Paul John Wolff III, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

of this knowledge, we introduced specific learning objectives for the course,selected new textbooks and developed lessons on topics such as mindset, mindfulness,motivational theory, diversity issues, and ethics in the workplace. For instance, Carol Dweck’sMindset, a required text, explains the concept of fixed and growth mindsets. Dweck and othershave found that significant numbers of school-age children believe that ability is fixed,particularly in STEM areas, and that these beliefs predict achievement.[10, 11] We applied thesesresearch findings to emphasize that talent and ability are starting points to understanding how tobest approach success, failure, and challenges with a growth mindset. In addition, classroomdiscussions highlight the

Conference Session

Revitalizing Cooperative Education and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Debbie Gulick, Georgia Institute of Technology; Debbie Pearson, Georgia Institute of Technology; Gayle Elliott, University of Cincinnati; Jennifer Oliver, IAESTE United States; Karl Zimmer, General Cable

Tagged Divisions

Cooperative & Experiential Education

cross-cultural issues and the benefits that international experiences hold for engineering students. Debbie completed a Master's Degree in English and counseling certification requirements from Troy University. Before joining Georgia Tech, she served various educational institutions through teaching, counseling, administration, and project coordination.Gayle Elliott, University of Cincinnati Gayle Elliott earned BS and MS degrees from University of Cincinnati and is currently assistant professor in UC's Division of Professional Practice. She is the faculty advisor for students in the International Co-op Program (ICP) and for mechanical engineering students in the class of 2008

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karen P Kelley, Northeastern University; Steven Thomas McGonagle, Northeastern University Gordon Engineering Leadership Program

Tagged Divisions

Cooperative & Experiential Education

Paper ID #7935”Leveraging Co-op Experiences to Enhance Engineering Students’ Leader-ship Skills”Ms. Karen P Kelley, Northeastern University Karen P. Kelley is currently working at Northeastern University in Boston, MA as a Senior Cooperative Education Faculty Coordinator in the College of Engineering. She has worked for over 20 years with Mechanical and Industrial Engineering students assisting them in their co-op searches and guiding stu- dents in career decisions. In the role of Faculty Co-op Coordinator, Karen teaches both ”Introduction to Cooperative Education” and ”Professional Issues in Engineering” courses in the

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

salient issue was that timing was highly dependent onstudents having sufficient technical knowledge to make a worthwhile contribution. “No-oneargued for industry-based learning to occur until at least one year has been completed.” The“ideal” duration of the work terms was unclear, with durations of one year, six months or sixteenweeks being preferred by different sets of students and faculty.18Fleming and Eames24 note that amongst cooperative education programs, there is a greatdiversity in placement length and structure and that this diversity in placement structure “isgoverned more by organizational influences such as institutional timetabling, placementavailability and faculty commitment than by educational imperatives”. They also found that

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

co-op. They were required to write of theirexperience fourteen weeks after the initial workshop. It became easy to see that the workshopwas really only a poor preparation for a paper produced much later and not a good introductionto necessary communication skill acquisition or remembrance. The issue of communication inthe real world was lost in most of the co-ops’ minds. When it was realized that not enough wasbeing done for the students’ needs, the current structure of addressing communication wasimplemented without the workshop.The new plan attempts to bring students closer to the communication activities of the workplaceand to allow them to see the importance of communication along with their technical expertise.In changing the focus of

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

education.Cooperative Education, Internships, and Experiential Learning, as important as they are, havebeen confined to students in college and more recently to students in high school in varyingdegrees. Institutions across the country have offered the various work-related areas to theirstudents as suggested endeavors or as required activities. There has not been a nationalconsensus to require students, especially in engineering, to gain work-related experience beforethey graduate. The premise of this paper is that professionals in the Cooperative Education,Internships, and Experiential Learning areas; academic administrators; government leaders;faculty; students; and parents should concentrate on a new area of focus. This focus should notbe whether students

Conference Session

Cooperative Education Addresses ABET

Collection

2007 Annual Conference & Exposition

Authors

John Mathews, Mississippi State University; Donna Reese, Mississippi State University

Tagged Divisions

Cooperative & Experiential Education

majors but the total enrollment in that program (approximately 50 majors)means that the number of students participating is fairly low. These programs will obviously notget as much meaningful data as others. In looking at all the other programs, the response rates foremployers are consistent across the majors.One concern that we had in implementing this system was that we did not want it to negativelyimpact the response rates on the student assessment that co-op employers were alreadyproviding. During the four semesters preceding the introduction of this survey, the averageresponse rate for the assessment was 85% (ranging from 80% in the summer to 92% during fall2004). In the three semesters that we have used the new survey, the initial

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

AC 2009-789: A LEARNING-OUTCOMES SURVEY OF ENGINEERINGCOOPERATIVE-EDUCATION STUDENTS: PRELIMINARY FINDINGSJennifer Johrendt, University of Windsor Dr. Johrendt obtained her doctorate in Mechanical Engineering in 2005 from the University of Windsor after working for almost ten years as Product Development Engineer. Currently an Assistant Professor of Mechanical and Automotive Engineering at the University of Windsor, she previously worked for two years as an Experiential Learning Specialist in the department. She serves as both the Faculty and Departmental Cooperative Education representative at the University. She has co-authored several journal paper publications and conference

Conference Session

The Influence of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Alexander Yin, Pennsylvania State University

Tagged Divisions

Cooperative & Experiential Education

institution’s highest degree awarded. The analysis from a national dataset of 2004 seniors (n=4461 from 39 institutions)suggests that students who spent more time in a cooperative education program are better atensuring that a process or product meets a variety of technical and practical criteria andcomparing and judging alternative outcomes than students who have little or no experience in aco-op.Introduction The National Academy of Engineering i, ii is concerned with both the pipeline ofengineering students and the characteristics needed by the successful engineer of the future.According to the NAE report, The Engineer of 2020: Visions of Engineering in the New Century,these characteristics include strong analytical skills; practical

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

Manitoba, Winnipeg Canada, R3T 5V6; telephone:(1) 204.474.9698; e-mail: Sandra Ingram@umanitoba.ca.Anita H Ens, University of Manitoba Anita Ens is a Ph.D. candidate in Curriculum, Teaching, and Learning in the Faculty of Education at the University of Manitoba in Winnipeg, Canada. She has over 15 years of experience working with adults in adult education and postsecondary settings, with particular focus on learning strategies and writing pedagogy. Influenced by the social, cultural, and relational aspects of learning, her research interests include collaborative writing, sustainability in education, and diversity in learning groups.Marcia R. Friesen, University of Manitoba