Conference Session

Issues of Cooperative Education I

Collection

2008 Annual Conference & Exposition

Authors

ROBERT GRAY, Penn State Erie

Tagged Divisions

Cooperative & Experiential Education

deliver great results and we benefit from their work in several ways.We are able to resolve technical issues, keep our engineers current on college topics, and interestand evaluate potential new GE hires.”The student response to being off-site was mostly positive too. Students repeatedly express theirexcitement over being able to work and study in a real-world environment. According to onestudent, “It was great to see the immediate applications of theory to real-life problems and Ilearned good information about the reliability requirements for electronics.” However, a smallpercentage (less than 10%) of the students had a hard time adapting to an active-learningenvironment. Some students simply prefer the traditional classroom setting. For example

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

David Wanless, Michigan Technological University

Tagged Divisions

Cooperative & Experiential Education

, it is our own best interest to make thiscontribution”8. One respondent commented that offering co-op and internships is thecontribution is the contribution companies make to the community as a whole9. The studentsbenefit from real world experiences, the organizations that sponsor internships and co-opsbenefit by getting some work done and they get the chance to really evaluate the caliber of thestudents, and the industrial community benefits by having new recruits who have had someindustrial experience.Managing schedules and developing acceptable time management skills are key learningmilestones for students. In the workplace students have the opportunity to take a pragmaticapproach to engineering. They get to make the leap from theory to

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Robert Rabb, United States Military Academy; Margaret Nowicki, United States Military Academy; Elizabeth Bristow, United States Military Academy

Tagged Divisions

Cooperative & Experiential Education

multidisciplinary design experiencesavailable to students. AIADs also reinforce the knowledge and theory learned in typicalengineering classes with practical applications to a real world problem.Upon arrival at the AIAD project site, the project sponsor quickly orients the student to the Page 14.557.6project. Work begins almost immediately. The AIAD projects are well defined by the time thestudents arrive having most of the customer requirements, engineering targets, and timelinesdetermined. The project sponsors have had extensive communication with the customers, sostudents are primarily involved with conceptual and product development and some testing

Conference Session

Educating Students for the 21st Century: History, Reflection, and Outcomes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Swaminathan Balachandran, University of Wisconsin, Platteville

Tagged Divisions

Cooperative & Experiential Education

and augmentlearning, relate course material to real-world and practical applications, create lastingpartnerships with community agencies, organizations, industries and professionals, increaseprofessional recognition, reward or consulting work and augment and redirect professionaldevelopment and research. The community partners value students’ point of view, reimbursestudents’ travel expenses, appreciate help with projects on the “back burners”, and acquire accessto university resources. For the university, EL projects provide opportunities to publicize itsservice to the community justify any financial support from the state, place students on jobs withthe partners and support community in times of need. EL resources available online1

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

environment where students gain real world experience running an IT business. Professor Justice takes extreme pride and is a great innovator in the area of experiential learning and ser- vice. Experiential learning and service contributes to the integration of theory and application by creating an environment where the students learn by doing or apply their theory in service learning projects, prac- tica, internships, games, and simulations. The Living Lab for CIT was created out of the need to provide a business environment for students to give them a taste of a ”real” IT environment. A secondary purpose is to provide service to internal and external clients. The Living Lab has served many internal and external

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Alexander Yin, Pennsylvania State University

Tagged Divisions

Cooperative & Experiential Education

theoretical knowledge and real-world application: It would have been awesome if the professor would have mentioned, at least briefly mentioned, what a micro strip was. And that’s really where skin-depth comes in. In particular, I mean I don’t, I don’t know of any other applications really of skin depth other than micro strip and there is nothing in our electromagnetic book about it.Without his internship experience, William would have continued to believe the knowledgelearned in class was useless because he would not have understood its applications. To many of the students I interviewed, hands-on experiences provided opportunities toapply theoretical knowledge. These hands-on experiences not only allowed students to

Conference Session

Comparing Different Aspects of the Cooperative Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

481- occurs at the end of the Bachelor of Science degree in the Department of Mechanical Engineering. At this time, the mechanical engineering student should be preparing to enter the work force with the skills needed to further his or her career. These skills have been explained quite succinctly by ABET and do not need to be repeated. The student enters this capstone course knowing that the assignment given and the task undertaken is like nothing that they have encountered before. No longer are they talking to a faculty member, usually repeating information in order to obtain a grade. Here the stakes are much higher, being that they are real-world issues and can affect a company’s profits or losses. The issue of communication in this

Conference Session

Post Graduate Experiential Programs and Insights

Collection

2011 ASEE Annual Conference & Exposition

Authors

David W Schmueser, Altair Engineering Inc.; Charbel Philippe Saleh, Altair Engineering Inc.; Prakash C. Shrivastava, Oakland University; Lori Lin Crose, Oakland University

Tagged Divisions

Cooperative & Experiential Education

. The course was structured to give students a conceptualunderstanding of various modeling techniques with a focus on real-world applications.The course itself is a 160-hour post-baccalaureate non-credit certificate comprised of a two-tiered structure. Tier I of the course provides the students with a 60-hour theory overview ofdata mining and data-basing techniques. The application of software tools in decision making aswell as detailed case studies demonstrating how BI can be used effectively in today’scompetitive product development environment are covered.. This includes the application ofAltair Engineering Business Intelligence HiQube software using specific case studies involvingapplications in the product development, quality, warranty

Conference Session

Cooperative Education Addresses ABET

Collection

2007 Annual Conference & Exposition

Authors

Jess Godbey, Jacksonville State University; Terry Marbut, Jacksonville State University; Dale Broyles, Jacksonville State University & Honda MFG of AL

Tagged Divisions

Cooperative & Experiential Education

skills and knowledgethat will allow them to be successful in their professional career. This cooperative educationprogram enhances the classroom education by providing an opportunity to integrate classroomtheory and practical application. This real world experience allows the university department tocomplete the educational loop. This cooperative education program allows the student todemonstrate their technical skills in an industrial setting and allows the student to “practice” theimplementation of various “soft skills”. The university department intends to continue thisindustry-based partnership and use this cooperative education program as a benchmark at otherfacilities.VII. References1. Akins, Thomas M., 2005. A Brief Summary of

Conference Session

Cooperative Education and Engineering

Collection

2008 Annual Conference & Exposition

Authors

Jacqueline El-Sayed, Kettering University

Tagged Divisions

Cooperative & Experiential Education

industrial advisory boardsand employers of engineering graduates has brought to the forefront that practical know-howmust be integrated into engineering education. It is not enough to be “book smart.” Industrywants engineers who are flexible, savvy and can produce quality results in real world situations.Higher education must find ways to educate engineering students with both practical andtheoretical knowledge to ensure the student’s success.ABET1 has led the charge by instituting learning outcomes for accreditation. Many of theseoutcomes are not technical but are considered “soft skills.” Soft skills include interpersonal,“people” skills. Following ABET’ s lead, higher education is experimenting with methodologiesto address all outcomes, and to

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ronald H. Brown, Marquette University; Thomas F. Quinn, Marquette University; George Corliss, Marquette University; Jay R. Goldberg, Marquette University; Mark Nagurka, Marquette University

Tagged Divisions

Cooperative & Experiential Education

formerFulbright Scholar. Page 25.1301.2 c American Society for Engineering Education, 2012 The GasDay Project at Marquette University: A Learning Laboratory in a Functioning BusinessAbstract The GasDay Project is a working software business within a university in whichundergraduate and graduate students apply what they have learned in the classroom to create andlicense a product that solves a real-world problem. Multidisciplinary teams of engineering,mathematics, computer science, and business students produce software licensed by U.S. utilitiesto forecast over 20% of the nation’s daily

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

theundergraduate major.” In a follow-on 2015 study by the same firm, the top five abilities valuedby employers were communication, teamwork, ethics, critical thinking, and application ofknowledge in real-world settings2. Similar results have been reported by studies of engineeringemployers in Australia, Asia, and the U.K.3, 4, 5 with each study finding that employers highlyvalue nontechnical professional skills for engineering practice.Indeed, much of the curricular reform in U.S. engineering education in the early 21st century hasfocused on more holistically preparing students for the profession of engineering. Theprofessional skills that ABET engineering criteria specify include communication, teamwork,professional and ethical responsibility, and an

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

integrating the theory they have learned in theclassroom with the real world problems of the work environment. The literature reveals thisintegration is a key concept of co-op. The Introduction to Cooperative Education Course at the University of Cincinnati is amandatory one credit hour course. College of Engineering and Applied Science studentsregister for this class in the Spring Semester of their freshman year. This course helps studentsintegrate into the professional environment. If students do not pass this class they are notaccepted into the co-op program. Introduction to Professional Practice – A StudentText/Workbook is the primary textbook for the Intro to Co-op class which covers the followingmajor topics:  Overview of

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

to manage the expectations of the client organization by keeping thetime and facility constraints experienced by the students always in clear view.One of the advantages of involving 200 teams of students is the tendency of the studentsto benchmark themselves in relation to the other teams. This almost always results instudent performance that goes above and beyond the expectations of the instructors. Infact, in every project, ten to twenty practical, creative and unique solutions emerge thathave real world application. According to our past experience, it is very likely that anumber of designs presented at the public showing of the project will be able to bedirectly incorporated into the MS educational and training programs.What the client

Conference Session

The Influence of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Jim Wojciechowski, Grand Valley State University; Charles Standridge, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

will neveruse what they are learning. Calculating the thrust force of a pneumatic cylindergiven its bore size, stroke length, and supplied air pressure required application ofphysics knowledge. The solution was never attained easily, however. Anotherreal-life factor always came into play (such as gravity) to complicate the problem.The student thoroughly enjoyed the challenge.How Co-op Impacted Engineering EducationCo-op work at the company has further expanded the student’s familiarity andexperience on certain topics as well as introducing new ideas. Co-op exposed thestudent to a vast engineering world, which could simply not be grasped while inschool. In the first semester of work, the student was given the opportunity to gothrough the entire

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

the construction industry.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. Students must have an opportunity toapply classroom content in real world settings. Internship participation offers students analternative way to learn as they construct their own knowledge by applying classroom content inreal world applications. Some construction engineering academic programs require participationin an internship for program completion. Other construction engineering academic programs donot make participation in an internship mandatory and instead offer it

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

design, strength of materials, etc.) it can bedifficult to demonstrate total system integration of multiple disciplines with diverse teams. Often,real world applications are limited by assumptions made to simplify problems so that the analysiscan be more easily performed in class. While many externships can add to the knowledge andskills of an engineering undergraduate, they may not be complementing the undergraduateprogram in order to fill student outcomes not met in the classroom.Survey of experiences During the fall semester, surveys were administered to students who had participated inexternships over the previous summer. Two programs administered the survey through an onlinesurvey program while the other two had participants fill out

Conference Session

Curriculum Reform with Cooperative Education

Collection

2007 Annual Conference & Exposition

Authors

Daniel Walsh, California Polytechnic State University; Jon Whited, St. Jude Medical; Robert Crockett, California Polytechnic State University

Tagged Divisions

Cooperative & Experiential Education

focus of continuity for more complex,longer-term, multi-disciplinary projects. Older students who are returning from coops at aconsortium member company serve as sources of corporate culture and mentorship, whileacademic advisors from multiple disciplines round out the advising trio and ensure that balancedlearning objectives are met.Success is only possible with a long-term commitment, so buy-in by industrial partners must bemore than superficial. Champions on both the industry and university sides are required!Demonstrated company benefits include additional resource for company engineering projects,the support of training goals for recruiting by providing real-world challenges to potentialemployees, more work done for less cost, a company

Conference Session

Developing Tomorrow's Leaders through Co-op Education

Collection

2009 Annual Conference & Exposition

Authors

Adrian Millward-Sadler, Joanneum University of Applied Sciences; Annette Casey, Joanneum University of Applied Sciences; Emilia Bratschitsch, Joanneum University of Applied Sciences

Tagged Divisions

Cooperative & Experiential Education

Page 14.1336.3degree. Quite understandably, intrinsic motivation for language study is not given a high priority bymany students, as it is seen as superfluous to the “more important” technical subjects and in order tofacilitate the best possible language learning environment, it is necessary to find ways of convincingstudents of the importance of language learning. Web 2.0 technologies play an essential role here, asthey can provide a clear link between language learning and its application in a wider context, thereforeproviding an extrinsic form of motivation by providing a clear relation to the “real” world andsituations where the language may very plausibly be used. Additionally, Web 2.0 technologies arewell-known and comfortable to members

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

. Preliminary qualitativethemes are shown in Tables I and II. These tables show the frequency of preliminary 11qualitative themes in student post-surveys and faculty advisor surveys, respectively, in 2012,2013, 2014, and 2015. The themes are shown in red and are organized according to the sevenbenefit categories of Seymour et al.2 In the first benefit category of “Personal/Professional,”three preliminary themes identified from responses to the students about what was most helpfulare: (i) real world experience and hands-on application of STEM education,’ (ii) interacting ina professional work environment,’ and (iii) developing collaborations/networking. In

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

will: 2. Refine career plans and find the aspect of mechanical or manufacturing job they like the best 3. Gain real world industrial experience 4. Build a network of professional contacts Focus: ------------------------------ Categories -------------------------------- Information Course Outcomes Met I__ Knowledge II__ Comprehension III- Application IV__ Analysis V__ Synthesis VI__ Evaluation Program

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

with this valuable skill. (Source 9)We can all agree that classroom learning is practical and effective but performance or practiceoriented education, where students are able to learn from working in the real world can be muchmore valuable. Northeastern’s renowned Cooperative Education program, where students are able Page 23.16.3to work in a professional setting related to their field of study and attain increased responsibility, isnaturally viewed as an untapped resource. Their co-op program bridges the gap between classroomand real world learning. Northeastern’s Gordon Engineering Leadership program consequentlyreasoned, why not use

Conference Session

Culture, Society, and Co-op

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

Cooperative & Experiential Education

Page 15.500.3By working with engineers at the university level, Iridescent provides families with challengingcontent and college readiness experiences; key components to increasing the participation ofminorities and women in STEM courses and careers5. Iridescent trains engineers to develop andteach hands-on, Family Science Courses to underserved children and their parents. The programhas been successfully implemented in Los Angeles, the Bay Area and Salinas and shown toimprove participants’ interest in science, content knowledge and self-efficacy. The FamilyScience Courses are designed and taught by engineers to families at schools in the evenings.Topics illustrate the real-world applications of Physics and range from CardiovascularMechanics

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

Cooperative & Experiential Education

a meaningful job while going to school and testing degree interests in real-world situations. Co-op students frequently qualify for higher starting salaries after graduation because of their experience. Many organizations participate in the co-op program to develop future employees, offering permanent positions to numerous former co-op students after graduation. Fellowships are typically a merit-based scholarship, or form of academic financial aid. They may provide students and scholars with support to pursue independent or guided research projects of value to the granting agency.Rational for a Graduation RequirementNetworkingOne of the most powerful networking tools available for engineering

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jaqi C. McNeil, University of Louisville; Mary Andrade, University of Louisville, J.B. Speed School of Engineering; Alex Delgado Beebe, University of Louisville, J.B. Speed School School of Engineering

Tagged Divisions

Cooperative & Experiential Education

University ofCincinnati in Ohio in 1906 1. Co-op programs have changed significantly over the years, but arestill utilized as a way to connect industry and educational programs. A limitation of highereducational programs is that they do not connect to real world problems, and co-ops are a wayto infuse the educational program to a real world application, where students can learn aboutwhat the profession does day-to-day. Students that are successful in academia will besuccessful after graduation, but academic success is only a small part of career success2. 1Cooperative education benefits have influence on the overall quality of their

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

valuable experience on how studentinvolvement can enhance undergraduate engineering education, and provides insight into somecommon advantages and disadvantages of such involvement. Page 25.624.2Several authors write of the many-faceted benefit of competition projects. Sulzbach writes thatthat the Concrete Canoe competition1 enhances the educational experience by producing anatmosphere of school pride among team members, fostering creativity, and encouraging peer-to-peer learning as students pass along the cumulative team knowledge and experience.Competitions such as these put students in many real world situations which are “typically

Conference Session

Revitalizing Cooperative Education and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

2006-703: CO-OP, COMMUNICATION, AND ENGINEERING DISCIPLINESCraig Gunn, Michigan State University Page 11.323.1© American Society for Engineering Education, 2006 Co-op, Communication, and Engineering DisciplinesAbstractAs we look at the modern world, a world consumed with fast communication, websites, textmessaging, and cell phone conversation that does not reinforce the necessary tools ofcommunication, one must start to investigate areas that will enable engineering students to enter theworld of work and function as valuable members of that world. We are always reminded thatcooperative engineering education has proved itself to be an important experience in the

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

goals for this project: (1) as a servicelearning research project with engineering undergraduate students and (2) as an early-readertemplate program with the NAO robot in autism therapies.Student Perspectives. As students, this was a tremendous opportunity to engage in anexploratory research project that expanded on our coursework in engineering and robotics. Givenonly the requirements described earlier in this paper, we had a lot of freedom to explore thecapabilities of the NAO and to determine a productive direction for the project. As studentsnearing the end of our undergraduate studies, we were able to demonstrate our ability to applyour engineering education to a real-world problem, and independently formulate and deliver asolution.Knowing

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

from the experience,resulting in increased creative skill and real-world connections (Association for ExperientialEducation, 2016). Iterative learning experiences are becoming more common in engineering andengineering technology education, particularly with the spread of university makerspaces. Foster,et. al (2015) noted that design education and active pedagogies help advance engineeringeducation, and Making experiences can increase both knowledge (conceptual, procedural, andanalytical) and practical skills. Barret, et. al (2015) reiterated the importance of hands-onlearning experiences in engineering education, citing that physical modeling and prototyping inuniversity makerspaces help improve design quality, connect class lessons to real

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

have been written about important assessment tools such as alumni feedback,employer surveys, constituents input, etc., with much emphasis on surveys. On the other hand,faculty assesses the outcomes in their classes and are very creative in developing assessmentmethods. However, traditional assessment techniques are not always adequate to measurestudent learning. Rover2 lists many important questions for educators to ask and answerregarding what to teach, how to teach it and, becoming increasingly more important, when toteach it. Therefore, HEI must keep up with pace changes in the “real world” through non-traditional assessment tools. One of them is the interaction with industry through the co-op sitevisit.This paper deals improvements related