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

reflecting on learning experiences and establishing a continuumin learning.Prior research has shown that journaling is an effective way of enabling students toreflect. Researchers trying to understand processes of reflection and the role of reflectionas an educational practice have used it effectively. A case in point is the work done byRichardson and Maltby with nursing students doing summer internships. They found that“The experience of diary writing is seen to promote both the qualities required forreflection, i.e. open-mindedness and motivation, and also the skills, i.e. self-awareness,description and observation, critical analysis and problem-solving, synthesis andevaluation” 15. By maintaining a daily reflection journal, students would have an

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

engineering. The majors share a mostly common set of foundation courses including:calculus courses, physics and chemistry courses, a writing course, a computer-aideddesign/computer-aided manufacturing course, a programming course, a digital systems course, acircuits course, a measurements and statistics course, and a co-op preparation course. Eachundergraduate major is a secondary admission program. Criteria for secondary admission includecompletion of all foundation courses with a grade of „C‟ or better and maintaining an overallgrade point average of 2.70 or higher (on a 4.00 scale).All programs are accredited as co-op programs through ABET. During the co-op program, thestudent alternates semesters of academic, on-campus coursework with semesters

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

workload.Technical fundamentals (TF) account for the highest percentage, followed by workshops,internship, project work and the diploma thesis. The pie-chart shows that more than one-thirdof the students’ time is spent in praxis- and output-oriented learning activities. Here theygather valuable experience which will help them to be successful in their future professionalfield. It is hard to say if the subject classification in technical fundamentals or engineering isreally correct but if we consider both subject areas together we can see that there is a goodbalance between the technical aspects of the program and other topics.Figure 6: Students’ workload in %. LSS = Language, Soft skills, Support; E = Engineering; TF =Technical Fundamentals; EML = Economics

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

Drexel University, employers evaluatecandidates on 4 critical skill categories. First is academic skill, mostly reading, writing and mathat a level commensurate for the job. Second is occupational skills; those skills necessary forsuccess in a certain job. Third is workplace skills, these are usually referred to as soft skills. LiveCareer.com has compiled a list of the top 10 skills in demand in today’s global economy, notablymany are what are considered soft skills that are not often included as a focus in university-levelcoursework. Soft skills include communication skills, interpersonal skills, adaptability, andemotional intelligence. [7] Companies are increasingly focused on these skills as they look to hirethese new employees and not have

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

bad, that they can expect during the selection process and on the job. The students alsoanswer questions from the class.Technical writing skills with “Critical thinking” component: Grown from a university wideinitiative, Speed School has implemented critical thinking in certain courses. While there areseveral critical thinking models, University of Louisville is using the Paul Elder model. Criticalthinking is simply using reasoning combined with logical thinking for making decisions, drawingconclusions or solutions. We have incorporated a session that illustrates how to use criticalthinking skills in preparing for the co-op experience and in writing the co-op report. Students aregiven an activity to demonstrate how simple it is to employ

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

in experience16. Because co-ops are activelearners who take responsibility for their own learning, the practical involvement in applyingmechanical engineering concepts can be used to assess the curriculum effectiveness in achievingthe program‟s outcomes. For example, there is an emphasis to include a communicationinstruction in the engineering curricula17. A co-op faculty coordinator can assess the ability ofstudents to communicate effectively (ABET outcome g). This is a unique assessment toolbecause of the nature of the work and the industrial element of the co-op assignment compared toa traditional academic report or presentation. In general, the co-op students write better thantraditional students due to the industrial experience. As co

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Prue Howard, Central Queensland University

Tagged Divisions

Cooperative & Experiential Education

fundamentals of technology and design could bestudied, was required. Through a review of international teaching and learning in engineering,and the outcomes of a National Teaching Grant, problem-centred or project-based curricula wereidentified as providing the best solution. The bulk of the international education literature hadfor at least twenty years, agreed that project-based learning had the following advantages: ≠ it takes account of the way in which students learn, the learning style is active, deep and contextual ≠ enormous improvements in student motivation have occurred elsewhere; first year attrition rates can be as low as a few percent ≠ it develops a high level of generic and self learning skills ≠ it supports the

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

- secondary programs, she has also had responsibility for writing and administrating educationally oriented grants at the K-12, secondary, and post-secondary levels. Previously she worked extensively in the health care industry, including work as a senior microbiologist for Pharmacia Upjohn and as a laboratory research assistant at a Southern Illinois University School of Medicine. She earned a Master’s degree in Public Administration in 2002 from Oakland University and a Bachelor’s degree from Illinois College in 1981. She is a current member of the Oakland County’s Workforce Development Business Round table and serves

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

appreciation of the uses and value of money.” 1 Money is easily associated withwork and children begin the understanding process of knowing that their work has value and isrewarded with both knowledge and payment. Parents who instill in their children the knowledgethat work involves both a learning process and an earning process will make their childrenrounded individuals in the working world.“In the very beginning when children are very young money education can begin simply byteaching them to identify various coins. You can then reinforce what money is used for by takingyour children shopping even at an early age and pointing out what is going on.” Many parentsalready present these fundamentals to their young children. It does not require a great

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

Page 15.1245.5electrical circuit, which successfully shot a metal projectile out of a homemadecoil gun. This project taught the relationship between an electric current and amagnetic field; principles on which the electric motor operates, essentialknowledge in an engineering work environment.The understanding of other engineering mechanisms and devices learned inschool greatly aided the student during the co-op experience. Comprehendingthe basics of pneumatic and hydraulic cylinders was important since the companyused them extensively. In an upper-level programming class for mechanicalengineers, the student learned the fundamentals of programming robots and othersuch devices. Although this is not the student’s forte, as any mechanical

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative & Experiential Education

sources and using both quantitative and qualitative sources provides for betterassessment of the student outcomes. The primary metrics used by the engineering programs atYork College are: • Co-op Assessment Data • Faculty Course Assessment Reports (FCAR’s) • Senior Exit Interviews and Surveys • Fundamentals of Engineering examsThe important point to note is that outcomes assessment performed through the co-op program,while being a vital assessment tool, is only part of the overall assessment strategy. It issupplemented/complimented by other assessment methods. For example, the Faculty CourseAssessment Report (FCAR) method13,14 is the primary tool used by the faculty for outcomesassessment within each of the programs’ academic

Conference Session

Assessing, Developing, and Enhancing the Engineering Experiential Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dean C. Millar, University at Buffalo, SUNY

Tagged Divisions

Cooperative & Experiential Education

right job but also receive early-startprofessional career information. Results competition is increasingly keen for both students andtheir institutions; this paper encourages students and schools to meet that challenge. The following “Keys to Success” are, and will become, important for any student tobecome an ideal engineering employment candidate.Key 1. A solid technical engineering education- Specifically, students need a sound grasp ofengineering theory and fundamentals from an accredited college engineering curriculum. Thisincludes the theoretical, applied lab, and computer knowledge to meet the technical requirementsto be an entry level engineer. The remainder of this paper should in no way be interpreted asdiminishing the

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

session will increase their visibility as researchers and will be exposed to technical interactions with their colleagues, which is a fundamental experience in the ongoing professional development of the students.5 Of the students who responded to the question about their overall experience from the perspective of gaining non-technical but work-related experience (such as resume building and professional communication), 67 percent indicated that their experience was either “good” or “excellent” in the 2012 program, and 100 percent indicated that their experience was either “good” or “excellent” in the 2013 program. Thus the rating on this question improved from 3.7 in the 2012 program to 4.2 in the 2013 program. From the perspective of

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Jenna Christie-Tabron, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Mari Pina, University of Central Florida; Richard Allan Quinn, University of Central Florida; Jackie Herold, University of Central Florida; Kim A. Small, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

of motivation. The brain is a social organ that isconstructed by experience, and relationships are a fundamental driver of the evolution of themodern human brain2. The need-to-belong motivates human behavior and shapes emotion andcognition3,4 and encourages behavior that helps people be good group members4. Stets andBurke5 suggest that by linking social identity theory (an individual’s acceptance of a group’snorms and culture) and identity theory (role that the individual plays within the group), we maybe able to have a more holistic view of the self. Social cognitive theory views human behavior asagentic, influenced by the reciprocal interaction of the person and the environment, and wherelearning occurs in a social context6,7,8. A

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

supporting role during development so as to obtain anunderstanding of the concept development process and project planning. Freshmen are evaluatedon their demonstrated understanding of the project through a final presentation while juniors areevaluated on the success of the prototype.For sophomores matched with seniors, the integration is less interactive. Sophomores arerequired to attend group meetings, customer design reviews, and a final poster session with theirsenior partners who are working on their capstone projects. Sophomores are required to write areflection paper which demonstrates their knowledge of the project and the process to itscompletion. This limited interaction is designed to expose the sophomores to the fully open-ended nature

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

essentially entailed moving the internship from the senior year to the sophomoreyear. Naturally, the prerequisites for the internship changed notably. Now students complete asignificant portion of their undergraduate studies upon the completion of the internshipexperience. These changes resulted in fundamental changes in the perspectives and educationalobjectives of the internship program. Essentially, the internship program lost its capstone,integrative character and gained a cornerstone, educational experience character. Thus, this earlyinternship experience and the expected outcome of such intervention, which is improvedretention, is the key contribution of this work to the body of research in internships.Reasons for Changing the Internship

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

andevaluation of the product. The bulk of student AIAD experience is in evaluation of concepts,actual product design through simulation or testing, and evaluation of a final product. Studentsalso have secondary tasks of ordering materials for constructing a product, running computerprograms and writing subroutines, constructing CAD models, and delivering informationbriefings. With these larger scale projects, students can personally experience a thorough, longerengineering process. Even though they may only see a limited portion of the overall project,students gain an understanding and appreciation of the time frame and requirements for a majorproject. With prior in-class projects limited to several weeks, they quickly change their firstimpression of

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

and share their skills and creations (para. 14). One ofthe main places where Makers can collaborate and share processes and products is a Makerspace.Makerspaces can be located in a wide variety of spaces, including libraries, art galleries,museums, laboratories, and workshops. Although makerspaces can vary greatly, Davee, et. aldefined them “fundamentally [as] places to design, explore, and create” (2015, p. 3).Making gained significant visibility due to President Obama’s support for the Maker Movement,culminating in the 2014 White House Maker Faire, a newly established National Week ofMaking, and the Nation of Makers Initiative. The Nation of Makers Initiative was a call tofederal agencies, companies, organizations, and schools to pledge

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Alexander Yin, Pennsylvania State University

Tagged Divisions

Cooperative & Experiential Education

. You would write out all the differential equations basically and try and solve back and figure out how it would work. But since you kind of do those problems a lot, you can just kind of look at it and the professors -- I think they do this on purpose -- they don’t tell you the short cuts that you can take. So, you do it the long way. And then, you know, after you do it a little bit you figure out the short cuts and then later on, they kind of tell you that “well you can just do this.”William is describing how his theoretical knowledge increased through practice. He becamemore efficient in solving problems because he learned how to reduce differential equations tolinear equations. Likewise, in

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

portion of the student’s college or universitycareer and allowing the progression in complexity of both the academic studies and the workexperiences is fundamental to cooperative education6. Employer and student performanceevaluation data have traditionally been used to reflect on and improve student or employerperformance in an informal way. An emphasis has been placed on developing evaluation criteriathrough learning outcomes that meet the needs of the cooperative education programs and theAccreditation Board for Engineering and Technology (ABET) or the Canadian EngineeringAccreditation Board (CEAB).Research on cooperative education and engineering students has shown a positive impact onearnings and grade point averages at the cost of extended

Conference Session

Issues of Cooperative Education I

Collection

2008 Annual Conference & Exposition

Authors

ROBERT GRAY, Penn State Erie

Tagged Divisions

Cooperative & Experiential Education

thepieces integrated and functioned in a sophisticated system. For example, in a design class,students asked me how an electric motor actually worked. When I described the fundamentals ofhow a motor worked, I also found myself describing to them how a motor is built piece by piece.How I wished I could take my students back to my roots; to a place where raw materials such ascopper and iron are fabricated into individual parts and manufactured and integrated together tomake an electric motor. I wanted to take them back with me in the field where I worked andlearned hands-on. In my mind, having this real-world knowledge seemed both fundamental andessential to better understand how a motor works. Along with finding a way to provide students

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

agreed that part of being anengineer was to solve problems creatively. Dr. Jane stated, “. . . And in solving problems, astudent needs to be aware or have an approach to solving problems and, developing good criticalthinking skills will allow them to develop a process by which they can solve problemseffectively or efficiently.” Dr. Smith suggested, “As an engineer, fundamentally they should beable to solve problems. Critical thinking is a major component for them to be able to solveproblems, and it is vital; and critical thinking should be included in all the programs.” The link to critical thinking was made through Dr. Jane’s expectations of the studentsasking her several questions for clarity and understanding. “Another thing that I am

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

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

Paper ID #18045The Students’ Experience Coming Back After Cooperative Education Expe-riencesDr. J. C. McNeil, University of Louisville JC McNeil is an Assistant Professor for the Department of Engineering Fundamentals at University of Louisville. Contact email: j.mcneil@louisville.eduMrs. Mary Andrade, University of Louisville, J.B. Speed School of Engineering Mary Andrade is the Associate Director of the Career Development and Cooperative Education office at the University of Louisville JB Speed School of Engineering. In this role she oversees the mandatory co-op program for more than 1000 students each year.Alex