Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Félix Langevin Harnois, École de Technologie Supérieure; Jerome Harrison, École de Technologie Supérieure; Prasun Lala, École de Technologie Supérieure; Ghizlane El Boussaidi, École de Technologie Supérieure; Christian Desrosiers, École de Technologie Supérieure; Catherine Laporte, École de Technologie Supérieure

Tagged Divisions

Cooperative and Experiential Education

d’intelligence artificielle (LIVIA) and is a member of the REPARTI research network. ´Catherine Laporte, Ecole de Technologie Sup´erieure Catherine Laporte obtained her Ph.D. in Electrical and Computer Engineering at McGill University in ´ 2010. Since then, she has been a professor of electrical engineering at Ecole de technologie sup´erieure ´ (ETS), where she teaches undergraduate courses in algorithms, biomedical instrumentation and medical imaging. Her research focuses on medical ultrasound image analysis, and aims to address problems re- lating to image acquisition, image segmentation and registration, 3D reconstruction

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark J. Povinelli, Syracuse University; Jonnell A. Robinson, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

infrastructure problems. That said, the process of organizing teams to collect infrastructure data in the field provided valuable insight into the data collection process that the city would need to undertake for the entire city. ● While we feel that it is advantageous to engage students in experiential learning early and regularly, freshman students may not be ready to undertake such an extensive project. That said, the students demonstrated professionalism and a willingness to work hard.Overall, this course demonstrates how experiential learning and design thinking can beintegrated into engineering curriculum beginning in students’ freshman year. Assessments,student reflections and course evaluations indicate that the learning

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Fu Zhongli, National University of Defense Technology; Zihan Lin, National University of Defense Technology; Tianqi Zhang, National University of Defense and Technology; Zhao Zhao, National University of Defense Technology; Tong Wu, National University of Defense Technology; Huang Zhang, National University of Defense Technology; Zhang Jianing, Changsha SunVote Limited, China; Changfang Zhang, National University of Defense Technology; Yan Xu, Changsha SunVote Limited

Tagged Divisions

Cooperative and Experiential Education

Education at National University of Defense Technology. Her research focuses on translation theory and practice of C-E and E-C. In this project ”Assessing the Active Learning in Engineering Education Based on BOPPPS Model”, she is mainly assigned to take responsibility to literature review. Her education includes a B.A. in English translation from Hunan Nor- mal University and a M.A. in Foreign Linguistics and Applied Linguistics from Beijing University of Aeronautics and Astronautics.Dr. Zhao Zhao, National University of Defense Technology ZHAO Zhao is an Associate Researcher of the Center for National Security and Strategic Studies (CNSSS) at the National University of Defense Technology (NUDT). He holds a B.S.degree

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremy Straub, North Dakota State University

Tagged Divisions

Cooperative and Experiential Education

LearningSince undergraduate research is inherently a type of PBL, focus will now turn to a discussion ofthis topic. PBL is, itself, a form of experiential learning, where students learn by immersion and‘doing’. PBL presents a challenge or problem for students to solve or a question for them toanswer. In research projects, this challenge or question is the thesis statement of the researchproject.PBL is widely used due to its demonstrable effectiveness. It has been shown to work acrossmultiple educational levels [19]–[24] and in numerous disciplines. Example disciplines includecomputer science [25] and the aerospace [26], computer [27], electrical [28], and mechanical [29]engineering disciplines. It has also been shown to be effective outside of STEM

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kyle Dukart, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Ben Guengerich, University of Minnesota - Anderson Student Innovation Labs

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

education curriculum with a focus on laboratory courses for the University of Minnesota, Twin Cities, Electrical and Computer Engineering Department. His courses leverage project-based learning, experiential learning, and self-paced activities. David has over ten years of industry experience specializing in mixed-signal RF integrated circuit design, power systems, and power electronics.Mr. Ben Guengerich, University of Minnesota - Anderson Student Innovation Labs Ben Guengerich is the Manager of the Anderson Student Innovation Labs at the University of Minnesota. The labs provide engineering students open access to prototyping equipment and give them the freedom to work on projects aligned with their personal and

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Divisions

Cooperative and Experiential Education

vol. 1.[10] D. R. Brodeur, P. W. Young, and K. B. Blair, “Problem-based learning in aerospace engineering education,” in Proceedings of the 2002 American Society for Engineering Education Annual Conference and Exposition, 2002, pp. 16–19.[11] D. Broman, K. Sandahl, and M. Abu Baker, “The Company Approach to Software Engineering Project Courses,” Educ. IEEE Trans., vol. 55, no. 4, pp. 445–452, 2012, doi: 10.1109/TE.2012.2187208.[12] N. Correll, R. Wing, and D. Coleman, “A One-Year Introductory Robotics Curriculum for Computer Science Upperclassmen,” Educ. IEEE Trans., vol. 56, no. 1, pp. 54–60, 2013, doi: 10.1109/TE.2012.2220774.[13] E. Bütün, “Teaching genetic algorithms in electrical engineering

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carol S. Stwalley, Purdue University at West Lafayette; Robert Merton Stwalley III P.E., Purdue University at West Lafayette; Grace Lynn Baldwin; Virginia Lynn Booth-Womack, Purdue University at West Lafayette; Sarah Larose

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

. Table 1 lists the general areas for the RS studentsparticipating in the LSAMP program at Purdue University. Of the eighteen projects, ABEsponsored five. Electrical & Computer Engineering (ECE), Industrial Engineering (IE), MaterialScience Engineering (MSE), and Mechanical Engineering (ME) had two students each.Chemical Engineering (ChE), Computer Graphics Technology (CGT), Earth, Atmospheric, andPlanetary Sciences (EAPS), Information Technology (IT), and Nuclear Engineering (NE) eachhad one project. The diversity in student project topics is apparent, as well as the overalltechnical level of the work. The RS students were able to successfully integrate into a workinglaboratory, learn the existing processes and procedures to be able to

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Casey Thelenwood, Grand Valley State University; Paul D. Plotkowski, Grand Valley State University; Brent Michael Nowak, Grand Valley State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

example, sophomore electrical engineering students use a cleanroom forfabricating solar cells from scratch. Students have key-card access to buildings twenty-four hoursper day to facilitate project work on their own schedules.More than two-thirds of PCEC courses have lab components. Throughout their coursework,engineering and computing students are involved in industry-sponsored projects that providetangible experience solving real problems. There are ample opportunities for students to engagewith faculty on applied research and development and many students work alongside faculty inlabs or R&D facilities in addition to their regular coursework. Most importantly, PCEC studentscomplete mandatory co-op or internship placements as a requirement

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

aerospace engineering course: A model rocket,” Acta Astronaut., vol. 66, no. 9, pp. 1525–1533, 2010.[14] N. Correll, R. Wing, and D. Coleman, “A One-Year Introductory Robotics Curriculum for Computer Science Upperclassmen,” Educ. IEEE Trans., vol. 56, no. 1, pp. 54–60, 2013.[15] M. Reynolds and R. Vince, “Critical management education and action-based learning: synergies and contradictions.,” Acad. Manag. Learn. Educ., vol. 3, no. 4, pp. 442–456, 2004.[16] C. F. Siegel, “Introducing marketing students to business intelligence using project-based learning on the world wide web,” J. Mark. Educ., vol. 22, no. 2, pp. 90–98, 2000.[17] E. Bütün, “Teaching genetic algorithms in electrical engineering education: a

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brandy Maki, Minnesota State University, Mankato; Cody Mann, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

experience of four projects beforegraduation. Many of the student engineers also work on internship or co-op throughout their finalfour semesters as it is highly encouraged.The structure of the new Bell program stems from this same idea of gaining industry experienceas a working engineer while earning full-time credits as a student in the process of earning their4-year engineering degree. The curriculum is the same, yet the delivery modality is a bitdifferent. The aim is to make this program accessible to students all over the country. Instead offour semesters in length like Iron Range Engineering, the Bell program is spread across fivesemesters. The first semester, “Bell Academy,” takes place on a community college campuswhile the final four

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tracy L. Ross, Actua; Lisa Romkey, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

; innovation, all of which were identified by our reviewof employer interests.Based on this entire exercise, we developed a list of 12 competencies or “Future Skills” to beused in the next phase of the project, which were subsequently organized into three skill areas:Delivering Results, Working with Others, and Future Readiness. The three skill areas have somealignment with the three competencies recently presented in the Conceptual Model of CoreCompetency Development through Experiential Learning, developed by E. Bowering et al [4],and present an interesting opportunity for further exploration.Table 2: Future Skills Framework Delivering Results: Working With Others: Future Readiness: 1. Problem Solving 5

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John H. Callewaert, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Kevin Cai Jiang, University of Michigan

Tagged Divisions

Cooperative and Experiential Education

-level aerospace course. AERO495 is an upper-level pilot version of a course that engages students on design teams incurriculum aimed at improving systems thinking and leadership skills. The course was developedand taught by an aerospace engineering professor of practice with 31 years of experience inindustry. The course curriculum aims to create an environment similar to what students wouldexperience in industry and covers topics such as systems engineering, project management,effective teams, risk management, verification and validation, manufacturing, and performancemanagement. At the end of the course, students were expected to have skills to: ● Confirm a product or technical project meets customer needs and/or requirements using