Displaying results 1 - 30 of 42 in total
- Conference Session
- Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Lindsay Corneal, Grand Valley State University; Wendy S. Reffeor, Grand Valley State University; Christopher P. Pung P.E., Grand Valley State University
- Tagged Divisions
- Cooperative and Experiential Education
capstone projects and allows more challengingprojects to be undertaken.This paper will present the background of the technical proposal writing assignment within theco-op sequence. The results of the assignment on the generation of sponsored projects for thecapstone design sequence will be presented and discussed along with some examples of the typesof projects proposed and completed.IntroductionThe Accreditation Board for Engineering and Technology (ABET), has identified a number ofstudent outcomes that prepare students to enter the profession of engineering. Among theseessential student outcomes are the ability to identify, formulate, and solve complex engineeringproblems (Student Outcome 3), the ability to communicate effectively (Student
- Conference Session
- Cooperative and Experiential Education Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Patricia Caratozzolo P.E., Tecnológico de Monterrey; Anna Friesel, Technical University of Denmark; Peter Jan Randewijk, Technical University of Denmark; David Navarro-Duran, Tecnológico de Monterrey
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
opinion polls. • Eighth week of classes. The second intervention was carried out in both groups. Incidents and comments were recorded in meeting logs. • Ninth week of classes. The four lecturers meet for a feedback session, discuss the comments made in the perception survey answered by the students after the interventions and establish the strategy to continue the project in future semesters.MethodologyParticipants. A total of 47 undergraduate students of engineering programs have participatedin this program. Participants joined the study voluntarily, with an average age of 22 years, allof them considered to belong to generation Z (born after January 1, 1995) [17]. The studywas deploying over the fall semester, from
- Conference Session
- Cooperative and Experiential Education Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jessica Britt, Energy Systems Division, Argonne National Laboratory; Lucas W. Shoults, Energy Systems Division, Argonne National Laboratory
- Tagged Divisions
- Cooperative and Experiential Education
dynamicvehicle evaluations, technical presentations, and deliverables are calculated and the winners forthe year announced.In order to execute a competition of this magnitude, sponsors provide both in-kind donations(e.g. engineering software applications, hardware, dedicated training sessions) and supplementalmonetary donations. In return, sponsors receive opportunities to interface with the studentparticipants and an increased visibility within the EcoCAR program. EcoCAR highlights sponsorcontributions to external audiences via social media, blog posts, interviews, and other marketingmediums. Additionally, EcoCAR provides sponsors with roughly 1000 students and futureengineers to beta-test their cutting edge technology.B. COVID-19 Impacts on the EcoCAR
- Conference Session
- Cooperative and Experiential Education Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Diane L Peters P.E., Kettering University; Ronald E Kumon, Kettering University; Gabrielle Feeny
- Tagged Divisions
- Cooperative and Experiential Education
, a midwestern STEM-focusedinstitution, received an internal grant to develop a class in research for undergraduates. Thisclass, which is designed to be offered online either for cohorts or for individual students as anindependent study, contains information and resources on a diverse range of issues such asmotivation for research, research ethics, planning a research project, conducting literaturesearches, experimental procedures, keeping lab documentation for various types of projects, dataanalysis, technical writing, intellectual property, and issues relevant to scoping out one’s ownresearch project.This paper will give the background for the course development, evaluation of the requiredcontent and decisions on structure and format, and
- Conference Session
- Cooperative and Experiential Education Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lynn Merritt Ekstedt, Oregon State University; Nikki James, Northeastern University; Kemi Jona, Northeastern University; Erich White, Oregon State University; Scott Paja, Oregon State University; Josefine Fleetwood, Oregon State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
agencies, national labs, and non-profits. We have established a purpose-built model to accel- erate Cincinnati as a talent hub and beacon for innovation–in years, not decades.Josefine Fleetwood, Oregon State University American c Society for Engineering Education, 2021 Virtual Internships: Accelerating Opportunity Through Disruption Abstract Experiential learning programs like internships and capstone projects are high-impact practices that allow engineering students to build a professional network, apply technical skills in a real-world context, and
- Conference Session
- Cooperative and Experiential Education Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Candyce Hill, Michigan State University; Katy Luchini-Colbry, Michigan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
: (1)developing students’ independence and problem-solving skills, and (2) developing students’ timemanagement and organizational skills. All of the course materials for the entire semester wereavailable to students on the first day of class, and there was a recommended schedule ofactivities that allowed students to comfortably complete the course well in advance of finals.These learning goals and course activities were informed by decades of research into bestpractices for supporting research trainees, in particular the “Entering Research” curriculumdeveloped with support from the National Institutes of Health and the National ScienceFoundation.Students in the course were paired with faculty research mentors from various
- Conference Session
- Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Haaniyah Ali, York University; Jeffrey Harris, York University
- Tagged Divisions
- Cooperative and Experiential Education
. Next, the faculty meetings and model were used to guide the focus group questions. Atotal of 3 focus groups were conducted, 1 for each program being analyzed. Between 3-5people participated in each group. To get the depth of employability skills, students who hadparticipated in the co-op program were mixed with students who had done an unofficialinternship. The cut off was that the field of work had to directly relate to their discipline (ie.no general or part time positions were considered like retail, food industry, etc). Prior to theinterview, students were asked about their experience and the researcher made the finaldecision. During the interview, the students were asked questions about their experience ofcertain employability
- Conference Session
- Cooperative and Experiential Education Division Technical Session 4
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Diane L. Peters, Kettering University
- Tagged Divisions
- Cooperative and Experiential Education
can stand alone in their own right.In addition, the industries in which students worked were noted, in order to determine whetherany correlations existed between the results of the analysis and students’ specific industrialsetting.FindingsWhile written assignments of various forms are required in many engineering courses, andwriting has been found to aid in metacognition in technical classes [12], students are sometimesresistant to writing assignments, as noted in [13], [14], and may describe themselves as not beinggood at writing. However, the quality of their essays was generally good. This may be due to theway in which the assignment was framed; the professor for the class consciously tried todecrease the pressure on students, particularly
- 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
between pre and post, as reported in both 2019 and 2020editions of the survey. Instructors rated their confidence on a scale of 1-10, with 1 meaning “notat all confident” and 10 meaning “very confident”.Table 6: Increase in confidence in eight skill areas as reported on the RBC survey Skill area Question Average Score /10 2019 2020 Critical Thinking Thinking about your life in general, please Pre: 7.98 Pre: 8.11 indicate how confident you are thinking Post: 8.36 Post: 8.21 through and identifying causes of problems. Problem-Solving Thinking
- Conference Session
- Cooperative and Experiential Education Division Technical Session 4
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Dennis Rogalsky P.E., Minnesota State University, Mankato; Ronald Ulseth P.E., Iron Range Engineering
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
also guiding toemployers. They have a role in the development of the next generation of engineers, inpartnership with higher education, to not only provide the learning experiences but look at theirown application processes and identify how they can be improved so that they truly reflect theskill, abilities, and diversity valued in the next generation of engineers.Findings 1. Successful position acquisition is closely aligned with career-fair contacts and connections through students personal, professional or Bell program networking. 2. Students recognize the value of focused career development skills training prior to and during the Engineering Development Phase.Future steps for the program 1. The program staff should continue
- Conference Session
- CEED Technical Session I: WIP: Experiential Learning Potpourri
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University; Ebrahim Randeree, Florida State University
- Tagged Divisions
- Cooperative and Experiential Education
experiential setting.Experiential learning encourages student reflection and experimentation and offers a safe placefor students to apply concepts or techniques they have learned in the classroom, and even allowsthem a safe haven to fail [11]. These types of engagement opportunities are based in authenticscenarios. Experiential learning experiences produce transferable skills, such as communication,problem-solving, and civic behaviors [12]. Competitions, in fields such as engineering and ITpromote interest in certain disciplinary domains and encourage teamwork [13]. Employers valuethe “blend of technical and general skills and hands-on experience” [14, p. 929] that result fromexperiential learning; for this reason, employers have called for formal
- 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
-state, residential students. This is particularly problematicfor low socioeconomic status (SES) students, because they tend to overwhelming select publicland grant universities as their schools of choice for higher education [1]. Most of the popularmajors offered at these institutions are in science, technology, engineering, and mathematics(STEM) fields, and those are especially competitive for admission. An additional burden on thelow-SES students is that many of them are in the first generation of their family to attend collegeor are underrepresented minorities (URM). These students contend with issues that manyaffluent, majority individuals cannot comprehend [2].An NSF S-STEM grant, Rising Scholars: Web of Support used as an Indicator of
- Conference Session
- CEED Technical Session I: WIP: Experiential Learning Potpourri
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Andrew Jones, North Dakota State University; Jeremy Straub, North Dakota State University
- Tagged Divisions
- Cooperative and Experiential Education
technical societies, he has also served as a track or session chair for numerous conferences. c American Society for Engineering Education, 2019 Robotic Competition Teams: Assessing the Experiential Education Value of Participation1. IntroductionCompetitions and prizes can contribute to innovative changes by influencing society or specificcommunities and individuals. According to Dias et al. [1], the potential societal benefits ofcompetitions include identifying excellence, influencing public perception for a specific domain,focusing communities on specific problems and mobilizing new talent, strengthening problem-solving communities by educating individuals.This research
- 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
individual interview. Studentswere contacted only after grades for the course had been finalized. During each session, studentswere asked questions about their experience in the course (see Appendix C) in order to assesstheir learning and identify ways to improve the course. In total, 6 of the 11 students enrolled inthe course participated. Recordings of focus groups and interviews were transcribed, andtranscripts were analyzed using thematic coding and analysis to identify specific learningoutcomes and course improvement recommendations as well as to inform the broader objectivesof ELF.FindingsSeveral learning outcome themes were identified through the analysis: 1) understanding thepurpose of the course, 2) the value of reflection, 3) the value of
- Conference Session
- Cooperative and Experiential Education Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Radana Dvorak, City University of Seattle ; John L. Whiteman, University of Portland
- Tagged Divisions
- Cooperative and Experiential Education
phase of this work.The realistic scenarios also provided students with the confidence to discuss real-life cases anddemonstrate their knowledge and practical know-how in technical interviews when applying forinternships and jobs. Documented complaints from the industry report that students have the'theoretical' knowledge and can talk about how to approach the problem; however, when it cameto actual demonstration of their skills, they were not competent and generally lacked hands-onexperience. The lack of students' practical experience often stems from difficulties universitydepartments have setting up environments, restricting students to practice skills such aspentesting1, sniffing networks2, or analyzing malware3- skills covered in
- 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
technology policy. In particular, his research has recently focused on cybersecurity topics including intrusion detection and forensics, robotic command and control, aerospace command and 3D printing quality assurance. Straub is a member of Sigma Xi, the AAAS, the AIAA and several other technical societies, he has also served as a track or session chair for numerous conferences. American c Society for Engineering Education, 2021 Operations of a Research Experience for Undergraduates Program During a PandemicAbstractCOVID-19 dramatically changed research experience for undergraduates (REU) programsduring the summer of 2020. Given
- Conference Session
- Cooperative and Experiential Education Division Technical Session 4
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Amitava 'Babi' Mitra, Massachusetts Institute of Technology; Timothy Kassis, Massachusetts Institute of Technology; Yuan Lai, Massachusetts Institute of Technology; Justin A. Lavallee, Massachusetts Institute of Technology; Gregory L. Long PhD, Massachusetts Institute of Technology; Alice Nasto, Massachusetts Institute of Technology ; M. Mehdi Salek, Massachusetts Institute of Technology ; Rea Lavi, Massachusetts Institute of Technology; Rebecca Shepardson, Massachusetts Institute of Technology
- Tagged Divisions
- Cooperative and Experiential Education
• Thread Instructors and the threads in general are doing their best given the situation • Some responses indicated that they had no room for comparison between remote and on- campus learning, and therefore did not provide any information Table 3 summarizes the range of median ratings given by respondents to six program-specific subject evaluations in Fall 2020. Potential ratings ranged from 1 (highly negative)–5(highly positive). Response rate ranged from 11–38% of the total number of students enrolled inthat subject. Not all aspects were relevant for all subjects. There was no evaluation for twoclasses: Autonomous Machines senior students, and Living Machines sophomore students
- Conference Session
- Cooperative and Experiential Education Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lelanie Smith, University of Pretoria; Nadia Millis Trent P.E., University of Waikato
- Tagged Divisions
- Cooperative and Experiential Education
. Education of the next generation of graduates has the potential to greatlyimpact society if their technical expertise are combined with personal and professional attributes tomake them more socially-engaged and effective as leaders. Leveraging a project-organised curriculumas opposed to a more traditional approach has proven to be successful in cultivating these personaland professional attributes alongside technical development. But transforming a curriculum is a slowand arduous process. The curricula in the School of Engineering at the University of Pretoria arebased on the CDIO framework, but limited resources and large student cohorts make it difficult tofully leverage the benefits of project-based learning within the formal curriculum
- Conference Session
- Cooperative and Experiential Education Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kristen Koopman, Virginia Polytechnic Institute and State University; Robert S. Emmett, Virginia Polytechnic Institute and State University; Nicole P. Sanderlin, Virginia Polytechnic Institute and State University
- Tagged Divisions
- Cooperative and Experiential Education
. Her re- search focuses on internationalization of higher education, faculty engagement, and international program assessment. American c Society for Engineering Education, 2021 Work in Progress: Examining the Literature on Virtual Internships for Insights Applicable to Engineering EducationAbstract:Internships are undertaken by roughly half of U.S. engineering students nationally and arewidely thought to benefit students in a variety of ways, strengthening students’ academicself-concept and increasing their persistence in engineering [1]–[3]. However, the COVID-19pandemic of 2020 caused an unprecedented shift in the structure of internships
- Conference Session
- CEED Technical Session I: WIP: Experiential Learning Potpourri
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Joel Howell, University of South Florida; Chris S. Ferekides, University of South Florida; Wilfrido A. Moreno P.E., University of South Florida; Tom Weller, Oregon State University; Arash Takshi, University of South Florida
- Tagged Divisions
- Cooperative and Experiential Education
collaborative andinclusive environment, establish goals, plan tasks, and meet objectives.FindingsBefore making the PFE course series a required and core part of the USF EE curriculum, it wasoffered as a pilot course for technical elective credit. The purpose of this pilot course was toevaluate the overall impact of the course in encouraging students to participate in experientiallearning activities, student reception of the course format, and the level of interest in completingcourse assignments and projects.Fifteen students registered for the pilot course without having detailed knowledge of what thecourse would offer. At the beginning of the PFE 1 pilot course, all 15 students were sophomoreor junior-level undergraduate engineering students. Eleven
- Conference Session
- Cooperative and Experiential Education Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Carlos Martin Chang, Florida International University; Adeeba Abdul Raheem, University of Texas at El Paso
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
. Itultimately envisioned engineering students as prospective humanitarian social advocates ofinnovative solutions to sustain infrastructure, mitigate the impact of extreme events, and improveliving standards in a global society. Therefore, the program was conceived to develop theengineering, leadership, and innovative thinking skills required by engineering students tosucceed in a local, regional, national, and international economy. The program activities includedattending lectures, working in teams, participating in technical tours and cultural and socialinteractive virtual sessions. Students who completed this course were expected to: 1. Be able to apply sustainability principles to engineering solutions to address societal needs. 2. Be
- Conference Session
- Cooperative and Experiential Education Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Dimitrios Bolkas, Pennsylvania State University; Mojgan A. Jadidi, York University; Jeffrey Chiampi, Pennsylvania State University; Muhammad Usman, York University
- Tagged Divisions
- Cooperative and Experiential Education
differencesbetween points [24]. The process requires a differential level instrument and a leveling rod. Thesurveying instrument, a differential level, was faithfully recreated in virtual reality, replicating itsfunctions and interactions with students (see Figure 1). A thorough presentation of the virtualreality software, its main components, and technical aspects can be found in [25], while somefirst pedagogical implementation results can be found in [5]. Students can grab and move theinstrument to any location, adjust the length of tripod legs to achieve approximate leveling,adjust the tribrach screws to accurately level the instrument, rotate the telescope of the level toaim towards a leveling rod, change the focus of the instrument and eyepiece
- Conference Session
- CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Nicole Bowers, Arizona State University; Michelle Jordan, Arizona State University; Kate Fisher; Zachary Holman, Arizona State University; Mathew D. Evans, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
engineeringby making them visible, examinable, and discussable. However, the model was also useful forus, as program designers, in that it guided our design of instructional supports and participationopportunities for each of the practices. Engineering design is a complex task requiring highlevels of general engineering and specific PV knowledge and practices, and also the ability toreflect on the quality of one’s own participation in the practices. Our model, seen in Figure 1,reflects this complexity, showing engineering to be composed of two sub-processes (i.e.,innovation and communication) linked through metacognitive reflection.Figure 1. The engineering research model (ERM) as enacted through key community practicesEngineering innovation practices
- Conference Session
- CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Diana R. Haidar, Carnegie Mellon University; Michael C. Melville, Carnegie Mellon University
- Tagged Divisions
- Cooperative and Experiential Education
Cervone,who found that upon achieving proximal goals, people identify higher self-efficacy for futuregoal attainment [15]. Finally, this interpretation is supported by the results of Question 5, a tasknotably more difficult due to higher complexity than Question 1, had a significant number ofconfident “Yes” responses in each of these three categories.ConclusionThis paper analyzed the self-assessment of general engineering students in a freshmen course toapply modern making skills: CAD software, 3D printing, laser cutting-engraving, power tools,and Arduino. Results suggest that students had major improvements in self-efficacy for applyingthese skills towards task completion after completing the course. For students expressing doubtor negativity in
- Conference Session
- CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Vicki V. May P.E., Dartmouth College; Charles R. Sullivan, Dartmouth College; Honor J. Passow P.E., Dartmouth College; Benoit Cushman-Roisin, Dartmouth College
- Tagged Divisions
- Cooperative and Experiential Education
following skills and understandings on a scalefrom 1 to 7 with 1 indicating very unimportant and 7 indicating very important: 1=Very Unimportant 7=Very Important Fundamental skills (math & science) 1 2 3 4 5 6 7 Technical skills (problem solving, data analysis) 1 2 3 4 5 6 7 Design skills (design, creativity, drawing) 1 2 3 4 5 6 7 Business skills (business knowledge, management skills) 1 2 3 4 5 6 7 Communication skills (communication, teamwork) 1 2 3 4 5
- 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
- tions. Straub’s research spans the gauntlet between technology, commercialization and technology policy. In particular, his research has recently focused on cybersecurity topics including intrusion detection and forensics, robotic command and control, aerospace command and 3D printing quality assurance. Straub is a member of Sigma Xi, the AAAS, the AIAA and several other technical societies, he has also served as a track or session chair for numerous conferences. c American Society for Engineering Education, 2019 Experiential Research Education: A Report on the First Year of a NSF-sponsored Cyber-physical System Cybersecurity Research Experience for Undergraduates
- Conference Session
- Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Beata Johnson, Purdue University at West Lafayette; Joyce B. Main, Purdue University at West Lafayette (COE)
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
andidentity, and encouraging career-related reflection. This review provides insight into the nuance ofthe breadth of students’ experiences in student organizations to inform future work examining thecontextual influence of experiential learning on engineering students’ professional development.IntroductionEngineering education programs aim to prepare graduates to transition into the 21st centuryworkforce as professional engineers with a breadth of technical and interpersonal skills and a senseof professional responsibility. Multiple competing influences have contributed to engineeringeducation’s current overcrowded curriculum, which largely focuses on technical knowledge [1].This technical focus is increasingly being questioned amidst calls for
- Conference Session
- Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- John H. Callewaert, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Cassandra Sue Ellen Woodcock, University of Michigan; Kevin Cai Jiang, University of Michigan; Stacie Edington, University of Michigan
- Tagged Divisions
- Cooperative and Experiential Education
quicklydetermined that one of our main efforts should focus on developing learning resources ratherthan expanding opportunities for students.1 Through several informal conversations, we heardfrom both students and employers about the need for students to reflect and be able tocommunicate the value of their experiences in relation to their technical skills and careeraspirations. This point is reinforced by the comprehensive analysis completed by Burning GlassTechnologies [5] of the difficult time employers have in finding employees with the professionalskills needed for the workplace and the importance of professional competencies highlighted inthe Technology in Industry Report [6].In parallel with these efforts, a group of students—consisting of
- 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
- Sarah A. Wilson, University of Kentucky; Renee Kaufmann, University of Kentucky
- Tagged Divisions
- Cooperative and Experiential Education
who completed the workshop were sent an invitation to complete a post-workshop survey. This post-workshop survey was IRB-approved and required consent forparticipation. All survey responses were anonymous. This particular survey served as anassessment to examine learning specifically from the workshop session. Questions on the surveyasked participants to: “describe the value with the following workshop components, NotValuable (1) to Very Valuable (5).” Participants were also asked to respond to an open-endedquestion, “Which aspect of the communication workshop did you find most help?”Survey of skill, confidence and nervousnessAn additional survey was sent through the internship director to all students registered forinternship credit in the
- 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
- Amy Huynh, University of California, Irvine; Helen L. Chen, Stanford University; Krishnaswamy Venkatesh Prasad, Ford Motor Company; Sheri Sheppard, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
“troubleshoot afailure of a technical component or system.” ETSE consists of five items, each measured on afive-point Likert scale similar to the ISE scale.Innovation Interests (INI) includes five items measuring interest in “finding resources to bringnew ideas to life,” “developing plans and schedules to implement new ideas,” and “giving anelevator pitch or presentation to a panel.” Each item is measured on a five-point Likert scaleranging from “Very low interest” (0) to “Very high interest” (4).Career Goals Innovative Work (CGIW) measures the importance of being involved in innovativework activity in the first five years after graduation. Examples of these activities include“generating creative ideas,” searching out new technologies, processes