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

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Diversity

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Cooperative and Experiential Education

to the undergraduate and graduatestudents they employ.The first R&D Center established, the Design, Optimization, Evaluation, and Redesign (DOER)Center, was founded in 2006 to foster engagement in the community and benefit local industryby matching industry partners with a team of engineering faculty and students who apply theirknowledge to solve industrial problems. This model has proven mutually beneficial for theparties involved. Industry clients receive high-quality service at minimal cost and retain all of theintellectual property affiliated with the projects. Student researchers gain experience in appliedresearch and product development. Faculty have the opportunity to work on high-impact projectsand to engage with industry. The

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

Nassif E. Rayess, University of Detroit Mercy; David Pistrui, University of Detroit Mercy; Ron Bonnstetter, Target Training International; Eric T. Gehrig, Target Training International

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Cooperative and Experiential Education

, 2020 Co-op education and the impact on the behaviors and competencies of undergraduate engineering studentsIntroductionUndergraduate engineering education has traditionally, and rightfully, been focused on a mix oftechnical learning outcomes, complemented by non-technical enablers of professional success(e.g. communication skills and life-long learning). In addition, programs have added learningoutcomes that draw on their traditions (e.g. social justice) or on newfound pedagogical theories(e.g. entrepreneurially minded learning). In order to satisfy all these learning outcomes in thespan of a four-year curriculum, the engineering curriculum subjects students to a level of rigorand pace that invariably influences their

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)

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Cooperative and Experiential Education

organizations, yet the mechanisms ofits influence are less clear, as are the types and extent of involvement that lead to such benefits.Thus, the objective of this review is to further investigate how involvement has been measuredand conceptualized in research studies, with a focus on the differential effects of involvementamongst different student populations.This paper investigates the following research questions: (1) How have forms of involvement beenmeasured and conceptualized in studying the impact of undergraduate students’ out-of-classexperiences on their professional development; (2) what mechanisms have been proposed toexplain the impact of experiential learning in student organizations on students’ professionaldevelopment; and, (3) how do

Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhijit Nagchaudhuri, University of Maryland, Eastern Shore; Lei Zhang, University of Maryland, Eastern Shore; Madhumi Mitra Ph.D., University of Maryland, Eastern Shore; Blake Prout, University of Maryland, Baltimore County; Mohsin Mehmood; Kalah A. Cross, Morgan State University; Matt Collinge, Johns Hopkins University; Hafeez Temitope Shittu; Habilou Ouro-Koura, University of Maryland, Eastern Shore

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Cooperative and Experiential Education

sensing and precision agriculture, and,(iii) biofuels and renewable energy. He has published more than 70 refereed articles in journals and conference proceedings. Dr. Nagchaudhuri received his baccalaureate degree from Jadavpur University in Kolkata, India with honors in Mechanical Engineering. Thereafter, he worked in a multinational industry for a little over three years before joining Tulane University as a graduate student in the fall of 1987. He received master’s degree from Tulane University in 1989 and doctoral degree from Duke University 1992.Dr. Lei Zhang, University of Maryland, Eastern Shore Dr. Lei Zhang received his Ph.D. Degree in Electrical Engineering on 2011 from the University of Nevada, Las Vegas

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

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Cooperative and Experiential Education

simplest to serve a subset of students already inclined toward innovation andentrepreneurship, but maintaining a sense of balance and driving a diverse set of users into thesespaces is a critical goal [3]. Considering the resource-intensive nature of such spaces, theircontinued value depends on engagement with a critical mass of students participating inmeaningful and value-adding experiential learning activities.Toward that end, analysis of usage continues over three years at a makerspace situated in a largepublic research university in the upper midwest. Students access the makerspace via courses heldin the space, through open visits, and by registering for and attending short courses--dubbedMicrocourses--taught there. Over three years, the

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

Philip Appiah-Kubi, University of Dayton; Jennifer Nichwitz, University of Dayton

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Cooperative and Experiential Education

. c American Society for Engineering Education, 2020 WIP: Students' Perception of Collaborative Online International LearningIntroductionTeaching and learning in the digital age harness the opportunities created by internettechnologies to distribute and learn various information all over the world. This is commonlyreferred to as connectivism, and it values the impact of stakeholder information appraisal skills,virtual and personal communication skills [1], and the sense of cultural awareness. CollaborativeOnline International Learning (COIL), a type of connectivism, typically involves instructors andstudents from at least two geographically and culturally distinct areas who collaborate virtuallyon a common project for four or more weeks. The

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

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Cooperative and Experiential Education

-wide active learning environment for scientific writing,publishing, peer-review, and other scientific communication skills, within our engineeringschool. The particulars are presented in another article at this conference [12], but briefly, manyof these voluntary activities are focused on bringing students together so they can work ingroups, give feedback, and learn from one another. This initiative is based on learningcommunities and communities of practice (as mentioned earlier) which have many educationalbenefits, including getting students actively engaged in their learning [1]–[3], [13], [14].2.2 Integrating our program in a labIn the spring of 2017, our team explored the possibility of offering some of these activities on-site, in

Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen Schultz, Brigham Young University; Aaron R. Hawkins, Brigham Young University

Tagged Divisions

Cooperative and Experiential Education

analog front-end circuits, energy-efficient data converters, and novel signal- acquisition and conditioning circuits for biomedical devices and communication systems. Figure 7 shows a simplified schematic for a micropower circuit. Figure 7. Schematic of a micropower circuit.2.3 Broader ImpactAnother unique feature of the IMMERSE program is that broader impact projects are integratedinto with research projects. These broader impact projects include developing online resources,developing hands-on displays and demonstrations, and an engineering summer camp for seventhand eighth grade students called Chip Camp.There are two main purposes for the Broader Impacts projects. First, these projects tend to befun and

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

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Cooperative and Experiential Education

workshop was notrequired and all survey response results were anonymous. As a result, the internship director wasnot aware which students participated in the research study. Participation in the survey did nothave an impact on student grades or credit. The Qualtrics survey was designed to takeapproximately 15 minutes.Participants were invited to attend a two-hour workshop session designed by the authors. Duringthese workshop sessions, the authors presented content covering: audience analysis (i.e., how totailor communication with a particular audience), professionalism, digital communication andteam communication and management.After the completion of the workshop session and prior to the start of their engineering internshipexperience, students

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

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Cooperative and Experiential Education

. He received a BSE in biomedical engineering from the University of Michigan in 2018. American c Society for Engineering Education, 2021 Assessing and Communicating Professional Competency Development through Experiential LearningThis is a work-in-progress paper submitted to the ASEE Cooperative & Experiential EducationDivision.AbstractA new experiential learning initiative at a large R1 institution seeks to provide students with aframework to intentionally explore learning opportunities, meaningfully engage in experiences,iteratively reflect on their learning, and clearly communicate their development of one or morekey professional competencies

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

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Diversity

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Cooperative and Experiential Education

technical skills.Although these are necessary for career success and productive work, students must also developcapacities for authentic engineering practices within authentic engineering communities.Specifically, they must develop practices for engaging ill-structured, ambiguous problems, andnavigating complexity and uncertainty through careful, creative application of deep knowledgethat characterize engineering design1. And they must do so in collaboration with others,communicating successfully with diverse stakeholders in formal and informal settings2. Finally,they must cultivate the ability to reflect on the quality of their innovation and communicationefforts3.The NSF and other sponsors fund research experiences for undergraduates (REU

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

Rachael E. Cate, Oregon State University; Donald Heer, Oregon State University

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Cooperative and Experiential Education

the study to measure the effects of these influencers whenintegrated into an ECE Capstone Design engineering program. Two programmatic interventions(Junior-level Design and Communities of Practice) were offered and evaluated using a controlgroup that had no access to the interventions. Researchers found that both interventions did havesignificant impacts on students’ progression through a process of transformative learning.Participants were more likely than the control group to reach a “crossroads of questioning”where their identities and skill sets as engineers underwent critical examination.Keywords:​ Electrical Engineering, Transformative Learning, Capstone Courses, Design,Experiential Education, Program Development, Action Research1

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

: 1) experiential leadership development, which requires placing studentsin opportunities that allow them to practice leading; 2) service learning, which providesopportunities for learning through interactions with communities, schools, and non-profitorganizations; and 3) experiential learning, which covers work-integrated learning, internships,apprenticeships, and other hands-on activities. These engagement opportunities are consistentwith Tinto’s theory of student integration, which postulates that academic and social integrationare key factors for increasing student persistence and graduation. Through a synthesis of themain facets of these theory-based approaches, we will: 1) describe an employability model forSTEM majors, 2) illustrate

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

graduationrequirements. The goal of the initiative (the Experiential Learning Framework) is to providestudents with a framework to intentionally explore learning opportunities, engage meaningfullyin experiences, reflect on what they have learned, and communicate the value of the corecompetencies they have developed. As most Michigan Engineering undergraduate studentsparticipate in experiential activities, the framework aims to provide students with richer andmore meaningful experiences and more intentional engagement and reflection. This paperprovides an overview of activities to date, key challenges, and possible paths forward.Introduction and OverviewNumerous institutions are focusing on expanding experiential learning opportunities (e.g., client-based

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

Julia Armstrong, Ohio State University; Meris Mandernach Longmeier, Ohio State University

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Cooperative and Experiential Education

showcasingevent, ShowOHI/O in 2016, to encourage students to continue working on their event-specificprojects and invited local technology leaders to recruit summer interns or fund promisingprojects.Around this time the event planners began rethinking event specific planning and startedaddressing fundraising, alumni engagement, and student planning efforts with a full programapproach in an annual cadence. The program is built around workshops and experientiallearning, community involvement, educational research, seed grants, scholarships, andpromotion of other similar events. In recent years, the program has blossomed to include thelargest hackathon in the state (HackOHI/O), a hardware focused event (MakeOHI/O), anoutreach spin-off event that takes the

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

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Cooperative and Experiential Education

Reserve University, and the University of Michigan at Ann Arbor. At Kettering, Prof. Kumon teaches introductory and upper-level physics courses, does research with undergraduates in physics and ultrasonics, supervises co-op and research theses, and coordinates the medical physics program and student physics clubs. He has also been a recent chair and co-chair of a Flint area faculty learning community on engaging undergraduate students in research.Gabrielle Feeny, American c Society for Engineering Education, 2021 Development of an Online Course in Research for Undergraduate StudentsAbstractThis Work in Progress paper will cover the development of an online course

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

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Diversity

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Cooperative and Experiential Education

ifthey were hiring students for the summer and if not, provided a research project that could be ofinterest to the student. The LSAMP program provided potential support network contacts anddemonstrated the organization and flow of work within a modern research laboratory. Thesophomore seminar concentrated on communication skills and career selection.During the summer before their junior year, students typically conducted their own researchproject in a Multidisciplinary Engineering Research Fellowship (MERF). The MERF experiencewas crafted to resemble the capstone experience included in most STEM majors and provide aforeshadowing of the same project management and people skills necessary to be successful inindustry [18] [19]. The junior seminar

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

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Cooperative and Experiential Education

able to use practical tools to demonstrate the consequences of engineering solutions in the short, medium, and long-term and communicate the results through virtual platforms. 3. Be able to identify and communicate the impacts of management, business, and engineering decisions on the quality of life of society and the well-being of the citizens. 4. Be able to function effectively in an international, multi-cultural team using virtual platforms.SELP Program Assessment Results and EvaluationA post-program survey was conducted to gauge how the program has affected the students interms of intercultural personal sensitivity and professional development. Bennette [25] definesintercultural competence as “the ability to communicate

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

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Cooperative and Experiential Education

begin working in teams during the PFE course series to identify ideas for SeniorDesign/Capstone projects, engage with community members and potential stakeholders, andobtain feedback to refine their ideas. Other student groups are encouraged to participate in on-going Senior Design/Capstone projects or multidisciplinary engineering projects defined byCollege of Engineering industry partners.A critical aspect of the course is that faculty members serve as the primary instructor and teacheach class session live. Although on-line lectures and using graduate assistants to teach coursesdo have many benefits, the primary purpose of this course series is for faculty, universityadministration, and engineering industry partners to directly engage

Conference Session

CEED Technical Session I: WIP: Experiential Learning Potpourri

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine McConnell, University of Colorado, Boulder/Denver; Julie Elizabeth Steinbrenner, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

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Cooperative and Experiential Education

understanding ofwhat it means to be an engineer in practice. The responses were similar for the question aboutthe impact of the panels on students’ understanding of how the material in the course relates toengineering practice, with 92.4% of students reporting a positive impact.Lessons Learned & Next StepsIt was apparent early in the development process that there would be challenges associated withimplementing ​Design Your Career​ as a co-curricular requirement. The goal is to productivelyassist students in their career development, but even the most productive activities can feel likebusy work when students are short on time and are not able to fully engage with them. It isdifficult to prioritize the important when confronted with the urgent

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

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Cooperative and Experiential Education

members; intercultural communication; effective virtual managementpractices, including work planning, meetings, and goal-setting; and the impacts of specifictechnological tools and choices on work outcomes, including for diverse global teams [40]–[42].Working remotely poses a number of challenges that apply directly to virtual internships.Gaining trust, engaging in effective communication, establishing shared interpretations oflanguage and expectations of technology, negotiating time zones and perception of time, andidentifying hierarchies and clear leadership roles are all challenges that interns and theirsupervisors face when working remotely [43]. As such, it is critical that efficient communicationand collaboration processes are carefully

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

Katherine McConnell, University of Colorado Boulder

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Cooperative and Experiential Education

prototyping, testing, and ongoing ideation of programmatic changes andimprovements.IntroductionInternships have been shown to be of great value for both student learning and career attainment.They allow students to build the real-world skills and perspective necessary to engage effectivelywith their own education [1]. There is also evidence to show that they contribute to greater careerengagement later in life [2] and that having an internship is one of the top qualifications thatemployers look for in new graduates [3]. At the University of Colorado Boulder specifically,87% of AY 15-18 Mechanical Engineering graduates who completed an internship rated theirexperience as “extremely useful,” “very useful,” or “useful” [4]. Despite those clear benefits

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

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Diversity

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Cooperative and Experiential Education

summary of the preliminary results of the impact measurement is included,with the opinion surveys of the students and the grades obtained in the courses. This study isof special interest to the Cooperative and Experiential Education Division (CEED) of theASEE since it is focused on improving and promoting experiential learning throughcooperative education and virtual internships.Keywords: Higher education, Educational innovation, Active learning, Challenge-basedlearning, International cooperation.IntroductionIn their latest reports, both, the Organization for Economic Co-operation and Development,OECD, and the World Economic Forum, WEF, introduced a comparison of today’s skillswith those demanded of future professionals, to face the challenges of

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

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Diversity

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Cooperative and Experiential Education

asuccessful REU social program is presented that is directly applicable to many disciplines andeasily adaptable to most others. A discussion of how to adapt and implement the templatefollows its presentation. Focus then turns to other decisions made in the operation of a REUprogram that impact the social experience and student enjoyment, bonding and perceptions.Next, special considerations are discussed, such as how to best accommodate non-traditional agestudents and students with disabilities or special needs. Finally, the paper concludes with adiscussion of the impact of the social program on student outcomes. Its long-term impact onstudents is discussed. Also, the impact of the social program on increasing students’ interest inresearch careers is

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Hodges, Texas A&M University at Qatar; Yasser M. Al Hamidi, Texas A&M University at Qatar

Tagged Divisions

Cooperative and Experiential Education

Paper ID #23286Improving Students’ Writing Skills by Integrating Prototyping Activities intheir Writing CourseDr. Amy Hodges, Texas A&M University at Qatar Dr. Amy Hodges is an instructional assistant professor at Texas A&M University at Qatar, where she teaches first-year writing and technical and business writing courses. She also leads the Writing Across the Curriculum initiative and coordinates the undergraduate writing courses. Currently, she is working on a project examining writing strategies used by engineers in multinational workplaces and the impact of these findings on WAC/WID programs. Her primary

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

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Diversity

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Cooperative and Experiential Education

into designing our tool and collecting data”. They also sharedperspectives on team work. One student reflected that the teamwork experience would be helpfulprofessional preparation, “[the class] had us put in teams with new people, which is somethingwe’ll have to do for our jobs”, and “every part of the project you had to rely on team members,especially when collecting data- team communication was important”.As stated, an important goal of this course was to encourage students to empathize with endusers and consider the ethical imperatives of engineers to engage with societal problems.Students indicated their empathy through statements like “work may save a citizen from dealingwith the property damage associated with flooding”. Students

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

Paper ID #30184Development of Employability Skills in Engineering Disciplines throughCo-opMs. Haaniyah Ali, York University Haaniyah Ali is a Mechanical Engineering undergraduate student from York University, class of 2020. She has worked on engineering co-op education research projects since September 2018 and presented her first paper at a conference in June 2019. She is passionate about understanding the co-op education system, to provide the best experience for students. She is also very involved in her school community and works with students and faculty alike to improve community engagement.Dr. Jeffrey Harris, York

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

, both at the K-12 and university levels.The level of engagement and interest observed in students participating in robotics projects isalso of note. Merkouris et al. [5] found that students were more engaged by programming robotsthan they were for programming applications for a desktop computer. Remote education andtraining are also possible through the simulation and programming of robots. An example of thisis the Robotic Programming Network (RPN), which is an initiative that involves writing ROScode in an Internet browser and running it on a remote robot [6].2.2 Problem based learningAccording to Savery [7], problem based learning (PBL) is an instructional (and curricular)learner-centered approach that empowers learners to conduct research

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

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Cooperative and Experiential Education

what we will henceforth refer to as plannedremote teaching in Fall 2020.B. Description of the New Engineering Education Transformation ProgramPresent-day industry requires employees and entrepreneurs with skills that are essential forthriving in the 21st century, such as collaboration, communication, creativity, and learning on one’sown. Many of these essential skills are not acquired during traditional undergraduate engineeringeducation, centered on lecturers and recitations [3], [4]. The need for students to acquire theseskills is also reflected in papers published by the OECD (Organization for Economic Co-Development) [5] and the US NRC (National Research Council) [6]. More particularly inengineering higher education, ABET’s student

Conference Session

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Austin Barnes, Institute for Scientist and Engineer Educators; Tamara Ball, University of California, Santa Cruz; Christine R. Starr, University of California, Santa Cruz; Scott Seagroves, The College of Saint Scholastica; Kauahi Perez, University of Hawaii, Manoa; Lisa Hunter, University of California, Santa Cruz

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Diversity

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Cooperative and Experiential Education

that first generationstudents are less engaged in college than non-first generation students [48], [49].Reviews of research on educational pathways into higher education have also consistentlyconcluded that students ultimately seeking a bachelor’s degree but beginning their college careerin a two-year public institution are at a disadvantage in reaching their educational goals ascompared to similar students enrolled at a four-year institution [50], [51]. Indeed, empiricalresults suggesting that transfer students are at risk have obliged researchers interested in highereducation to look within the community college transfer student population to identify factorsthat