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

. 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 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

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Cooperative and Experiential Education

in systems and controls from the Georgia Institute of Technology.Mr. Lucas W. Shoults, Energy Systems Division, Argonne National Laboratory Lucas Shoults is a vehicle systems engineer at Argonne National Laboratory. His responsibilities are centered around facilitating the Advanced Vehicle Technology Competitions current series, the EcoCAR Mobility Challenge. These tasks include energy storage system design and testing, vehicle technical inspection and evaluations, and propulsion system integration. Lucas holds a Bachelor’s and Master’s degree in mechanical engineering from Virginia Tech. American c Society for Engineering Education, 2021 How

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

required to calculate the annual yield,cost, and other technical details as requested by the client. Finally, project 3 required the designof an affordable water filter to be used in a developing country.Among the requirements of project 3 was the need to ensure that the filter could be built withmaterials local to the developing country. They were also required to estimate the useful life ofthe filter, and ensure that people with little to no training or education can easily install and usethe water filter. As can be seen, all of the projects included some elements that warrantedknowledge or research about things that may be unique to the respective geographical regions ofthe participating colleges. For example, the students who worked on project

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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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 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lelanie Smith, University of Pretoria; Nadia Millis Trent P.E., University of Waikato

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Cooperative and Experiential Education

experience compared to the uniform learning that isperceived to take place in traditional classes.3. Co-curricular Framework for Student InvolvementThe AREND project evolved into its current co-curricular framework over the past six years. Theremainder of this paper summarises this process as well as highlighting some of the challenges andsuccesses in implementing the framework.3.1. Phase 1: No formal framework at University of Pretoria, multinational,multidisciplinary PBL collaboration with three UniversitiesThe AREND project was initially established as an international team of students at four universitieson three continents. The universities were: University of Colorado (CU) Boulder, United States; theHelsinki

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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Cooperative and Experiential Education

in Educational Evaluation, under review, 2021.[18] R. M. Stwalley III, "Professional career skills in senior capstone design," in ASEE Capstone Conference - Columbus, Washington, DC, 2016.[19] R. M. Stwalley III, "Assessing improvement and professional career skill in senior capstone design through course data," International Journal of Engineering Pedagogy 7, no. 3, pp. 130-146, 2017.[20] R. M. Stwalley III, "Survival and success in co-op programs through market analysis and core values," in CEIA 2006 Cincinnati Proceedings, Cincinnati, 2006.[21] M. Haddara and H. Skanes, "A reflection on cooperative education: from experience to experiential learning," Asia-Pacific Journal of Cooperative Education 8, no. 1, pp. 67

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

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Cooperative and Experiential Education

trainingmaterials, the Future Skills were fairly to exceptionally represented in the most common trainingpieces. To a lesser degree was there evidence to support that the training sessions themselvesheld opportunities to develop Leadership, Innovation & Creativity, and Self-Awareness. Table 3provides the review of common training areas and their mapping to the Future Skills Framework.Table 3: Training Inventory Mapping to the Future Skills FrameworkFor the inventory of on-the-job experiences, our primary means of assessing skill developmentwas to draw from the materials submitted to create a master list of tasks that make up the coreresponsibilities or work activities for the Instructor role, and then map that work activity againsteach of the Future

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

Conflict management technician +5% Conflict resolved: No, decided to work Goal orientation +23% with others Interpersonal skills Conflict level (0-4): 1 +30%S15 Male Appreciating others Company: International exchange -27% Conflict described: No discernable Conflict management conflict +6% Conflict resolved: Yes Goal orientation +3% Conflict level (0-4): 0 Interpersonal skills +70%S16 Male Appreciating others Company: Small engineering firm +14

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

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Cooperative and Experiential Education

towards theproject or work assignment, interactions with supervisors and co-workers and opportunities forlearning and professional development will be explored in relation to measures of innovationinterests, innovation and engineering task self-efficacy, and career goals around innovative work.2. Datasets and Descriptions of VariablesThe primary dataset for this study is an exit survey conducted at the end of the summer in 2018with a cohort of interns (N=155) working in the Product Development division at various sites ina large engineering company. This multinational Fortune 500 company employs about 25,000engineers from all engineering majors. A pre-internship survey was administered at orientationto a cohort of interns at the beginning 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

Dennis Rogalsky, Minnesota State University, Mankato; Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Iron Range Engineering

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Cooperative and Experiential Education

Charles Sturt isthe co-op model whereby students spend an initial on-campus period and then combine co-opwork placements and on-line learning all the way to degree completion [7]. Adapted from IronRange are the curricular strategies that empower a graduate with a balanced technical,professional, and design set of capabilities [8]. In this new model, students complete their lower-division pre-engineering requirements at a community college anywhere in the U.S., thentransfer into the model for a one-semester intensive on-ground experience, the engineeringdevelopment phase (EDP), where they acquire the self-directed learning and professional skillsneeded to thrive in a co-op placement. Upon completion of the engineering development phase(EDP

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

students for success during internships through communication workshopsAbstractThis research paper is focused on the development of an intern communication workshop toprovide students with communication skills that are often not covered in the engineeringcurriculum. Throughout the 2018-19 academic year, a survey was implemented to betterunderstand the communication skills required of engineers on internships. Through this survey ofover 160 engineering students, it was found that interns communicate most frequently with otherengineers (i.e., in and out of discipline) and non-engineers with both technical and non-technicalbackgrounds. Further, the most common types of communication were informal conversationsand discussions. In addition to

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

“mechanical engineering intern” that can be used to search for relevant positions. ● Provide opportunities for smaller, local companies to showcase projects/tech and get students excited about working with them. That could be an event, a physical display within the department, or a website tailored for student use. ● Design a tracking and decision making tool that can be used to help students identify companies they’d be interested in and track if/when they should follow-up with each one to find out about internship opportunities.Theme 3: Understanding the ProcessA recurrent theme throughout the interview process was that the internship search reality thatstudents encountered was different than the one that

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

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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 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

. 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

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

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Cooperative and Experiential Education

Engineering (Minnesota). Adapted from Charles Sturtmodel is the co-op experience where students spent an initial on-campus period and would thencombine co-op work placements and on-line learning all the way to degree completion [8].Adapted from Iron Range are the curricular strategies that empower a graduate with a balancedset of technical, professional, and design capabilities [9]. In this new model, students completetheir lower-division pre-engineering requirements at a community college anywhere in the U.S.,then transfer into the model for a one-semester intensive on-ground experience, the engineeringdevelopment phase (EDP), where they acquire the self-directed learning and professional skillsneeded to thrive in a co-op placement. With COVID-19

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

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Cooperative and Experiential Education

growth.IntroductionBeyond the catastrophic effects on public health and the economy, the onset of the COVID-19pandemic in the US during late winter and early spring 2020 essentially shut down access toexperiential learning and internships for university students [1], [2], [3]. By mid-May 2020, alarge percentage of previously confirmed internships for summer 2020 were rescinded. ANational Association of Colleges and Employers survey in April 2020 found that employerswere revoking two-thirds of their summer internships, and many of those that remained movedinterns into virtual programs (46.2%) and reduced the length of internships (41%) [4].Companies could not have interns working on-site due to in-person activities being significantlyreduced or prohibited by public

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

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Cooperative and Experiential Education

coordinates of survey features with the one provided by game system and seekfor error analysis and reflect on their quality of surveying.4. Comparison and DiscussionThe comparison of the two virtual tools is organized in three main sub-sections (1) symptoms,(2) technical feedback, (3) pedagogical feedback. Both tools are discussed in each sub-sectionproviding a comparison of their performance, value, and limitations in surveying education.4.1 SymptomsThe two virtual experiences use different platforms for the implementation. While game-basedimplementations are Web-based, and students are familiar with working on the browser, theimmersive virtual reality uses an HMD and controllers. Students in the latter case are spatiallyimmersed into the experience

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

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Cooperative and Experiential Education

, vol. 37, no. 2, pp. 215–228, May 2017, doi: 10.1177/0263395716633904.[24] S. K. Adams, D. N. Williford, A. Vaccaro, T. S. Kisler, A. Francis, and B. Newman, “The young and the restless: Socializing trumps sleep, fear of missing out, and technological distractions in first-year college students,” International Journal of Adolescence and Youth, vol. 22, no. 3, pp. 337–348, Jul. 2017, doi: 10.1080/02673843.2016.1181557.[25] K. Goodlad, S. Cheng, J. Sears, M. Diaz, A. Satyanarayana, and P. Freniske, “‘Our Stories’: First-year Learning Communities Students Reflections on the Transition to College,” Publications and Research, Oct. 2019, [Online]. Available: https://academicworks.cuny.edu/ny_pubs/538[26] R. Maymon, N. C. Hall

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

, 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 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

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 - 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

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Cooperative and Experiential Education

better understanding of currentexperiential learning activity within the College. Over 10,000 students, including 7,350undergraduates, are enrolled in the College of Engineering at the University of University.Through a rich opportunity mix including hundreds of student organizations, curricularopportunities, co-curricular opportunities, research and entrepreneurial experiences, teamcompetitions, and others, 98% of 2018 engineering graduating seniors (Figure 1) reportedinvolvement with at least one type of the following experiences—research, civic engagement,creative work, international experience, entrepreneurship, client project, or internship [3].College of Engineering (n=1604) student engaged learning participation rates are slightly

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

above manual, few universal methods exist to measure thedevelopment of these competencies in relation to a co-op experience. This study aims to bridge this gap by using a skills-based model to assess skilldevelopment prior to co-op. This model can be used as a “check-list” for co-op assessmentand is used in this study to understand the discrepancy between disciplines in the skills thatare developed in the years prior to entering a work environment. This model is adapted frommodels reported by Jiang, Lee & Golab [3], Jackson & Chapman [4], Rainsbury, Hodges,Burchell & Lay [5], Spencer & Spencer [5], Coll, Zegwaard & Hodges [6], Jackson [7].1.1 Background At the beginning of this project, a literature review was

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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Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and transitions to the workforce in science and engineering. She was a recipi- ent of the 2014 American Society for Engineering Education Educational Research and Methods Division Apprentice Faculty Award, the 2015 Frontiers in Education Faculty Fellow Award, and the 2019 Betty Vetter Award for Research from WEPAN. In 2017, Dr. Main received a National Science Foundation CAREER award to examine

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

outside research and internal assessment.The ​2014 Gallup-Purdue Index Report​ included a number of relevant findings. The primary goalof the Gallup-Purdue study was to identify factors that led to an increase in post-graduateworkplace engagement. Graduates who completed a career-relevant internship during collegewere found to be twice as likely to be engaged in the workplace as their peers. The study alsofound that students who had a job or internship that allowed them to apply their academiccoursework in a real-world setting were 1.5x as likely to report that they were thriving in all fiveof Gallup’s well-being categories (purpose, social, community, financial, physical). The statisticswere even more powerful when it came to alumni engagement

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

, 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, 2020 Evaluation of the Second Year of a REU Program on Cyber-physical System CybersecurityAbstractThe North Dakota State University operated a National Science Foundation (NSF) sponsoredresearch experience for undergraduates (REU

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

Tagged Divisions

Cooperative and Experiential Education

specifically and campus more broadly,and led to the creation of a network on individuals with a shared ethos of innovation. Thisprocess of a scalable program from co-curricular events focused on technology is on that can bemodeled at other institutions.References[1] K. Gama, B. Alencar Gonçalves, & P. Alessio, “Hackathons in the formal learning process.”in Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in ComputerScience Education 2018(pp. 248-253).[2] E.A. Kolog, E. Sutinen, & E. Nygren, “Hackathon for Learning Digital Theology inComputer Science.” International Journal of Modern Education & Computer Science, 8(6),2016.[3] A. Herala, & O. Drögehorn, “Hackathons in software engineering education: lessons

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

, 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, 2020 Assessment of Cybersecurity Competition Teams as Experiential Education ExercisesAbstractThis research paper presents initial work on characterizing the educational value of cybersecuritycompetition teams to their student

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

, 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, 2020 Research Experience for Undergraduates Social Programs: A Key Ingredient for SuccessAbstractThis evidence-based paper assesses strategies for Research Experience for Undergraduates(REU) social program success. REU programs

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

Outstanding Contributions to Experiential Education from the Cooperative and Experiential Education Division of ASEE. He is former vice president of the American Society of Mechanical Engi- neers and serves as an ABET evaluator for both mechanical and manufacturing engineering programs.Dr. Brent Michael Nowak, Grand Valley State University Dr. Brent M. Nowak, PhD is the founding Executive Director of the applied Medical Device Institute at Grand Valley State University. aMDI is a non-academic unit of the College of Engineering and Computing that provides doctoral-level, multi-disciplinary engineering analysis, design, fabrication, and testing of emerging medical devices and science at the pace of industry, while serving a

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

2018 Akamai will be convening an event open to all program alumni sinceinception, targeting those in need of career advancement. Activities will include a resume writingworkshop, mock interviews for real technical positions that interns would have applied for, and anetworking session with Akamai partner organizations who are looking to hire or can providevaluable insight into the hiring process. In the past, each one of these events has yieldedemployment for some of the attending Akamai alumni.1.5 Purpose of persistence studyThe purpose of this study is to explore the current status of Akamai alumni in order to determineSTEM persistence rates and contribute to the growing body of evidence examining persistence(and in particular differences in