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

Tagged Divisions

Cooperative and Experiential Education

new curriculum [5]. This paper will look at howstudents experienced the attainment of their first co-op placement. The research question for thisphase of the program development is: “How do BELL program student engineers experience theattainment of their first co-op placement?” In the data collection section below, the studentexperiences and inputs have been collected and analyzed. Improvements have been put in placeand ideas are available to draw on for future iterations.II. Model DescriptionThis new co-op centric educational model is an adaptation of two emerging world-leadingengineering educational models, as recognized by a 2018 MIT report [6], Charles SturtUniversity (Australia) and Iron Range Engineering (Minnesota). Adapted from

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

his research, he has devised a few teaching activities, including Lab-in-Class and Lab-in-a-Bag. He has received several teaching awards for his effort in developing the new activities. c American Society for Engineering Education, 2019 Preparing Undergraduate Engineering Students for their Profession – A Novel Curricular Approach Joel R. Howell1, Christos S. Ferekides1, Wilfrido A. Moreno1, Thomas M. Weller2, Arash Takshi1 1 University of South Florida, Tampa, FL 2 Oregon State University, Corvallis, ORAbstractThis Work-In-Progress (WIP) paper describes a

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martha M. Snyder, Nova Southeastern University; Manuel Salinas, Nova Southeastern University; Molly J. Scanlon, Nova Southeastern University

Tagged Divisions

Cooperative and Experiential Education

Southeastern University. He is a founding assistant professor of the Department of Engineering and Technology at the new NSU’s College of Engineering and Com- puting where he designs classes and program objectives in addition to teaching. He has published several papers in academic journals relating to heart valve tissue engineering studies. His research areas include vascular tissue engineering, artificial organs, and cardiovascular biomechanics. In addition, He enjoys collaborating in projects related to computational fluid dynamics, fluid structure interactions; algorithm optimization; finite element/volume analysis, computer aided design; steady and transient data visualiza- tion among others. In his free time he

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative and Experiential Education

examines the forms of student engagement in learning as is measured based onBOPPPS model. Various approaches have been used to estimate engineering education quality. Studentengagement is generally considered as a better predictor of learning and personal development. The premise isdeceptively simple, perhaps self-evident: The more students study or practice a subject, the more they tend tolearn about it (Carini and Kuh,2006). To adopt the active learning in engineering education process, it isessential to follow the initiative and directional principles and combine with the advent of technology enhancedlearning. The main proposal of this paper is to grasp the connotation and construction of the active learning withthe adoption of new information

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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Diversity

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Cooperative and Experiential Education

Paper ID #28792A Design Thinking Approach to Increasing Student Efficacy in theInternship Search ProcessDr. Katherine McConnell, University of Colorado Boulder Katherine McConnell is a Senior Professional Development Advisor in the Department of Mechanical Engineering at the University of Colorado Boulder. Her work focuses on the integration of experiential learning, industry connections, and career-oriented education across the curriculum. c American Society for Engineering Education, 2020 A Design Thinking Approach to Increasing Student Efficacy in the

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

Technical and Business Writing course, and this paper reports on thepilot study of implementing prototyping skills into this course.The larger study aims to foster institutional change and provide new knowledge on engineeringeducation and entrepreneurship program development.In this paper, we describe the ‘gaps’ in the curriculum we wanted to fill, the philosophy andassignments in the course, the methods we used to evaluate the course, and future directions forthe project.1.2 Writing and EngineeringPrevious studies have examined ways to connect writing instruction with the professionaldevelopment of engineering students, often integrating writing-intensive assignments into requiredcourses for engineering majors [1] [2] [3] [4]. This intervention is

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

Paper ID #22462Integrating Design Thinking into an Experiential Learning Course for Fresh-man Engineering StudentsDr. Mark J. Povinelli, Syracuse University Dr. Mark Povinelli is the Kenneth A. and Mary Ann Shaw Professor of Practice in Entrepreneurial Lead- ership in the College of Engineering and Computer Science and the Whitman School of Management at Syracuse University where he is developing and teaching curriculum in innovation and entrepreneurship. Dr. Povinelli current research interests and curriculum development are in experiential team learning approaches to engineering education focused on design 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

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Diversity

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Cooperative and Experiential Education

Paper ID #33525Design-Based Research: Students Seeking Co-Op in Refined Educational ModelDennis Rogalsky P.E., Minnesota State University, Mankato Dennis Rogalsky is excited to be part of the faculty for the IRE Bell program and share in this innovative approach to engineering education. Dr. Rogalsky’s degrees are in chemical engineering and he has twenty years of industry experience providing process control and automation solutions in petrochemical facil- ities. His career has blended educational and engineering experiences and he looks forward to teaching and research opportunities with the IRE Bell program and

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

Paper ID #22176Promoting Good Scientific Communication Habits by Leveraging the Com-munity of Practice within a Single Research Group ´Mr. F´elix Langevin Harnois, Ecole de Technologie Sup´erieure ´ Librarian at Ecole de technologie sup´erieure, an engineering school in Montreal, he works on developing information literacy skills for undergraduate and graduate doctoral students. He also works, in collabora- tion with 3 professors and a researcher, on a service that uses peer-support to help graduate students who have to write a thesis, a journal article or who want to develop

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

“relevant employability skills… before graduation.” In this case, employabilityskills are skills employers look for in potential hires that can serve as a metric for evaluatingperformance [2]. Due to the broadness of the term “employability skills” there is no definitive list ofwhich employability skills students are to gain, or what skills are to be transferred. Thismakes skill development difficult to track. There is, however, an expectation for co-opstudents to perform according to a standard. Competency lists exist for engineering bodiesand curriculums (such as CEAB and ABET) that schools adhere to. This gives programdirectors a focal point to develop curriculums around and a list of skills can then emerge.Even with these lists and 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

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

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Diversity

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Cooperative and Experiential Education

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

Conference Session

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

Hawai‘i’s technology firms, a few interesting engineering practicessuch as “recognizing the ‘good enough’ or ‘80%’ solution” came up often. Lines betweentechnician-like maintenance (making existing technology work, or work better) and engineer-likeresearch and development (selecting, adapting, or creating new technology) were often blurred,meaning the technician/engineer dichotomy is not always salient in these workplaces. At thetime, this was relevant for the development of local two- and four-year engineering technologyprograms; in the present study, it may relate to the outcomes for community college anduniversity students. Counter to the idea that entry-level technicians and engineers would simplybe “managed,” project management and

Conference Session

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Frank E. Falcone, Villanova University; Andrea L. Welker, Villanova University; Gayle F. Doyle, Villanova University

Tagged Divisions

Cooperative and Experiential Education

, and Career Compass Advisory Boards for their input and financial support.References[1] A. Welker and F. Falcone, “Professional Practices in Civil Engineering: Meeting andExceeding The New Civil Engineering Program Criteria,” Proceedings of the 2008 AmericanSociety for Engineering Education Annual Conference & Exposition, Pittsburgh, Pennsylvania.https://peer.asee.org/3839[2] M. Habibi, M. Alaei, and A. Lillesve “Integrating Professionalism in a Project-BasedEngineering Curriculum,” Proceedings of the 2003 American Society for Engineering EducationAnnual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19012[3] J. Mossbrucker, O. Petersen, and R. Strangeway, “Professional Development for ElectricalEngineering 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 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

Tagged Divisions

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

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

Paper ID #27554Fostering Belonging through an Undergraduate Summer Internship: A Com-munity of Practice Model for Engineering Research EducationMs. Nicole Bowers, Arizona State UniversityDr. Michelle Jordan , Arizona State University Michelle Jordan is as associate professor in the Mary Lou Fulton Teachers College at Arizona State Uni- versity. She also serves as the Education Director for the QESST Engineering Research Center. Michelle’s program of research focuses on social interactions in collaborative learning contexts. She is particularly interested in how students navigate communication challenges as they negotiate

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

changes in thepolitical and legal environment have forced us to modify our programs and think creatively aboutways to reach underrepresented students without actually limiting program enrollment to specificpopulations.As we look toward the future of our K-12 outreach initiatives there are both opportunities forgrowth and new challenges. PCEC hopes to continue expanding outreach activities and wouldlike to offer more programming and summer camp opportunities than we do today.Implementation of the new Next Generation Science Standards [7] in K-12 schools across thestate provides a great opportunity for us to engage with schools as engineering content is nowrequired at all grade levels.At the same time, the K-12 population in the United States is

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

Proceedings of the 32nd Annual Frontiers in Education Conference, 2002, vol. 1, pp. T2A-9-T2A-15 vol. 1.[10] D. R. Brodeur, P. W. Young, and K. B. Blair, “Problem-based learning in aerospace engineering education,” in Proceedings of the 2002 American Society for Engineering Education Annual Conference and Exposition, 2002, pp. 16–19.[11] D. Broman, K. Sandahl, and M. Abu Baker, “The Company Approach to Software Engineering Project Courses,” Educ. IEEE Trans., vol. 55, no. 4, pp. 445–452, 2012.[12] N. Correll, R. Wing, and D. Coleman, “A One-Year Introductory Robotics Curriculum for Computer Science Upperclassmen,” Educ. IEEE Trans., vol. 56, no. 1, pp. 54–60, 2013.[13] E. Bütün, “Teaching genetic algorithms in

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Topics

Diversity

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Cooperative and Experiential Education

. Brodeur, D. H. Soderholm, and R. Nasr, “Adoption of active learning in a lecture-based engineering class,” in Proceedings of the 32nd Annual Frontiers in Education Conference, 2002, vol. 1, pp. T2A-9-T2A-15 vol. 1.[11] D. R. Brodeur, P. W. Young, and K. B. Blair, “Problem-based learning in aerospace engineering education,” in Proceedings of the 2002 American Society for Engineering Education Annual Conference and Exposition, 2002, pp. 16–19.[12] D. Broman, K. Sandahl, and M. Abu Baker, “The Company Approach to Software Engineering Project Courses,” Educ. IEEE Trans., vol. 55, no. 4, pp. 445–452, 2012.[13] S. Jayaram, L. Boyer, J. George, K. Ravindra, and K. Mitchell, “Project-based introduction to

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

Michigan. His undergraduate degree is in Agricultural Engineering Technology from Michigan State University.Dr. Joanna Mirecki Millunchick, University of Michigan Professor Millunchick has two distinct areas of research. The first is in Materials Science and involves manipulating matter on the nanoscale in order to enable the design of new electronic materials for opto- electronic and photovoltaic applications. Specifically, she is fascinated by the details of atomic surface structure of compound semiconductors, self assembly of epitaxial nanostructures, and in situ characteri- zation. The second area of research is in Engineering Education, and studies whether student participation in engineering co-curricular

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

) pivoting to remote teaching is an opportunity forinstructors to learn how to apply new pedagogical methods and how to use new instructional tools,and more generally, to review their approach to instruction to continue to make it engaging forstudents. 15B. Suggestions for Undergraduate Engineering InstructorsBased on our experience with the pivot to remote teaching over Spring–Fall 2020, we can makesome suggestions and observations for undergraduate engineering instructors engaged in remoteteaching. We divide our suggestions into those related to curriculum and those related toinstruction.i. Suggestions related to curriculum: • Shift the focus to learning activities that students can carry out

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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Diversity

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Cooperative and Experiential Education

participation rates and effects of experiential learning vary acrossdifferent undergraduate engineering student populations (e.g., gender, race/ethnicity, discipline,socioeconomic status)?Employing a narrative literature review approach, this paper synthesizes current research inengineering education and higher education on experiential learning for undergraduate students,and proposes areas for future research. This review illustrates the challenges in measuring aspectsof student involvement, suggesting salient characteristics of involvement that future researchmight investigate, and identifies types of mechanisms that have been attributed to the influence ofinvolvement, including developing skills, networking with peers, fostering sense of belonging

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Peters, Kettering University

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Cooperative and Experiential Education

Paper ID #32256Student Perceptions of Connections Between an Introductory DynamicSystems Class and Co-Op Work ExperienceDr. Diane L. Peters, Kettering University Dr. Peters is an Associate Professor of Mechanical Engineering at Kettering University. American c Society for Engineering Education, 2021 Student Perceptions of Connections Between an Introductory Dynamic Systems Class and Co-op Work ExperienceAbstractThis work focuses on connections that students see between co-op work assignments and aspecific class in their mechanical engineering curriculum

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Addison J. Litton, Utah State University ; Wade H. Goodridge, Utah State University; Benjamin James Call, Utah State University; Sarah E. Lopez, Utah State University

Tagged Divisions

Cooperative and Experiential Education

Engineering Education” and ”Engi- neering Mechanics: Statics.” Dr. Goodridge is an engineering councilor for the Council on Undergraduate Research (CUR) and serves on ASEE’s project board. Dr. Goodridge actively consults for projects includ- ing the development of an online curriculum style guide for Siemens software instruction, development of engineering activities for blind and visually impaired youth, and the implementation and investigation of a framework of engineering content to incorporate into P-12 engineering education.Mr. Benjamin James Call, Utah State University Benjamin Call graduated with his Masters of Science degree in Mechanical Engineering (Aerospace Em- phasis) in 2006 from Utah State University. After

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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Diversity

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Cooperative and Experiential Education

currently an Instructor in the Department of Mechanical Engineering at University of Colorado Boulder, where she teaches Senior Design and thermo-fluids courses. She has also developed new curriculum and programming for student professional development and career exploration which have strengthened connections between students, alumni and industry partners. She serves as chair of External Relations for the Department of Mechanical Engineering at CU Boulder. She has been the Wolenski/Roller Faculty Fellow since 2017.Dr. Daniel Knight, University of Colorado, Boulder Daniel W. Knight is the Program Assessment and Research Associate at Design Center (DC) Colorado in CU’s Department of Mechanical Engineering at the College

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

Katherine M. Ehlert, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

Cooperative and Experiential Education

others. Thepurpose of this embedded mixed-methods study was to document student perceptions of learningwhile on co-op and provide student-centered language for these learning experiences.IntroductionThere is a high demand for well-trained engineers that can create innovative solutions tocomplex world problems [5]–[9]. To solve the National Academy of Engineers GrandChallenges [6] or other engineering problems of today, we need the current and next generationof engineers to quickly transition into their full-time roles, work efficiently and respectfully withothers on a multidisciplinary team, be comfortable with large-scale, open-ended problems, andhave a strong understanding of fundamental material that they can map to new problems in

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

-based, discipline-specific technical course.The new course takes a retrospective approach and asks students to leverage their experiences tocreate a set of stories that in turn highlight their values and guiding principles. Their finalassignment was to develop a professional document, such as a personal statement, LinkedInpage, or resume, grounded in one or more competencies and informed by feedback from peersand alumni mentors. The pre/post assessment effort is a partnership with a faculty memberleading a course on systems engineering and business leadership processes. The faculty memberselected a subset of the key competencies (leadership, risk management, systems thinking, andteamwork) which aligned with course objectives. The pre/post

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

,” Acta Astronaut., vol. 66, no. 9, pp. 1525–1533, 2010.[27] N. Correll, R. Wing, and D. Coleman, “A One-Year Introductory Robotics Curriculum for Computer Science Upperclassmen,” Educ. IEEE Trans., vol. 56, no. 1, pp. 54–60, 2013.[28] E. Bütün, “Teaching genetic algorithms in electrical engineering education: a problem- based learning approach,” Int. J. Electr. Eng. Educ., vol. 42, no. 3, pp. 223–233, 2005.[29] S. Das, S. A. Yost, and M. Krishnan, “A 10-year mechatronics curriculum development initiative: Relevance, content, and results—Part I,” Educ. IEEE Trans., vol. 53, no. 2, pp. 194–201, 2010.[30] M. Reynolds and R. Vince, “Critical management education and action-based learning: synergies 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

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Diversity

Tagged Divisions

Cooperative and Experiential Education

and in learning the professional skills (communications, teamwork, organization, etc.)necessary for success. While most students opted to follow the suggested schedule, about 15% ofstudents instead chose to delay course participation until later in the semester. This varying paceof participation had an unexpected impact on some of the most dedicated students, who found itdifficult to engage in productive discussions online when not all of their classmates wereworking as quickly through the materials.IntroductionSuccessful engineering programs often integrate experiential learning experiences throughout thecurriculum. Cooperative education or internship programs may be the most familiar approach toexperiential learning in engineering; in these

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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Diversity

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Cooperative and Experiential Education

, community engagement and research profile.Lisa Romkey, University of Toronto Lisa Romkey serves as Associate Professor, Teaching Stream and Associate Chair, Curriculum, Teaching and Learning with the Division of Engineering Science at the University of Toronto. In this position, Lisa plays a central role in the evaluation, design and delivery of a dynamic and complex curriculum, while facilitating the development and implementation of various teaching learning and assessment initiatives. Lisa teaches undergraduate courses in engineering & society, and graduate courses in engineering edu- cation. Her research interests include teaching and assessment practices in engineering. Lisa also serves as Associate Director for