Displaying all 14 results
- Conference Session
- Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Casey Thelenwood, Grand Valley State University; Paul D. Plotkowski, Grand Valley State University; Brent Michael Nowak, Grand Valley State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
-Unitech is available for use by students.PCEC also supports a number of professional societies by providing meeting space, content, andexpertise as needed. The applied Medical Device Institute provides a brownbag lunch series opento area professionals from a variety of industries to come and learn at no cost.Fitting professional development activities and courses with unique schedules around traditionalcourse offerings can be challenging due to space constraints. Thankfully, the new InnovationDesign Center has alleviated many of these concerns with additional classroom and projectspace. Moving courses into a hybrid or online format requires strong digital learninginfrastructure and training for faculty in how to teach effectively online. Engaging
- 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
benefit, more explicit alignment with faculty roles is required to justify the significantmental, emotional and time investments required. Key performance areas for academic faculty centrearound research and teaching, where supervision of research straddles these two areas. Senior facultyare also required to attract funding through their research, while community service is emerging as aperformance area on all levels.Moliner et al. [13] investigated the perceptions of professors in an inter-university engineering PBLexperience. Some of the concerns of the professors were the increased workload because suchinitiatives are not usually formally recognized. Also the difficulty of controlling the content thatstudents integrate into their PBL learning
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
variety of brainstorming techniques including think-pair-share, a post-it board,and large group discussion. In contrast to later focus groups and interviews that were led by theprimary researcher, the initial focus group was led by a faculty partner in order to free up theprimary researcher to observe and take notes. The outcome of the focus group was a substantiallist of issues related to the internship search process and a corresponding list of potential ideasfor beginning to address those issues.Following the initial focus group, a test interview was conducted with a student who hadpreviously expressed an interest in providing input. That interview was used both to collect dataand to test potential interview questions. After completing that
- 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
- Tagged Divisions
- Cooperative and Experiential Education
Sensing for Precision Agriculture andEnvironmental Stewardship and Air-propelled Instrumented Robotic Sensory Platform forAssateague Coastline Environmental Studies -- but provides a broader umbrella that includes therobotics laboratory development efforts for the new engineering facility at UMES . These projectshave provided a multidisciplinary platform for a team of faculty, students and staff from across theScience, Technology, Engineering, Agriculture, and Mathematics (STEAM) disciplines to exploreexciting and innovative ideas that promote the core values of the land grant mission of University 2of Maryland Eastern Shore (UMES) [9,10]. As in the past, synergy with United States Departmentof
- Conference Session
- Cooperative and Experiential Education Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Candyce Hill, Michigan State University; Katy Luchini-Colbry, Michigan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
undergraduates in making a successfultransition to college [26]–[28]. These traditional challenges still existed for first-year studentsbeginning college during the COVID-19 pandemic, and wide-spread restrictions on in-personlearning during Fall 2020 added to the stress and uncertainty of starting college [29]–[31]. Thus,the overarching goal of the new EGR 193 course was to support first-year, first-semesterundergraduates in successfully engaging in faculty-mentored research while recognizing theunique context of a fully-remote research experience due to the pandemic.Course DesignEGR 193 was a 1 credit, Pass/Fail, seminar course taught in an online, asynchronous format.This methodology was selected to provide flexibility for students, who were studying
- 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
Curriculum Designer with the New Engineering Education Transformation (NEET) program in the School of Engineering at Massachusetts Institute of Technology, Cambridge, MA. He leads the incorporation of 21st century skills into the NEET program curriculum and teaches thinking skills to undergraduate students. Rea received his Ph.D. degree from the Faculty of Education in Science and Technology at the Technion—Israel Institute of Technology, Haifa, Israel. His research interests in STEM education involve the fostering and assessment of thinking skills involved in complex problem-solving, with special focus on systems thinking, creative thinking, and metacognition. His doc- toral research systems thinking assessment received
- Conference Session
- Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Sarah A. Wilson, University of Kentucky; Renee Kaufmann, University of Kentucky
- Tagged Divisions
- Cooperative and Experiential Education
in the Summer of 2020. These data will help to further refine workshop content,as well as provide guidance to faculty about communication skills that should be more heavilyaddressed in the classroom.IntroductionCommunication skills are crucial for the success of practicing engineers, with engineersspending 64% of their time at work on communication [1]. Further, “given the escalatingdemands for 'work-ready’ undergraduates and the resulting heavy workload of engineeringfaculty and students, adding direct and recurring communications instruction to the engineeringcurriculum represents a significant challenge” [2]. Therefore, in order to address concerns foradding communication instruction, engineering programs have collaborated with
- Conference Session
- CEED Technical Session I: WIP: Experiential Learning Potpourri
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Cyrus Habibi P.E., University of Wisconsin, Platteville; Lily Chang, University of Wisconsin, Platteville
- Tagged Divisions
- Cooperative and Experiential Education
solution at any time. The EE students did not pressany concern about learning new technology because they had time at the beginning of the semesterto learn and test the IoT services.Clear expectation: Based on students’ feedback, there were not clearly defined expectations by thefaculty. Both CSSE and EE students thought that a more detailed plan is necessary to define theroles and responsibilities of each discipline. One student commented, “A little bit morecommunication between the professors is necessary, about what is allowed and not allowed for theproject.” Or another comment was “The two professors involved should definitely agree onexpectations of the students.” 7. Future workOverall, the collaboration turned out to be a good experience
- 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
- Tagged Divisions
- Cooperative and Experiential Education
areas provide useful feedback which will help faculty members improve theCOIL experience for future students, while the other two areas provide insight into students'perceived benefits of the COIL concerning the acquisition of employable and interculturalcompetency skills. a. Perception of the students on the effectiveness of COIL in the acquisition of employable skillsEight of the 11 students from UG alluded to the helpfulness of COIL in acquiring employableskills. On a Likert scale of 1 (not effective) to 5 (highly effective), 6 students gave a score of 4(effective) while two scored it as 3 (moderately effective). 11 out of the 12 students from thecollege in UD felt it was extremely effective (5) while one student gave a score of 4
- Conference Session
- Cooperative and Experiential Education Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lynn Merritt Ekstedt, Oregon State University; Nikki James, Northeastern University; Kemi Jona, Northeastern University; Erich White, Oregon State University; Scott Paja, Oregon State University; Josefine Fleetwood, Oregon State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
develop non-academic skills that employers need. In 2020 the COVID-19 pandemic and subsequent school closures impacted the entire engineering education ecosystem, particularly internships and other experiential learning opportunities. Virtual internship, an education intervention developed to broaden participation in experiential learning for non-traditional students, was rapidly deployed to address the disruption to internships caused by the COVID-19 pandemic. Key challenges that emerged during the implementation process include marketing the new program to existing partners, deciding on a remuneration structure, and navigating IP issues. The
- Conference Session
- Cooperative and Experiential Education Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Patricia Caratozzolo P.E., Tecnológico de Monterrey; Anna Friesel, Technical University of Denmark; Peter Jan Randewijk, Technical University of Denmark; David Navarro-Duran, Tecnológico de Monterrey
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
Paper ID #34183Virtual Globalization: An Experience for Engineering Students in theEducation 4.0 FrameworkDr. Patricia Caratozzolo P.E., Tecnol´ogico de Monterrey Patricia Caratozzolo was born in Buenos Aires, Argentina. She received the Ph.D. degree from the Uni- versitat Polit´ecnica de Catalunya, Barcelona, Spain, in 2003. Since 2005 she has been a member of the faculty of Tecnol´ogico de Monterrey, Campus Santa Fe, where she is Assistant Professor of Power Energy Systems in the Mechatronics and Sustainable Development Department. She is leading different projects in the area of educational innovation, teaching
- Conference Session
- Integrating Experiential Learning into the Curriculum
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Mark J. Povinelli, Syracuse University; Jonnell A. Robinson, Syracuse University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
antennas and 3-D computer-aided design electromagnetic simulation tools. In addition he has been a partner in several small business start- ups providing innovation and management leadership. He is the father of three grown children and has lived in central New York since 1985.Jonnell A. Robinson, Syracuse University Jonnell Robinson is an Assistant Professor of Geography and the Director of the Syracuse Community Geography Program at Syracuse University. c American Society for Engineering Education, 2018 Integrating Design Thinking into an Experiential Learning Course for Freshman Engineering StudentsMark J. Povinelli, College of Engineering and Computer Science, Syracuse
- Conference Session
- Cooperative and Experiential Education Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kristen Koopman, Virginia Polytechnic Institute and State University; Robert S. Emmett, Virginia Polytechnic Institute and State University; Nicole P. Sanderlin, Virginia Polytechnic Institute and State University
- Tagged Divisions
- Cooperative and Experiential Education
Humanities, Resilience and elsewhere orcid.org/0000-0002-4526-6094). From 2013-2015, Dr. Emmett served as Director of Academic Programs at the Rachel Carson Center for Environment and Society in Munich, Germany. He has taught interdisciplinary courses at the University of Wisconsin-Oshkosh, Wisconsin-Milwaukee, and Ludwig-Maximilians-Universit¨at in Munich.Dr. Nicole P. Sanderlin, Virginia Polytechnic Institute and State University Dr. Sanderlin serves as the Director of Global Engagement for Virginia Tech’s College of Engineer- ing. She provides leadership for international initiatives and works closely with engineering faculty to develop new institutional partnerships and international opportunities for engineering students
- Conference Session
- CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Nicole Bowers, Arizona State University; Michelle Jordan, Arizona State University; Kate Fisher; Zachary Holman, Arizona State University; Mathew D. Evans, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education
well as informalleaders that arise like the team member that organizes social outings. Connectivity goes beyondorganizing events; it includes members brokering relationships between people in the communitythat may have similar needs or interests. Connectivity is also supported by facilitatingcommunication through multimedia, like having a Facebook page. Membership can beconsidered a reflection on the coherence of the various members in a community and theiractivities. Members and their participation should not be too diffuse, or a CoP can dissolve.Learning projects revolve around pushing the community's practices further. Learning projectsshould find and fill gaps in practices like working on a new method in biochemistry. Finally,Artifacts can