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

Paper ID #33240Work in Progress: Examining the Literature on Virtual Internships forInsights Applicable to EngineersMs. Kristen Koopman, Virginia Polytechnic Institute and State University Kristen Koopman is a Ph.D. candidate in Science, Technology, and Society at Virginia Tech. She is also the Graduate Assistant for Programs in the College of Engineering’s Global Engineering Engagement and Research Office.Dr. Robert S. Emmett, Virginia Polytechnic Institute and State University Dr. Emmett serves as Assistant Director for Global Engagement and Engineering Online Specialist in the College of Engineering at Virginia Tech. Dr

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

Tagged Divisions

Cooperative and Experiential Education

-awareness, empathy with their peers and agreater knowledge of the environment and other cultures.AL and CBL are approaches of andragogy that has been successfully incorporated intoengineering curricula because it achieves a real-world perspective and considers studentlearning to be "doing" about a topic of study. These approaches offer a student-centeredlearning framework that emulates real work experiences in industry and corporations: theybuild on student interest in giving practical meaning to education, while developing keycompetencies observed by organizations international: Leadership and social influence;Emotional intelligence; Reasoning, problem solving and ideation; and Analysis andevaluation of the system.The process of involving

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dimitrios Bolkas, Pennsylvania State University; Mojgan A. Jadidi, York University; Jeffrey Chiampi, Pennsylvania State University; Muhammad Usman, York University

Tagged Divisions

Cooperative and Experiential Education

; thus, having no situational awareness of the real-world, which is anew experience for most students, and often leads to motion sickness and similar undesirablesymptoms. In game-based approach students did not complain about any physical or emotionalsymptoms, although minor issues of eyestrain and headaches are possible if students spend anexcessive amount of time in from of the screen. There was only one student out of 65 whoclaimed that internet bandwidth issue led to kick off from the game in which the task could notbe completed. On the other hand, for immersive reality application using HMD and controllers,in all three labs, five out of seven students indicated that they felt little or a lot nauseous. Withtwo students also indicating the

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

boring and I could not see the real world application of the subjects. As a result of this, Idid not expend much effort in my early years. In the final years the classes became a lot moreinteresting and more applicable and my effort expended increased.” [5].The findings from both department-specific assessment and larger, multi-institutional studiespresent a clear motivation for preparing and motivating students to find internships [1], [2], [3],[4], [5], [6]. They also support the goal of more clearly demonstrating the connections betweenstudents’ undergraduate experience and their future roles as practicing engineers [1], [4], [5]. Bymaking those connections more direct and integrating them across the curriculum, there issignificant potential

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Radana Dvorak, City University of Seattle ; John L. Whiteman, University of Portland

Tagged Divisions

Cooperative and Experiential Education

cybersecurity curriculum. The paper first reports thesuccess of delivering a cybersecurity curriculum designed based on a framework consisting ofintroducing a topic, followed by a real-life application practice lab. The authors also describe theplatform developed to support the framework. These labs were deployed outside the universityIT infrastructure and successfully supported hands-on-practice, and practical experience theindustry expects of graduates. [8]In teaching cybersecurity classes for the last two years, the authors found that students learn bestby doing hands-on exercises immediately after a security concept is introduced in the lecture.The more traditional lecture followed by a different day for labs, often with only TAs present,has shown

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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Diversity

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Cooperative and Experiential Education

agencies, national labs, and non-profits. We have established a purpose-built model to accel- erate Cincinnati as a talent hub and beacon for innovation–in years, not decades.Josefine Fleetwood, Oregon State University American c Society for Engineering Education, 2021 Virtual Internships: Accelerating Opportunity Through Disruption Abstract Experiential learning programs like internships and capstone projects are high-impact practices that allow engineering students to build a professional network, apply technical skills in a real-world context, and

Conference Session

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

• Learn other discipline’s technical • Real-world project experience details/terminology • Item for resume • Improved chance of being hired in • Improved presentation skills desired field • Inclusion as author on technical paper • Increased self-confidence • Experience working on a large group • Ability to present at professional project conference • Experience with a structured design • Recognition in the university process communityStudents are asked to identify pre- and post-participation

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

and development of professional skills as a result. The paper also considersfuture possibilities of the project, where the initial developmental phases were to ensure sustainability,we reflect on scalability of the AREND and similar projects to large cohorts.2. Theoretical framework2.1. A blended project and problem-based learning approachVarious authors have studied the differences between project and problem-based learning (PBL)[4]-[6]. Project-based learning typically is a more real-world directed application of knowledge whileproblem-based work takes a shorter time and is more directed to acquiring knowledge. The students’ability to be self-directed plays an important role in project-based learning in engineering since itrequires

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Huynh, University of California, Irvine; Helen L. Chen, Stanford University; Krishnaswamy Venkatesh Prasad, Ford Motor Company; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

synthesis.Working in an engineering environment as an intern is often a key component of the educationalexperience of today’s engineering students [6]. A 2014 Gallup-Purdue University study ofundergraduate alumni found that work and internship experiences in college increased thelikelihood of post-graduate full-time employment and greater engagement at work [7]. Summerinternships and the experience of working in a professional engineering environment arepositively associated with increased self-confidence and interest in innovation and technicalengineering tasks [8]-[10]. Compared to the focus on theoretical concepts in an academic setting,an internship focuses on real-life applications in industry. It can also provide students withprofessional 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

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

Tagged Divisions

Cooperative and Experiential Education

opportunities to try out inventions, learn about career opportunities, ask thecollege students what it is like to study engineering, computing, and occupational safety andhealth, and vote for their favorite projects.The Padnos College of Engineering & Computing also engages with students through oursummer camp programming. The Science, Technology, and Engineering Preview Summer(STEPS) Camp has inspired 1,483 middle-school girls to pursue careers in STEM since itsinception in 2002. Week-long activities focused on aviation and culminating in the flight ofcamper-created remote-control airplanes give students real-world opportunities to explore STEMcareers in an environment where it is safe to experiment and fail. University and industryvolunteers

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

developed. Application of Taking knowledge taught in academic settings theoretical knowledge, and applying it to real-world problems. for real world problems Thinking of things with a new perspective Creativity opens gates to new solutions. Instead of being solution oriented, ambiguity Deal with ambiguity Critical and complexity makes one think of things from and complexity Thinking different

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

opportunities for students from both disciplines. The objectives of this collaborationwere: 1. To be able to share knowledge and explain project specification to other disciplines and also to be introduced to concepts in different disciplines. 2. To be able to function in a multidisciplinary team. 3. To do their best work and be able to apply their skills within real-world settings.Final projectA final project menu was developed at the beginning of the semester by the EE students, facultyand local industry. The EE students were given a chance to choose the project that they were mostinterested in. Each EE student was responsible for developing a sensor-based circuit to measure arelated physical quantity. After the EE teams were formed, a

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

foundation forthe challenges that lie ahead for engineering professionals of the future in their practice ofengineering in the real world, as well as engineering research in graduate school, industry, andgovernment laboratories. Mastering the engineering and scientific fundamentals will be necessarybut will not be sufficient. An ability to engage in life-long learning and discovery will be acornerstone for professional growth to remain relevant in the dynamic world order of the future,where economic realities, global competition [5-6], climate change, national security, andsustainability issues will continue to play a significant role.While classroom education that emphasize mastery of scientific and engineering fundamentals isessential, it is not

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

Tagged Divisions

Cooperative and Experiential Education

Year 2 Figure 2. Belief participation will aid in employment upon graduation (year 1 data from [29]).The student participants were also asked to identify specific benefits that they were seeking fromprogram participation and the specific benefits that they had attained. The responses from bothyears, to this question, are presented in Table 5. During both years, knowledge about cyber-physical system / cybersecurity design, knowledge about a particular technical topic, improvingtechnical skills, real-world project experience, an item for resume, improved chance of beinghired in the desired field and increased self confidence were rated highly. In year one, studentshad a greater interest in time management and improving time management skills. In

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

Tagged Divisions

Cooperative and Experiential Education

them accountable. Thethird most frequent response was assistance in the development of resumes and cover lettersalong with interview preparation.The activities described by students have been grouped into four categories: preparation tointerface with companies, applications, regular communication with a learning coach, andgroundwork. 2a. Preparation to Interface with CompaniesStudents frequently attributed preparation to interface with companies, such as resume and coverletter development, interview preparation, and understanding how and when to talk tocompanies, as a confidence booster.The fact that “real engineers” are reviewing resumes and cover letters, conducting mockinterviews, and giving feedback throughout the entire process

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

projects, international service trips, team competitions) for engineering students. Kolb [1]defines experiential learning as an iterative process involving conceptualization, activeexperimentation, concrete experience, and reflective observation. Experiential learning has alsobeen identified as an important pedagogical feature of current engineering education leaders inthe recent MIT report The Global State of the Art in Engineering Education [2]. Many believeexperiential learning provides more real-world learning environments and opportunities to buildcompetencies that may not necessarily be provided in the classroom such as leadership, problemsolving, and teamwork.As part of a recent strategic vision process in the College of Engineering at the

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

would aid them in this. Figure 1. Interest in employment in field of participation. Figure 2. Belief participation will aid in employment upon graduation.Students were also asked to identify the benefits that they sought, and which benefits they hadobtained through program participation. Their responses are presented in Table 5. All of therespondents indicated that they had hoped to obtain knowledge about cyber-physical system andcybersecurity design and improve their technical skills. Ten of the 11 reported obtaining thecyber-physical system / cybersecurity design knowledge and 9 of the 11 reported improving theirtechnical skills. Students also indicated interest in gaining real-world project experience and

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carlos Martin Chang, Florida International University; Adeeba Abdul Raheem, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

interactive technical, cultural, and social activities. The SELP programfocuses on engineering and management challenges to address societal needs. The technicalsessions cover sustainability principles and engineering practices following a problem-basedsolution approach. Emphasis is placed on the importance to communicate the short, medium, andlong-term consequences of engineering solutions to decision-makers and society. Practical real-world examples are presented to illustrate the concepts learned in the course. The culturalactivities include visits to museums and local heritage sites while the social activities involvecuisine, sports, and local attractions. With the participation of thirty students in a virtualenvironment, binational teams were

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

Tagged Divisions

Cooperative and Experiential Education

. IntroductionThis evidence-based paper assesses strategies for Research Experience for Undergraduates(REU) social program success. REU programs typically bring together students from across thecountry – or even around the world – to a university campus for the summer. While at thisuniversity, the students learn how to conduct real research in their discipline by actually doing it,under the supervision of a faculty mentor. Giving students exposure to conducting bona fideresearch allows them to determine whether they may be interested in pursuing a research career(and, to support this, continuing on to graduate-level education).Many students who participate in REU programs remember these programs long after theprogram is complete. The initial experience

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

of researchprojects with projects that emphasis “Engineering Broader Impact.” In addition to their researchexpectations, each student devotes 10-15% of their summer working hours to fun and engagingprojects designed to build confidence, raise appreciation of the real-world value of engineering,and contribute to the engineering education of others. This aspect of IMMERSE is valuablebecause it provides the opportunity for participants to develop confidence in applying theirengineering skills to straightforward, high visibility projects. This confidence boost is oftenimportant as students deal with the steep learning curve involved in many research projects.6. References1. Gallup (Firm) Purdue University, "Great jobs, great lives: 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

Katherine McConnell, University of Colorado Boulder

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Diversity

Tagged Divisions

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

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

Effective Communication Skills for the 21st Century. Thispaper describes the development, content, management, and lessons learned from the first year ofadministering the program.IntroductionThis Evidence-Based Paper describes a professional development program developed byVillanova University. Technological advancements, globalization, and critical world issues areprofoundly transforming the engineering profession [1]. Today’s engineering graduates are nolonger needed to perform routine assignments that can be accomplished by trained technicians oradvanced computerized systems. Instead, both the public and private sectors are seekingengineering professionals who are driven to innovate, lead, and manage in ways much differentthan their predecessors

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

Tagged Divisions

Cooperative and Experiential Education

(albeitsomewhat overlapping) skillset. As these competitions are available worldwide and can beparticipated in online, there are ample opportunities for involvement. It is also clear that they allhave some relevance to skills that are valuable in the real world; however, the exact level ofdirect relevance varies by competition type and individual competitions’ design.Participants gain educational value and learn from several sources. Their local-level training andpreparation is a key source of learning. In some cases, competitions provide pre-competitiontraining. The National Cyber League, for example, has a ‘gymnasium’ that is open prior to thecompetition and walks players through how to solve various types of problems. Participants alsolearn while they

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

graduated from the Harvard Graduate School of Design in 2010 with a Master in Architec- ture. After working as a researcher studying novel applications for industrial robots in custom manufac- turing processes, he joined the MIT Department of Architecture in 2011 as an instructor and eventually director of the MIT Architecture Shops. He joined the MIT New Engineering Education Transforma- tion as a lead technical instructor in 2019. Throughout his time at MIT he has focused on developing and teaching courses at the intersection of design, technology, and making, while also participating in a number of research projects focusing on new fabrication techniques. American

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

Tagged Divisions

Cooperative and Experiential Education

learning to usethe practices that engineers use to solve problems. Undergraduate engineering programs all haveintended learning outcomes aimed at these practices, such as “an ability to design and conductexperiments, as well as to analyze and interpret data” and “an ability to design a system,component, or process to meet desired needs within realistic constraints” [10]. As noted above,these practices are highly valued by employers, who note that recent college graduates often lackproficiency with these practices [11]. The ideal place to learn these practices is in the real world,making capstone projects, internships, and other activities that require students to work onauthentic problems highly valued experiences. However, putting students in the

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

opportunities for students to connect abstract ideas to their real world applications andacquire useful skills, and in so doing gain knowledge that persists beyond the course experience in which it wasacquired (Allen & Tanner 2003). Prince (2004) defined “active learning as any instructional method other thanlecture that engages students in learning”. Prince‟s definition of active learning emphasizes the instructor‟s rolein the classroom. Active Learning refers to techniques where students get involved more actively in the process of learningthan just simply listen to a lecture. Students are doing something including discovering, processing, andapplying information (McKinney 2007). Active Learning is comprised of a student-centered environment

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Divisions

Cooperative and Experiential Education

practices.Notably, this is an area where more reported attaining the skill in prior years than reportedseeking it. It is likely that small program changes could be incorporated, in an onlineenvironment, to stress time management and time responsibility that would provide additionalparticipant benefit.In three other areas, real-world project experience, particular technical topic experience anduniversity community recognition, one less individual reported benefit attainment than reportedseeking it. These areas would seem to more likely relate to the individual project the participantwas working on, as opposed to program structure, so there are no obvious online programchanges to be implemented from this data.The improved presentation skills area is one

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

course is one waystudents could earn a unit toward their six-unit ExEL requirement.Experiential CourseworkExperiential coursework is coursework that encourages students to engage in active learning bypresenting them with situational and real-world context. To be considered an ExEL qualifiedcourse, the faculty member who teaches the course must complete an ExEL qualification form,have it approved by their department chair and dean and submit it for review by the EELACcurriculum committee. The ExEL qualification form was developed by EELAC and is based onthe National Society of Experiential Education’s (NSEE) Eight Principles of Good Practice forAll Experiential Learning Activities [6].The Case of GENG1012: Engineering GraphicsThe first author is

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

.https://doi.org/10.1177/105382599902200206[2] Cantor, J. Experiential Learning in Higher Education: Linking Classroom and Community.ASHE-ERIC Higher Education Report No. 7, 1994.[3]Graham, R. (2018). The Global State of the art Engineering Education. MIT School ofEngineering.[4] National Academy of Engineering, Educating the engineer of 2020: Adapting EngineeringEducation to the New Century. Washington, D.C: The National Academies Press, 2005.[5] C. J. Atman et al., “Enabling Engineering Student Success,” Cent. Adv. Eng. Educ., 2010.[6] “Infusing Real World Experiences into Engineering Education,” Washington D. C, 2012.[7] American Society for Engineering Education, “Transforming Undergraduate Education inEngineering,” 2013.[8] National Academy

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

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