Conference Session

Improving Retention & Self-Efficacy through Experiential Learning and Research Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Charmane Caldwell, Florida A&M University - Florida State University; Reginald J. Perry, Florida A&M University - Florida State University

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Cooperative and Experiential Education Division (CEED)

degree inengineering. Therefore, students who finished the pre-engineering program were highly likelyto persist to graduation. Although the results were encouraging, the analysis revealed that lessthan 1 in 4 FAMU students completed the pre-engineering program successfully. A deductioncan be made that completion of the pre-engineering program is a good predictor for persistenceto an engineering degree completion. Based on this information, it was determined that bysignificantly increasing the percentage of students who complete the pre-engineering program,there could be an increase in students that persist to graduation. The problem arose of how toincrease the number of black students that persist through the engineering curriculum.A recent

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Philip Appiah-Kubi, University of Dayton; Phil Doepker; James Brothers, University of Dayton

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Cooperative and Experiential Education Division (CEED)

©American Society for Engineering Education, 2023 Creating Value for Entrepreneurs through Transdisciplinary Experiential ProgramAbstractNew entrepreneurs and startup companies typically have genuine needs but sometimes needmore resources to execute them promptly. This could delay a product or service launch, leadingto a missed opportunity to gain market share. Some of the needs are beyond their expertise andmay require multidisciplinary teams to help them reach the next level. To help the startupcompanies and entrepreneurs in Dayton, the Stitt Scholars Program (SSP) at the University ofDayton was instituted to provide opportunities for multidisciplinary teams to work withentrepreneurs, startup companies, and

Conference Session

Improving Retention & Self-Efficacy through Experiential Learning and Research Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sydney Donohue Jobe, University of New Mexico; Kamryn G. Zachek; Alex Webster, University of New Mexico; Timothy L. Schroeder; Anjali Mulchandani, University of New Mexico

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Diversity

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Cooperative and Experiential Education Division (CEED)

and mentors to integrate and highlight perspectives of stakeholders within theircommunications pieces and empower community knowledge keepers with tools to facilitatediscussion with their community members. Funding for communications fellowships programs may be obtained from within theUniversity through multi-disciplinary collaboration initiatives such as Grand ChallengesPrograms, as well as externally from state or national arts endowments. The program has arelatively low operating cost ($1000 per participant; $10,000 for a cohort of 10 students) andleads to outsized outcomes beyond the university scale. The impact and reach of such a programcan lead to new interdisciplinary collaborations, avenues for students to connect the arts

Conference Session

Improving Retention & Self-Efficacy through Experiential Learning and Research Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel A. Tillman, University of Texas at El Paso; Thomas Joseph Soto, University of Texas at El Paso; Song An, University of Texas at El Paso; Carlos Paez, Navajo Technical University; Alice Carron, Blue Marble Institute of Space Science

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Cooperative and Experiential Education Division (CEED)

importance of schools and families working together to ensure student success [6].While it’s never too late to get students engaged in STEM, getting middle school studentsinvolved with hands-on technologies learning generally produces a more strategic and inquisitiveapproach towards STEM as student’s advance through high school and beyond [7]. Based onthese previous research findings, this project posits that meaningful outcomes in Hispanicstudent appreciation and understanding of STEM disciplines can best be achieved by engagingmiddle school students in inquiry-centered after-school programs that are designed to enhancemiddle school students’ engagement, and are reinforced by family involvement. Theinterdisciplinary approach to STEM education being

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Match Ko, University of Hong Kong; Fu Zhang, University of Hong Kong; Chun Kit Chui, University of Hong Kong

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Diversity

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Cooperative and Experiential Education Division (CEED)

car. Through this collaboration, we gainedvaluable professional and industry knowledge that extended beyond what we learned in theclassroom. The insights and expertise we acquired from the company equipped us with thenecessary safety awareness and electrical knowledge to successfully develop a high-voltagebattery for our race car.”The team proudly presented their achievement, proof of the success of SaP model in the firststage. As depicted in Figure 12, they brought the design of their electric vehicle to the FormulaStudent UK Concept Class competition, secured the 4th place in 2022 in the cost andmanufacturing event. Additionally, they were honored with the Race Tech William KimberleyAward, recognizing the team's resilience in overcoming

Conference Session

Cooperative and Experiential Education Division (CEED): Identity, Motivation & Belonging in Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kenya Crosson, University of Dayton; Elizabeth Generas, Wright State University; Leanne Petry, Central State University; Melissa Karlin, St. Mary's University; Margaret Pinnell, University of Dayton; Camryn Lanise Justice, University of Dayton

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Diversity

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Cooperative and Experiential Education Division (CEED)

and Interim Dean in the School of Engineering, and the Assistant Provost for Learning and Executive Director of the Learning Teaching Center for the Office of the Provost. Her areas of scholarship include experimental mechanics of materials, teaching and learning, K-12 STEM. Dr. Pinnell is actively engaged in ASEE, WEPAN and DO STEM.Camryn Lanise Justice, University of Dayton ©American Society for Engineering Education, 2025 [Work in Progress] Broadening Participation and Building Students’ Self-Efficacy Through Experiential Learning Undergraduate Research Experiences focused on STEM Research for Social ChangeIntroductionThree mission-aligned universities in different U.S locations collaborated to

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Luiz A. DaSilva, Virginia Polytechnic Institute and State University; Liza Wilson Durant, George Mason University; Jordan Mason; Sarah Hayes, Virginia Polytechnic Institute and State University

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Diversity

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Cooperative and Experiential Education Division (CEED)

the cybersecurity workforce, so that the composition ofthat workforce approximates the gender, racial, and ethnicity distribution of the nation’spopulation.” As discussed in later sections, we view our experiential learning portfolio as animportant contributor to this goal. 3. Experiential Learning Portfolio StrategyThe demand for cybersecurity talent exceeds the number of available graduates with computingand engineering related degrees. Moreover, the nature of cybersecurity demands a diversity ofskills beyond technical, such as knowledge of human behavior which may be informed bydiverse perspectives and experiences. The goal of our experiential learning portfolio is to create a“K to gray” pipeline of diverse cybersecurity talent that

Conference Session

Cooperative and Experiential Education Division (CEED): Identity, Motivation & Belonging in Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Neeko Bochkarev, Minnesota State University, Mankato; Emilie A Siverling, Minnesota State University, Mankato; Ellen Patricia Thompson, Minnesota State University - Iron Range Engineering; Michelle Soledad, Virginia Polytechnic Institute and State University; Catherine McGough Spence, Minnesota State University, Mankato

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Diversity

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Cooperative and Experiential Education Division (CEED)

Paper ID #46756Engineering Identity, Belonging, and Neurodiversity in a Co-Op Based LearningProgramMr. Neeko Bochkarev, Minnesota State University, Mankato Neeko Bochkarev is an undergraduate researcher pursuing a B.S. in Engineering at Iron Range Engineering in the Department of Integrated Engineering at Minnesota State University, MankatoDr. Emilie A Siverling, Minnesota State University, Mankato Emilie A. Siverling is an Associate Professor of Integrated Engineering and the Iron Range Engineering Program through Minnesota State University, Mankato. She has a Ph.D. in Engineering Education, an M.S.Ed. in Curriculum and

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Alexander Steven Victor Krummi; Arynn J. Lorentz, Iron Range Engineering; Cody Mann, Minnesota State University, Mankato; Kaitlyn Mann; Andrew Lillesve, Minnesota State University, Mankato

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Cooperative and Experiential Education Division (CEED)

ofstudents’ development as engineers is shouldered primarily by professors, which does not alwaysaddress the development of the whole student. The role of a facilitator includes providingsupport to students from the moment they express interest in the program, throughout theireducation, and beyond. This role provides successful strategies for a positive student experiencein the program. Facilitators guide students through the program assisting with careerdevelopment, life coaching, community building, continuous improvement, and more. Thepurpose of this paper is to frame the critical nature of a facilitator’s role, specifically as alearning coach. This will be accomplished by analyzing the perspective of five currentfacilitators, all of whom have

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Grace Lynn Baldwin Kan-uge; Carol S. Stwalley, Purdue University ; Robert Merton Stwalley III P.E., Purdue University

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Cooperative and Experiential Education Division (CEED)

students in three cadres of six, nine, and six were chosen during thesummers of 2017, 2018, and 2019. The RS students were given a defined pathway through the instituion, which included a pre-freshman academic bootcamp, special seminars concentrating on network development andsocial skills, and a variety of experiential activities. Social activities and special functions for theRising Scholars students were organized to create a familial climate and sense of belonging forthe students [15]. Program efforts to promote student retention utilized active learningcomponents, which were also leveraged to engage the students with potential mentors anddemonstrate the impact that their work might possibly have on society [16]. Pre-existinguniversity

Conference Session

Experiential Learning : Global Models and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lana El Ladki, Texas A&M University at Qatar; Saira Anwar, Department of Multidisciplinary Engineering, Texas A&M University; Bilal Mansoor, Texas A&M University at Qatar; Yasser M. Al-Hamidi, Texas A&M University at Qatar

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Cooperative and Experiential Education Division (CEED)

, business, innovation, andteamwork. A recent survey of fresh graduates confirmed that engineering students needincreased exposure to both emerging technical skills and professional skills through co-curricularprograms and across the curriculum [19]. Artificial intelligence, augmented reality, and additivemanufacturing were the most notable inadequately prepared areas, while business skills andcritical thinking were the most lacking skills among the respondents [19]. In the same realm,Spang [1] listed the top 15 necessary Knowledge, Skills, and Abilities (KSA) for soon-to-graduate engineers, such as communication skills, physical and engineering sciencefundamentals, ability to solve engineering problems, systems integration, lifelong learning

Conference Session

Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophia Vicente, Elizabethtown College; Sara A. Atwood, Elizabethtown College; Rebecca Holcombe

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Diversity

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Cooperative and Experiential Education Division (CEED)

., Zwicky, D., & Van Epps, A. S. (2024). A scoping review of engineering education systematic reviews. Journal of Engineering Education, 113(4), 818– 837. https://doi.org/10.1002/jee.20549[6] ASEE (2024). https://peer.asee.org/[7] Gunn, C. (2000, June), Utilizing Co Op To Further Liberal Education Within Engineering Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8828[8] Anderson, A., & Lee-Thomas, G. (2000, June), Assessing Cooperative Education Through The Lens Of Abet Outcomes Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8172[9] Wilding, K., & Grossman, C., & Hundley, S., & Fox, P. (2001, June), An International Cooperative Education

Conference Session

Experiential Learning : Global Models and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto; Daniel Munro, University of Toronto; Virginia Hall; Tracy L. Ross, Actua

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Diversity

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Cooperative and Experiential Education Division (CEED)

enhance the learning experience. The paper drawsfrom social cognitive career theory and identity trajectory theory to support the evaluation ofwork-integrated learning programming.1. IntroductionThis paper outlines efforts to provide undergraduate students, employed through a network ofK-12 STEM outreach programs, with a work-integrated learning program. Actua was establishednearly 30 years ago by a group of university students, and has grown to become Canada’s largestSTEM organization with the inclusion of 43 network members at universities and colleges. TheActua network delivers programming in 500 communities each year for youth aged 6-16 in everyprovince and territory in Canada. In particular, the organization focuses on breaking downbarriers

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

P.K. Imbrie, University of Cincinnati; Fazel Ranjbar, University of Cincinnati; Jutshi Agarwal, University of Cincinnati

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Cooperative and Experiential Education Division (CEED)

and second coop and through their entire degree program.References 1. Bucks, G. W., Ossman, K. A., Kastner, J., & Boerio, F. J. (2015, June). First-year Engineering Courses' Effect on Retention and Workplace Performance. In 2015 ASEE Annual Conference & Exposition (pp. 26- 777). 2. Stefanek, G., Desai, N., Brady, T., & Guncheon, J. (2020). AN INNOVATIVE BRIDGE COURSE TO ENHANCE RETENTION IN ENGINEERING PROGRAMS. Issues in Information Systems, 21(3), 83-94. 3. Santiago, L. (2013, June). Retention in a First Year Program: Factors Influencing Student Interest in Engineering. In 2013 ASEE Annual Conference & Exposition (pp. 23-1045). 4. Steenkamp, H., Nel, A. L., & Carroll, J. (2017

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ying Lyu, Beihang University; Chuantao Yin, Beihang University; Qing Lei, Beihang University

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Diversity

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Cooperative and Experiential Education Division (CEED)

internships have been implemented, research has revealed that they are often‘just a formality and going through the motions’ (Du et al., 2017).WIL in engineering education is not new, and well-established practices, such as sandwichdegree offerings in the UK, cooperative education in North America, and WIL in Australianuniversities under the National Strategy for WIL, offer valuable references (Edwards et al.,2015; Luk & Chan, 2020). There has been significant discussion among both engineeringeducation researchers and practitioners on learning experiences from these well-establishedmodels (Lin & Geng, 2019; Cai et al., 2019; Qie et al., 2019). In the French engineeringeducation model, WIL is an integral part of the curriculum, with

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., Pennsylvania State University; Erin A. Hostetler, Pennsylvania State University; Patrick Joseph Tunno, Pennsylvania State University; Christine B. Masters, Pennsylvania State University

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Cooperative and Experiential Education Division (CEED)

badgesoffer exciting opportunities beyond their traditional program of study [6]. Digital badges splitlearning into smaller units and are certified separately, allowing the student flexibility in whenand how far to further their skills.In addition to motivating learner engagement and achievement, digital badges can also be usedas a means of: 1. Supporting alternative forms of assessment, differing from standardized tests as the dominant form of knowledge assessment 2. Recognizing and credentialing learning, meeting the increasing workplace demands for evolving skills and competencies 3. Mapping learning pathways, scaffolding student exploration through a curriculum 4. Supporting self-reflection and planning, tracking what was

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert B Bass, Portland State University

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Cooperative and Experiential Education Division (CEED)

engineering identity scale,” International Journal of Engineering Education, vol. 34,no. 2(A), 2018.[12] A. M. K. Schauer, A. Kohls, and K. Fu, “Push and pull: Exploring the engineering retentionproblem for underrepresented groups and gauging interest in interdisciplinary integration intoundergraduate curriculum,” in 2023 ASEE Annual Conference & Exposition. Baltimore,Maryland, June 2023.[13] J. Yang, J. D. Towles, S. Sheppard, and S. Atwood, “Internships’ impact on recognition forfirst-generation and/or low-income students,” in 2022 ASEE Annual Conference & Exposition.Minneapolis, Minnesota, August 2022.[14] F. Ozis, K. N. Winfree, and E. Glass, “To infinity and beyond: Boosting URM students’career trajectories through professional

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati; So Yoon Yoon, University of Cincinnati

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Cooperative and Experiential Education Division (CEED)

Communications Engineering from Banasthali University, India, and has an MBA from NIT Trichy, India.Dr. Cedrick Kwuimy, University of Cincinnati Dr. Cedrick Kwuimy is a dedicated educator with a passion for revolutionizing engineering education to attract and retain a diverse range of learners. His primary focus centers on the untapped potential of engineering education to deliberately create transformative learning experiences for all students through experiential learning. Dr. Kwuimy is particularly interested in practical approaches for implementing these transformative learning experiences within engineering education. Cedrick earned his Bachelor’s degree in Physics from the University of Dschang in Cameroon and

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert B. Bass, Portland State University; Jen Lindwall, Portland State University

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Diversity

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Cooperative and Experiential Education Division (CEED)

through multi-year assessment of program SOs [25].However, for all of the papers cited above, the assessment tools were developed for the now-outmoded ABET 2000 “a through k” SOs.More recently, Ozis et al. developed SO assessment methods based on internship experiencesthat map to the modern “1-7” Criteria 3 SOs [13]. Moreover, the authors discuss the impacts thatinternships have on the perspectives and experiences of underrepresented engineering students.The authors identify mapping to six of the seven SOs. The Criteria 3 SOs are, in brief : (1)problem solving; (2) engineering design, (3) effective communication, (4) ethical responsibilities,(5) teamwork, (6) experimentation, data interpretation and engineering judgment, and (7) theability to

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cynthia Kay Pickering, Arizona State University; Erik Fisher, Arizona State University

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Diversity

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Cooperative and Experiential Education Division (CEED)

by Dewey (1937) asa cyclical learning model in the education process with four components: concrete experience,reflection, abstraction, and application [5].Experiential learning refers to the transformation of experiences into applied knowledge [6] witha deliberate importance placed on the reflexive nature of learning [7]. Kolb’s experientiallearning theory is a noted example of a commonly cited learning theory presented in theliterature that maintains humanistic roots [8]. Experiential learning theory not only includes thecognitive aspects of learning, but also addresses one’s subjective experiences [9], defininglearning as “the process whereby knowledge is created through the transformation of experience”(Kolb, 1984, p. 41). This theory

Conference Session

Experiential Learning and Professional Skills and Competencies: Attainment, Assessment, and Evaluation.

Collection

2023 ASEE Annual Conference & Exposition

Authors

John H. Callewaert, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan

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Diversity

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Cooperative and Experiential Education Division (CEED)

source of learning and development, Englewood Cliffs, NH: Prentice Hall, 1984, pp. 20–38.[16] D. A. Kolb, Experiential Learning Experience as the Source of Learning and Development, Second Edition. Upper Saddle River, New Jersey: Pearson Education Inc., 2015.[17] Office of the Provost, “Engaged Learning in Engineering: Engaged Learning Census (ELC) Undergraduate Class of Fiscal Year 2020,” University of Michigan-Ann Arbor, 2020.[18] J. H. Callewaert, J. M. Millunchick, C. S. E. Jamison, and K. C. Jiang, “Assessing and Communicating Professional Competency Development Through Experiential Learning,” presented at the American Society for Engineering Annual Conference & Exposition, 2021.[19] C. S. E. Woodcock, J. H

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brian Khoa Ngac, George Mason University; Nirup M. Menon, George Mason University

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Cooperative and Experiential Education Division (CEED)

onboarding of clients to the DoD Cyber Crime Center’s Vulnerability DisclosureProgram. The program is gaining a lot of attention and momentum through its successes(publications, past performances, media mentions, and fundings), and has a lot of potential toscale and receive additional funding for all projects – BPI and CySec. Page 1 of 6IntroductionIn a traditional education environment, students typically receive instruction and knowledgethrough lectures, in-class assignments, class projects, homework assignments, case studies, andstudy guides – or some combination of these. Experiential Learning (EXL) programs are used togo beyond these and get students outside-the-classroom training and experience so that

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Martell Bell, The University of Iowa; Rachel Vitali, The University of Iowa; Jae-eun Russell

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Cooperative and Experiential Education Division (CEED)

structured around teams of four hackathonparticipants having 24 to 48 hours to create some sort of “demo-able” computer science-basedproject [1]. Intensive courses and team-based rapid development methods teach students tocooperate in groups and to help one another achieve their learning goals by collaborating. Thesemethods have been proven to work in tertiary education in both domestic and internationalstudies [2]. The challenges of solving an open-ended problem through self-guidance, intrinsicmotivation, sustained inquiry, and critique/revision presented by a hackathon are predicted torelate to self-reported improvements in engineering self-efficacy, engineering judgment, andleadership ability of student groups who successfully participate in the

Conference Session

Experiential Learning and Professional Skills and Competencies: Attainment, Assessment, and Evaluation.

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily Buten, University of Michigan; Jack Boomer Perry, University of Michigan; Aaron W. Johnson, University of Michigan

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Cooperative and Experiential Education Division (CEED)

Perceptions of Engineering Service Experiences as a Source of Learning Technical and Professional Skills. International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship, 8(1), 1–17. https://doi.org/10.24908/ijsle.v8i1.4545Chaibate, H., Hadek, A., Ajana, S., Bakkali, S., & Faraj, K. (2019). A Comparative Study of the Engineering Soft Skills Required by Moroccan Job Market. International Journal of Higher Education, 9(1), 142. https://doi.org/10.5430/ijhe.v9n1p142Fisher, D. R., Bagiati, A., & Sarma, S. (2017). Developing Professional Skills in Undergraduate Engineering Students Through Cocurricular Involvement. Journal of Student Affairs Research