Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eli Patten, University of Washington

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

uppost-processing (Figure 2A). Google Forms also does not generally recognize deleted rows andso would leave a gap with the next entry. Best practice is to not make any edits to the linkedsheet itself, and instead setting up calculations and additional post-processing in separate sheetsor tabs (Figure 2B). For convenience, portions of the responses can be inserted in the new sheetby pasting the needed question titles as column headers, and, for example, using a combinationof formulas such as “offset,” “indirect,” and “match.” Any formatting, such as adjusting fontsize, background colors, or even use of conditional formatting, is best done within the worksheet(Figure 2C).Figure 1: Example from this activity of a Google Form question set up with a

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Philip Jackson, University of Florida; Emily Hope Ford; Allison Kathleen Porras; Andrew John MacIntosh

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

stakeholders. The program comprises four parties: (1) the design team ofsenior engineering students who are responsible for all design decisions, analysis, andmanufacturing; (2) a faculty coach to mentor and guide the team in best practices; (3) thesponsor, who provides the scope of the design need and funding, (4) and program administrationwho coordinate course matter, grades, and events.In this project, students were hired by researchers in the field of food science to build a vacuumevaporator for a pilot plant that can also be used as a learning platform for students. Vacuumevaporators are used in the food industry to produce concentrated products of liquid foods thatare free of volatile contents, such as tomato paste, condensed milk, or

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

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

learning.1. IntroductionThe Stitt Scholars Program at the University of Dayton was started to create an opportunity fortransdisciplinary teams of Arts, Business, and Engineering students to collaborate withentrepreneurs and startup companies in the Dayton area. With a generous donation from Jim andCarrol Stitt (of Cutco Corporation), the first cohort was recruited to start in the fall of 2021semester. The program requires students to commit to one academic year (fall and springsemesters) of experiential learning, where they work in transdisciplinary teams with startupcompanies and entrepreneurs. The students, who are sophomores, juniors, and seniors maintaintheir regular semester schedule while engaging in the program. Each student puts in ten

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)

project-basedlearning (PBL) and hands-on exploration have on student learning across a variety of disciplinesincluding engineering. Recently, the Mechanical Engineering Department at The University ofIowa introduced undergraduate and graduate certificate programs in artificial intelligence,modeling, and simulations (AIMS) that aim to teach students: (1) the importance of uncertaintyquantification, (2) the various types of combinations (e.g., modeling and simulation-assistedmachine learning) and hybrid approaches, and (3) using hybrid models toward the design ofintelligent complex machines. This work-in-progress seeks to understand how extra/co-curricularactivities, as an extension of semester course content, can benefit student learning outcomes

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)

activities. In this paper, we describe the structure of these programs and associatedmetrics. Early results indicate very high interest by students and employers, high retention ratesin cybersecurity careers, and gains in participation by underrepresented groups. 1. IntroductionThe cybersecurity workforce gap is large, with an estimated 1.1 million employed workers and770 thousand job openings across the country. From the employers’ perspective, the curriculumin some cybersecurity degrees should be more closely aligned with requirements of the jobmarket, enabling new employees to be productive from day one. Meanwhile, new graduatessometimes express frustration with the expectations of job descriptions for entry-level positions,which often include

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)

with this philosophy.The program under study is one of the few engineering programs in China that nurturesinterdisciplinary and generalist engineers. While the program aims to cultivate top talent forthe future, students have reported that the demands of the job market suggest otherwise. Theyhave faced rejections for both internships and job positions due to their lack of a specializedbackground. As two students stated: Our goal is to become general engineers, and in order to achieve it, we have learned a lot of things. However, when this is put into the domestic context, it seems that there is no place that needs a generalist engineer. They need specialized people who can work on technical jobs. (S3) Companies here already have a

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kamryn G. Zachek, University of New Mexico; Anjali Mulchandani, University of New Mexico; Sydney Donohue Jobe, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

Appendix I. “How confident or unconfident are you that you can effectively communicate research to the general public?” “How important or unimportant was the research communication project that you described?” “How important or unimportant were the outcomes of the research communication project that you described?” “How much or little do you perceive yourself as being a future researcher?”Changes in the students’ self-efficacy were measured by way of mean comparison of pre andpost data for individuals and the group. To do this, the Likert-scale responses were coded inSPSS so that the scale of responses was presented numerically (e.g. ‘very unconfident’=1,‘neither confident or unconfident’=4, ‘very

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)

] Describe the impact of Students-as-Partners (SaP) in the SIG development, what is your experience of SaP in the ideation, inspiration, of the innovation process of the SIG?  [Execution] Can you list out some of the technical challenges you face when you participate in the SIG? and how do you address them?  [Overall] How did the incorporation of SaP elements contribute to the overall success of the SIG? Student’s leadership  [General aspect] Do you encounter any leadership challenges when you manage the SIG? How do you navigate them?  [Financial aspect] Did you encounter any financial challenges (including but not limited to, accounting, budget planning, funding seeking, reimbursement

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)

learning at various levels andbadge descriptions are more descriptive than generic transcript descriptions. These badges are afaculty-validated means of recognizing the students’ additional skills and can be used as anadditional assessment tool with feedback from student surveys and administrators, providingopportunities for initial evaluation as well as continuous improvement of badges.Background“Micro-credential” is a broad and vague term that recognizes a distinct skill or accomplishment.However, a micro-credential can describe a variety of formats to include certificates,nanodegrees, and digital badges [1]. Similarly, the term alternative credentialing has been usedwidely as an important way to recognize learning and skill attainment that

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

student attributes were grouped into three categories on the survey- programmatic,demographic, and personality. Programmatic attributes included students’ previous experiences,such as prior participation in study abroad programs and living abroad for extended periods.Demographic attributes included factors, such as gender, race, ethnicity, academic major(distinguishing between Engineering and non-Engineering fields), residency (domestic orinternational), and first-generation status. Personality attributes were assessed using thefollowing measures: (a) the Big Five Personality Scale, which measured key personality traits,and (b) the Tromso Social Intelligence Scale, which characterized various elements of socialintelligence. Figure 1 shows the

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, University of Texas at San Antonio; Robin Lynn Nelson, University of Texas at San Antonio; JoAnn Browning P.E., The University of Texas at San Antonio

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Diversity

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Cooperative and Experiential Education Division (CEED)

Paper ID #44479Examining the Evolution of Research Self-efficacy in Undergraduate Studentsin the Natural Hazards EngineeringDr. Karina Ivette Vielma, University of Texas at San Antonio Dr. Karina I. Vielma is a first-generation college student and the eldest of five children. She became very resourceful, attributing her skills to growing up in poverty. She obtained a bachelors degree in Mathematics from the Massachusetts Institute of Technology, a masters degree in Technology in Education from Harvard University, and a doctoral degree in Educational Leadership and Policy Studies from the University of Texas at San Antonio.Dr

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)

established and regular checkpoints are set, thelearning coach sessions can be tailored to match students' needs to truly support them in thesituations they encounter as student engineers (Facilitator 2). These sessions need to adapt to“each student’s learning style and personality” (Facilitator 3, para. 1). Initial assessment as alearning coach is needed of students’ abilities and needs in different areas of their lives, such astime management, communication, academic progress, career development (e.g., interviewingtechniques, resumes, cover letters, etc.), open-ended problem-solving, job etiquette, personal lifematters, and more (Facilitators 1-5). Once a baseline is determined for these needs and abilities,learning coaches are able to work

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

education system.This paper looks across three qualitative studies during the work-based experiences (WBEs) ofeleven undergraduate computer engineering and information technology systems students fromgroups traditionally underrepresented in STEM. In this paper, WBEs are defined as paidengagements for students as they work on solving real-world problems, while performing tasksand projects in partnership with an employer or community partner. Three types of WBEs arerepresented: internships (Study 1), apprenticeships (Study 2), and company employees (Study 3).All three studies used the Socio-Technical Integration Research (STIR) methodology which hasbeen established in 80 studies worldwide and over a dozen peer-reviewed publications. As amethodology

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatemeh Mirzahosseini Zarandi, University of Cincinnati; David Reeping, University of Cincinnati

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

interests include transfer student information asymmetries, threshold concepts, curricular complexity, and advancing quantitative and fully integrated mixed methods. ©American Society for Engineering Education, 2024Work In Progress: Influences of Team-Based Activities on Engineering Students' Identities and Careers in University and Co-op Settings AbstractThis work-in-progress (WIP) paper describes preliminary analyses for a qualitative study aboutthe impact of team-based project participation on two constructs: (1) engineering students'professional identities and (2) career goals. In this paper, we describe how we are leveragingexisting data from

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimberly LeChasseur, Worcester Polytechnic Institute; Fiona Levey, Worcester Polytechnic Institute; Ahmet Can Sabuncu, Worcester Polytechnic Institute; Alireza Ebadi, Worcester Polytechnic Institute; John McNeill, Worcester Polytechnic Institute

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Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

problems, manage a project, and create value for a customer, either external orinternal [16]. In the U.S., the Accreditation Board for Engineering and Technology (ABET)General Criterion 5.d. requires a culminating major engineering design experience that 1)incorporates appropriate engineering standards and multiple constraints, and 2) is based on theknowledge and skills acquired in earlier course work (ABET). Capstone courses and projects arewell-suited to providing such an experience. Consequently, capstones have become a de factorequirement in engineering education [16].In a series of national surveys and international counterparts, the longitudinal state ofengineering capstone design education over the past three decades has been assessed

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laurie Sutch, University of Michigan

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

becoming clear that students weren’t necessarily taking the time to stopand reflect on the professional skills/competencies they were gaining from these experiences.Informal employer feedback indicates that non-technical competencies are important, and manyresearch studies, job outlooks, etc. support this [4-6]. However, employers also stated that manystudents couldn’t make the connections between their experiences and these professional skills.As a result of this work, the College created an Experiential Learning Framework (ELF) [1] thatidentifies 12 professional competencies important to the successful development of today’sengineers. These competencies were chosen after extensive research [7] including the newABET student outcomes criteria

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lufan Wang, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

survey was designed and distributed to companies known to offer internshipprograms in the construction sector. These companies are in different sizes and covered a widerange of company types including general contractors and trades, representing a diverse range ofparticipants. A total of 25 questions were formulated, focusing on four aspects of their internshipprograms. 1) Internship program information: This section is designed to obtain the overall information about the internship programs in the company. Four questions are designed in this section, including the existence of a formal internship program structure, the time since the launch of the program, the number of interns hired every year, and the conversion rate

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

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

undergraduates get to put their technical skills touse in a manner similar to an entry level position. They build confidence in their own abilities bygetting to apply their knowledge to real world situations. Students who receive work experiencein college get a jump on their peers by learning about the culture and dynamics of the workplace.These individuals are more savy with regard to the social functioning of organizations, and theyhave earlier opportunities to begin building and developing their professional mentor supportnetwork. Students with in-college work experience generally advance faster in the workplace andhave more success within their careers, due to their earlier start [34], [35], [36]. For comparison purposes, the students in the RS

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

support from faculty and peers. Schauer et al. suggest methods for retaining thesestudents, including promotion of internships, and that mentoring has multiple positive impacts onstudents’ professional development [9]. Yang et al. report that internships contribute to theprofessional identity of engineering students, particularly for first-generation and low-incomeengineering students [10]. Internship participants reported feeling professionally recognized bycolleagues and managers if they engaged in technical work and were provided support for thattechnical work. Likewise, Meador reported that internships are a positive contributing factor toincreased retention among underrepresented engineering students [11]. Strayhorn et al. provideevidence

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Isaac Heizelman, University of North Dakota; McKenna Rose Matt

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

discussion will follow the Innovation-Based Learning course calledBiomedical Engineering Innovation-Based Learning 1, or BME 180. This is the first semester,freshman level course for biomedical engineering students. Innovation-based learning takes acombination of engineering education styles and uses them to fuel learning [1]. The core of theclass is centered around fundamental principles. These principles are class topics based onphysiology and biomedical engineering concepts. For example, action potentials, cardiacvasculature, and equilibrium potentials are all fundamental principles discussed in the course. Inour university’s classroom structure, one principle is assigned each week. These principles are tobe researched, investigated, and

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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Diversity

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Cooperative and Experiential Education Division (CEED)

projects while building their technical toolbox for the after-college workforce. These sessions can also bring key engineering terms into context that students learn in their core coursework. Sample topics include MATLAB, Python, material science, and entrepreneurship sessions. c. General Sessions: Students spend time each week as a cohort, no matter their project, on general topics: professional development, engineering ethics, project management, teamwork, technical presentations, etc. d. Mentorship: Students are matched with a mentor from either academia or industry. These mentors are evaluated to determine if they will be a good fit for their mentees. The mentors also go through training

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

Tagged Topics

Diversity

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Cooperative and Experiential Education Division (CEED)

technical skills(use of tools,instruments, and/ortechniques of your ○ ○ ○ ○ ○ ○ ○field of study) to doresearch?generate a researchquestion to answer? ○ ○ ○ ○ ○ ○ ○figure out whichdata/ observationsto collect and how ○ ○ ○ ○ ○ ○ ○to collect them?explain the analysisresults? ○ ○ ○ ○ ○ ○ ○use academicliterature to guide ○ ○ ○ ○ ○ ○ ○your research?speak publicly to abroad audience

Conference Session

Experiential Learning : Global Models and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fangqing Yi, Tsinghua University; Xiaofeng Tang, Tsinghua University

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Diversity

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Cooperative and Experiential Education Division (CEED)

units often introduce projects to students in the form ofinformation sessions, giving students a list of materials, organizing company visits and so on.Students can choose projects through the recommendation of advisors or through registering in amatching system by themselves. For example, in the document sent to students by a practice unit,it explains in detail the source departments of the subjects, the names of the thesis subjects, thespecific research contents of the subjects, the results to be achieved, the conditions to be met bythe students, and the number of students to be admitted. In order to ensure the two-wayunderstanding and matching between students and the projects, it is stipulated in the requirementsfor students: 1

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sophia Vicente, Virginia Tech Department of Engineering Education; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Wayne Gersie

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Diversity

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Cooperative and Experiential Education Division (CEED)

and sens ©American Society for Engineering Education, 2023 Intern Perceptions and Learning Experiences: Assessment Insights from a Research Internship Program1. IntroductionThe SOAR internship program is an excellent example of what the National Academy ofEngineering defines as a “high-impact practice” [1]. The purpose of the program is to supportunderrepresented minorities in science, technology, engineering, and mathematics (STEM)majors and serve as an opportunity to intern with the ARL at Penn State (ARL) to develop theskills needed to succeed in the workforce. Through a cohort and mentorship structure, theprogram provides interns with hands-on and relevant internship experience. The