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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Cooperative and Experiential Education Division (CEED)

recruitment and retention. Community engaged researchprojects have also been shown to strengthen institutional partnerships with surroundingcommunities through collaboration and action. [5] The objective of this work is to share a Fellowship program that provides early-stageundergraduate students an opportunity to participate in community-engaged research in aninformal, ad-hoc manner. Herein, we discuss goals, logistics, and outcomes of the first year ofthe fellowship program. Additionally, we introduce a survey instrument that will be utilizedduring the second year of the program to understand the impact of the fellowship on students’research identity and self-efficacy.1.2. The University of New Mexico Grand Challenges Program Grand

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City University of New York, City College

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Cooperative and Experiential Education Division (CEED)

students at City College. An Exploratory Study into NYC Motor Vehicle Collisions Exploring Mentorship Programs Across CUNY Developing a model to create online platforms utilizing opensource tools Analyzing the impact of Hurricane Sandy on waste/sanitation in NYC Social Media engagement on Instagram via Hipenetwork I am working on creating a communal space within the City College Campus. The Rooftop of the Marshakbuilding is an abandoned tennis court that has been seeking some sort of renovation for years. The rooftopreceives sunlight and lacks green spaces. CCNY in general lacks green spaces other than the few months of summer or spring in the NYC Climate. I set up to challenge myself and create a space that interacts with both humans and nature

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

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Cooperative and Experiential Education Division (CEED)

one standard error increase for thegroup after the Fellowship ended. These results suggest that multidisciplinary undergraduatescience communication fellowships with a cohort model may increase students’ confidence andself-efficacy in research. Other qualitative successes included students continuing theirextracurricular involvement in career-focused work after the program ended. The next step forthis research study is to conduct interviews with the students from prior cohorts to gainadditional insight into the potential broader impact of the program on student’s confidencewithin academia and in preparation for their future profession. We will continue to collect surveydata on future cohorts to grow our data set and get a more comprehensive

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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Cooperative and Experiential Education Division (CEED)

that underrepresented student engagement in engineering internships improved theircommunication and problem-solving skills; both of which are aspects of career preparation [12].The authors also attempted to investigate the impact that internships have on the development ofunderrepresented students’ professional identity. One-on-one interviews with participantsshowed that they gained valuable knowledge about the professional environment, which reflectson their career preparation, though few of the students could provide clear examples of howinternships impacted their professional identity. However, Ozis et al. found a significant positivecorrelation between the number of professional experiences a student has and the student’sprofessional

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)

potential to benefit local and national societal concerns of minoritypopulation engagement, enrollment, and retention in STEM fields while addressing the uniquepublic health challenges confronting Hispanic community members. The present project cancontribute to significantly improving outcomes by adding to the body of knowledge on howspecific STEM interventions impact outcomes for Hispanic students and families, and impactminority education as well as public health. The project will also assess the educational approachfor scalability so that the impacts can be broadly disseminated to wider audiences on both local,regional, and national scales. The project team hypothesizes that the integration of family-relevant data collection activities and

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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Cooperative and Experiential Education Division (CEED)

express anyconcerns or suggestions related to the support provided by the center. The SSCM activelycollects feedback from students through SIG representatives and holds regular meetings toformulate responses and take actions on various support measures for SIGs. This includesconsiderations such as the provision of equipment and operational support tailored to the specificneeds of the SIGs. The committee acts as a bridge, ensuring that the perspectives andrequirements of the student community are effectively communicated and addressed within thecenter's initiatives and support framework.Impact of the SIG program on student learning and developmentMethodologyTo examine the impact of the SIG program on nurturing students' innovation and leadership

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lufan Wang, Florida International University

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Cooperative and Experiential Education Division (CEED)

work. The complex nature of construction projects can make it challenging forstudents to quickly grasp all aspects of the work. It thus requires strong self-learning skills andengagement, but is also hard to verify if students really achieved their learning objectives. Students,on the other hand, often find their needs not seen by the company, and difficult to fully engage inthe complexity of the projects at hand. This leaves a huge gap, which highlights the necessity of acommon understanding among the three stakeholders and improvement in the internship programs. Therefore, to address this knowledge gap, in this research, the author aims to conduct acomparative study of student internship programs in construction, from both employer

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)

is a program created at Purdue University where students participate in engineering service- learning projects. Service learning (sometimes called community engagement) has students solve problems related to social impact. These types of projects have shown a great deal of improved retention, especially for female engineering students [9]. They allow students to experience first-hand how engineers benefit mankind. b. Technical Skill Sessions: Since the program starts with sophomores, some students have not started taking engineering-level coursework. Introducing technical skill sessions allows students to confidently work on their respective

Conference Session

Experiential Learning : Global Models and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alicia Shih, School of Chemical Engineering, The University of New South Wales, Sydney, Australia; Sarah Grundy, School of Chemical Engineering, The University of New South Wales, Sydney, Australia; Peter Neal, School of Chemical Engineering, The University of New South Wales, Sydney, Australia

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Cooperative and Experiential Education Division (CEED)

disagreedthat it helped to improve problem solving, teamwork, and communication skills, with significantdifferences observed between pre- and post-survey responses (p < 0.05).Recommendations for future study are to assess improvement objectively by incorporating DSTs intostudent assessments, and to observe the impact of the DST on improving student professional skillsover a longer period.Keywords: virtual work integrated learning, professional development, virtual field trips, desktop sitetoursIntroductionIn recognition of the importance of interpersonal and professional skills, Engineers Australia(EA) have made it an accreditation requirement for all tertiary engineering students to gainexposure to industrial practice prior to graduation [1

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

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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Cooperative and Experiential Education Division (CEED)

emotional statesnecessary to be successful in engineering research. Attention to detail and perseverance are essential skills to succeed as an engineer. It is ok to ask questions constantly. It’s also ok to ask the same questions repeatedly until you understand. It’s always better to keep asking than to settle for misunderstanding.These physical and emotional states were important to note because many engineering programsdo not focus on intentional reflection about these experiences that foster research self-efficacy.Additionally, students increased self-efficacy beliefs that may impact their future behaviors,based on self-efficacy and social cognitive theory. The following are examples of thesebehaviors:Goal-setting. Students set

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Cooperative and Experiential Education Division (CEED)

. TABLE I DATA COLLECTED FOR CASE STUDY ANALYSIS Data Collected (In Description order collected) Pre-assessment Baseline for attitudes towards research, career goals, interest in PhD, experience and confidence conducting research activities. *One-on-one Student Informal meeting to identify student’s personal summer goals, career goals, Meetings engineer & scientist identity, desired personal impact Weekly Guided Qualitative information about experiences, guided by weekly events. Reflections Students’ challenges and lessons learned identified. Student Engagement Attendance of weekly meetings and workshops. Participation and

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)

, 2021 and 2022. In 2021 Dr. Al-Hamidi received the Dean’s Achievement Award to recognize his contribution to the campus within that year. In 2015 he received the Association of Former Students AFS Distinguished Achievement Award as a recognition for his commitment, performance and positive impact on Aggie students. And in 2010, he received the STAR award as a recognition for his outstanding service and achievement at Texas A&M at Qatar. ©American Society for Engineering Education, 2023 Student Engineering Enrichment from Design to ExecutionAbstractIn today’s globalized and rapidly changing work environment, engineering graduates needtechnical and professional skills to improve their

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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Cooperative and Experiential Education Division (CEED)

perceptions of a group of Chinesestudents enrolled in a Sino-French engineering program (SFEP) in China, shedding light onthe role of WIL in their learning and professional development within the unique cultural andeducational landscape of China. Specifically the research questions are: How do studentsperceive the value of their WIL internship experience in terms of the role it plays in theirlearning to become an engineer? What are the factors in the overall curriculum - both work-related and academic-related - that facilitate or inhibit their WIL as perceived by the students?What impact do WIL internships have on students’ professional identity as they participate inthe local engineering community of practice?About SFEPSFEP is a Sino-French

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)

, co-ops) and other out ofthe classroom activities (undergraduate research, service learning) were in a dilemma.Registering for courses to show engagement in these activities on their transcripts whileattending their normal classes soon triggered the extra tuition surcharge. They could: 1) pay toearn the extra credit as a volunteer in undergraduate research or in service learning; 2) continueto volunteer for these activities and not register for the course, losing the record of experience; 3)discontinue the high impact practice.Students motivated to learn beyond the traditional classroom now had financial limitations, sothe college explored ways to recognize student achievement through digital badging. Studentswho faced the financial burden of

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)

internship) [17] . Despite high engagement in theseopportunities, both students and employers have expressed a need for support that assistsstudents in reflecting on their development (e.g., engineering identity, professionalcompetencies, and career aspirations) through their experiences and then communicating thesignificance of those experiences to employers and others [18].Problem StatementThis initiative is creating a longitudinal research study of students as they move through theengineering curriculum, engage in various experiential learning opportunities, and developprofessional competencies and engineering identity. Our hypothesis is that the resources andstructures we have developed to promote experiential learning and reflection will

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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Cooperative and Experiential Education Division (CEED)

-experiences; (3) Short-term internships with industry partners; and (4) aMicro-Credentials pilot program in professional communications. The programs were evaluatedusing a comprehensive participant survey, alongside initiative-specific surveys and interviews togather more precise feedback. Program evaluation demonstrated a strong positive impact on theprofessional skills, knowledge, confidence and workforce readiness of participatingpost-secondary students. This program provides a novel approach for work-integrated learning,in that it places more emphasis on the employment experience than is often the case in WILprograms - that is, it focuses as much on providing learning that enhances the work experienceas it does on providing work experiences that

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laurie Sutch, University of Michigan

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Cooperative and Experiential Education Division (CEED)

Paper ID #41276Professional Competency Development through Reflection (Work-in-Progress)Laurie Sutch, University of Michigan Laurie is an experienced administrator in higher education as a director and program manager, workshop presenter, and facilitator of interactive learning experiences. Currently in the College of Engineering Undergraduate Education office at the University of Michigan, she supervises Spire, a program designed to help students develop professional competencies such as teamwork, communication, etc. She has presented at a variety of conferences, and has published several articles on gameful competency

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)

criteria as a guide to see which outcomes students are practicing onproject teams (Bland et al., 2016; Koehn, 2006). While others investigate particular skills such asleadership and ethics that are part of ABET (Burt et al., 2011; Wolfinbarger et al., 2021).However, how project teams facilitate that development is not clear. In their literature review,Johnson and Main (2020) noted how the quality of effort, using skills in authentic environments,and peer interactions all impacted students’ development of skills and abilities in experientiallearning settings. Wolfinbarger et al. (2021) noticed how students on two engineering projectteams – with very different internal structures – measured very differently in their leadershipstages. This study

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)

projects, they are in the modeof apprenticeship. Students are mostly engaged in theoretical research, and most of the R&Dprojects that students are engaged in are extendable. This arrangement ensures that the impact ofstudents’ entry time on the project cycle is not significant. The second is to control the bottom-lineof the output of joint cultivation. Master’s thesis is the most important bottom-line for studentparticipants. For students who have a longer training period, especially those whose graduationthesis is based on the project during the joint training period, Lianchuang will prioritize studentneeds over its own research projects. In case the projects stop or change obviously with theexpectation due to business risk or business

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

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Cooperative and Experiential Education Division (CEED)

impact on the world.Students track their effort and learning via tokens in an online learning management system(LMS). More importantly, it provides them the opportunity to fail, and learn from their failures.A major problem with the traditional class structure of today is that it relies heavily on thepass/fail aspect of the course, putting pressure on undergraduate students. Most students have not been previously exposed to the material before coming into aclass, yet their final grade suffers if they make a mistake on assignments or tests. Whether theylearned from their mistake or not is irrelevant because their grades have suffered irreversibly.With IBL's structure, students can make mistakes as they learn while still being able to

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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Cooperative and Experiential Education Division (CEED)

environment conducive to learningand that the interns viewed the experience as a learning opportunity. These results support thegoals of the program and also indicate areas for future inquiry including exploring mentorperceptions and influence of intern background on experience.This assessment and continued research stand to have a positive impact on the SOAR program,the broader defense community, and other internship programs through establishing the programas an effective practice. Furthermore, the results of this assessment have the opportunity to aidcontinual improvement and support translation of SOAR to other contexts.8. References[1] NAE, “Understanding the educational and career pathways of engineers,” in The NationalAcademy of Engineering

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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Cooperative and Experiential Education Division (CEED)

theability to perform as systemic thinkers, to work in teams, to combine technical and social skills,to be continuous learners, to communicate effectively, and to recognize their civic duty. We seecybersecurity as an intrinsic transdisciplinary field, and many of our experiential learningprograms focus on engaging students from other fields with cybersecurity topics.A good example of a program under this category is led by a professor of Applied Science in oneof our member institutions and explores the intersection of deep learning, data poisoning, andsatellite imagery. The program has run for the past three years, and in the current project studentswork on disinformation as data poisoning. The fundamental hypothesis is that techniques that

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)

work.Moreover, these industry participants are required to pay the students an additional $12/hr. –to show their commitment to the CySec workforce development. Beginning Fall 2023, theprogram has started to focus on making additional impact to the field through setting the goalfor each project team to publish their project work in practitioner journals. Already, one articlefocused in the area of international CySec cooperation has been accepted for publication in theISACA Journal – which not only enhances the student participants’ resumes, but also provides avaluable contribution to the field. Furthermore, the program has been mentioned as a successwithin the Department of Defense’s (DoD) Press Release, specifically noting a BPI projectfocused on

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)

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 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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Cooperative and Experiential Education Division (CEED)

with three or more students, 59% are advised by 1-2 faculty [19].Assessing the efficacy of capstone projects in preparing students for their post-graduation careersrequires understanding the most important skills for professional practice, and the challenges anew engineer faces. [14] point out that problem solving, communication, and teamwork arecritically important for professional practice across disciplines and work contexts - furtherevidenced by findings a recent survey of employers [20]. Capstone design experiences can teachthese skills. In a large multi-case study, [21] found that participants drew on capstone designexperiences to address workplace challenges with self-directed learning (85% of participants),teamwork and communications