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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Diversity

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Cooperative and Experiential Education Division (CEED)

of interns to full-time employees. 2) Internship format: This section aims to explore in more depth of the internship programs. Eight questions are designed, which covers topics related to the length of the internship, orientation procedures, mentorship availability, salary, and other financial incentives offered to interns. 3) Intern hiring preferences: This section focused on the preferences of employers while hiring interns. Eight questions are formulated in this section, covering company’s preferences in terms of student academic years, prior industry experience, type of employment (full-time or part-time intern), student location (local or across the nation), student nationality (US citizen

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Annick Jade Dewald, Greenway College; Sophia Vicente, Elizabethtown College; Hannah Root; Rebecca Holcombe; Sara A. Atwood, Elizabethtown College

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Cooperative and Experiential Education Division (CEED)

Engineering Sciences from Dartmouth College, and PhD in Mecha ©American Society for Engineering Education, 2025 Work-In-Progress: Exploring Knowledge, Skills, Attributes and Technical Learning in a Work-Integrated Learning Engineering ProgramIntroduction Throughout the history of engineering education there have been continued calls for theneed to educate and prepare engineering students for the “future of work” [1]. According toscholars, these calls can be traced back to the 1918 Mann Report [2] and continue through therecent Transforming Undergraduate Education in Engineering reports [3]-[6]. Additionally, therehave been tensions between academia and industry on competency development and what itmeans

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)

purpose of theSOAR program assessment was to examine the program during the summer of 2021 and gain adeeper understanding of the intern’s experiences. Specifically, the goals were to: 1. Understand intern perceptions of the program and what sets SOAR apart as a program. 2. Explore intern’s learning experiences in the SOAR program. 3. Provide recommendations for future assessment.To address these goals, this paper focuses on two major results and describes areas of futureinquiry. In Section 4, we focus on intern’s perceptions of the SOAR program which includes(4.1) why student’s chose SOAR and (4.2) how interns described the program to inform futurerecruitment efforts as assessed through interview and focus group data. In Section 5, we focus

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)

the students in completing the project efforts, there arediscussions taking place (through sponsorships and endowments) so that there can bemonetary incentives in the near future for students participating in this EXL opportunity.Cyber Security (CySec) Focused ProjectsThe second type of project our EXL program offers is focused on CySec projects, which areheavily supported by the grant funding awarded to our EXL program by CCI. These projects canbe tackled individually, but most are group based where each team may consist of 2-4 EXL Page 3 of 6students (called interns in this CySec-specific program) depending on the project’s scope,student’s ability, student’s interest, and the industry participant’s

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)

Paper ID #42359Does the French Engineering Education Approach to Internships Work inChina? Perception of Chinese Students Enrolled in a Sino-French EngineeringProgram in ChinaDr. Ying Lyu, Beihang University Ying Lyu is an associate professor at Beihang University in Beijing, China, where she is based at the Institute of Higher Education, part of the university’s School of Humanities and Social Sciences. She holds a Ph.D degree in higher education from Beihang University. Her research interests include engineering education and international and comparative higher education.Prof. Chuantao Yin, Beihang University Dr

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)

-inspired robotics and the other on electric vehicle (EV) technologies. Thebio-inspired robotics SIG achieved two Guinness World Records for “The Fastest 50m Swim bya Robotic Fish”, while the EV technologies SIG designed and fabricated a fully functionalelectric vehicle from scratch, earning international recognition for their innovative efforts inovercoming financial and engineering challenges. Through case study interviews, we evaluatethe SIG's impact on students' learning and development, revealing its effectiveness in cultivatingprofound technical skills and core leadership competencies. The paper concludes with anexamination of identified challenges and opportunities, providing insights for similar initiativesin tertiary

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)

, Facilitator and Learning Coach, Adjunct Faculty, and Director of Operations. ©American Society for Engineering Education, 2024 Preparing Students to Thrive in Industry: The Critical Roles of A Learning CoachAbstractIron Range Engineering is an upper-division undergraduate engineering program where studentsrecruited from across the nation spend their last five semesters in experiential and co-op-basedlearning. One of those five semesters is a preparatory semester (named Bell Academy), wherestudents have just completed their first two years of undergraduate engineering education andhave not yet transitioned into full-time engineering co-op work. Students develop their technical

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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Diversity

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Cooperative and Experiential Education Division (CEED)

International Collaborative Experiential Program,” in IEEE Frontiers in Education Conference (FIE), 2023.[3] S. Shandilya, G. Raju, S. Y. Yoon, and C. A. Kwuimy, “Exploring Transformative Learning from a Summer Bridge Program,” in ASEE Annual Conference & Exposition , 2023.[4] J. Mezirow, Transformative dimensions of adult learning, 350 Sansome Street, San Francisco, CA 94104-1310: Jossey-Bass, 1991.[5] H. L. Bell, H. J. Gibson, M. A. Tarrant, L. G. Perry III, and L. Stoner, “Transformational learning through study abroad: US students’ reflections on learning about sustainability in the South Pacific,” Leisure Studies , vol. 35, no. 4, 2016. T. M. Chiang and J. F. Yao, “Transformative Learning Experiences through Short-term

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)

leadership, the college has established an award-winning Global Engineering Fellows Program, launched Penn State’s first 3+1+1 program for international students to pursue a one-year master’s degree, and initiated new interdisciplinary faculty-led study abroad programs. Additionally, he has worked for the Federal government, served on foreign language faculty, and led multiple study abroad programs. Tunno earned an M.B.A. at SDA Bocconi University (Milan, Italy) and a Ph.D. from Penn State, with his research focused on the development of global competencies through study abroad programs.Dr. Christine B. Masters, Pennsylvania State University Christine Masters is the Assistant Dean for Academic Support and Global Programs

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) 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)

transdisciplinary learning experience.Barrett et al. [2] identified four main areas that transdisciplinary instructors must providesupport: collaboration, communication, conflict, and teamwork [2]. Clients who worked with theStitt Scholars highlighted their effective communication skills, which will be discussed later inthis paper. The student teams also engage in deep collaboration. By empowering them to owntheir projects, each student was able to fully engage in the project work, discussion forums, andreflection sessions. They comment on each other’s forum posts and project output respectfullyeven if it was not within their traditional discipline. Teams are also encouraged d to resolveconflicts internally and involve faculty members only when it is

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)

hackathon and follow up on their experiences by conducting semi-structured interviews to gain more insight.Acknowledgements:The authors would like to thank the US Department of Education (ED#P116S210005) forsupporting this research.References[1] P. A. Horton, S. S. Jordan, S. Weiner and M. Lande, "Project-based learning among engineering students during short-form hackathon events," ASEE Annual Conference and Exposition, Conference Proceedings, Vols. 2018-June, 6 2018.[2] J. Porras, J. Khakurel, J. Ikonen, A. Happonen, A. Knutas, A. Herala and O. Drögehorn, "Hackathons in software engineering education: Lessons learned from a decade of events," Proceedings - International Conference on Software Engineering, pp. 40-47, 6 2018.[3] M

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)

Education: Current Practices, Emerging Trends, and Successful Strategies. 10.1007/978-3-030- 17134-6_6.13. Yucheng Liu (2017) Renovation of a mechanical engineering senior design class to an industry-tied and team-oriented course, European Journal of Engineering Education, 42:6, 800-811, DOI: 10.1080/03043797.2016.122500214. Liu Y, Baker F. A new questionnaire for assessment of a mechanical engineering senior design class. International Journal of Mechanical Engineering Education. 2018;46(4):289-301. doi:10.1177/030641901774957915. C. Borgnakke and R.E. Sonntag, "Fundamentals of Thermodyanmics," Wiley, 2013, vol. 8, pp. 160-196, 404-444.16. T. Bergman, A. Levine, F. Incropera, and D. Dewitt, "Fundamentals of Heat and Mass

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 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Cooperative and Experiential Education Division (CEED)

personality (Q6, Q7). These prompts used by the cooperative education office had a 5-point (Never, Rarely, Sometimes, Often, Always) and 7-point (Strongly Disagree to StronglyAgree) scale, depending on the prompt, to have students rank how often they had the opportunityto develop certain competencies.Q 1: Effectively collaborating with others to accomplish a goal (5-point).Q 2: Recognizing and appreciating differences within your team (5-point).Q 3: Identify your personal biases and ask questions to understand perspectives different from your own(5-point).Q 4: The degree to which your personal values align with the values of the organization (5-point).Q 5: Demonstrate a professional attitude (5-point).Q 6: Demonstrate self-confidence (5-point).Q7: My

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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Diversity

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Cooperative and Experiential Education Division (CEED)

Economics 1 Construction Management 1 Statistics 1 Computer Science 1 International Studies 1 German Table 2: Academic Classification of the 12 participating students Number of Students Academic Classification 1 Fifth-year 5 Senior 3 Junior 2 Sophomore 1 FreshmanIn the second week of the Spring semester, students were

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)

Hazards Engineering Research Infrastructure (NHERI) – ResearchExperiences for Undergraduates (REU) Summer ProgramThe ten-week, residential NHERI-REU Summer Program is funded through the National ScienceFoundation (NSF) and takes place during the summer at eleven NHERI research sites across theUnited States. The sites conduct natural hazards interdisciplinary and multi-disciplinary researchin coastal engineering, earthquake engineering, wind engineering, reconnaissance, computationalsimulation and modeling, and social science research. Each site hosts up to three (3) REUstudent researchers per summer, recruited primarily from minority serving institutions and non-Research Tier One institutions. The program aims to provide opportunities to

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

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Cooperative and Experiential Education Division (CEED)

(74%), and, to a lesser extent, technical work (45%). This patternhighlights the relative benefits of capstones for developing professional skills beyondstrengthening the technical core knowledge taught in other coursework.3 Context: Capstones at Worcester Polytechnic Institute (WPI)In the turmoil and social upheaval of 1960s, a group of faculty at WPI pioneered a substantialchange to education at WPI. At that time, education at WPI gave students little room to becreative as every student was given a prescriptive curriculum that had to be strictly followed.Engineering instruction did not include social paradigms and challenges of the time. The Plan,adopted by the faculty in April 1970, brought radical change to education at WPI. The Planwould

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)

. Mavriplis, & H. Anis, “An entrepreneurship education and peer mentoringprogram for women in STEM: mentors’ experiences and perceptions of entrepreneurial self-efficacy and intent,” International Entrepreneurship and Management Journal, 16(1), 43-67,2020.[17] K.D. Kendricks, A.A. Arment, K.V. Nedunuri, & C.A. Lowell, “Aligning Best Practices inStudent Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEMCareers for Undergraduate Minority Students,” Journal of Research in Technical Careers,3(1),27-48, 2019.[18] M. Vandermaas-Peeler, P.C. Miller, & J.L. Moore, J. L., “Excellence in mentoringundergraduate research,” Washington D.C.: Council on Undergraduate Research, 2018.[19] L. Varghese, & L. Finkelstein

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)

Southwestern Advantage in a salesposition. It wasn’t technical, but that may have also helped me to see the other parts of thebusiness world. My first year was strictly devoted to sales, which is brutal. At first, I had trouble,but then I backed-up and analyzed the problem like I’d been taught. Things started to go better,and I created my successful little business from the ground up. The second summer, I got loadsmore responsibility, as they had me teaching other associates how to do as well as I did at it. I am currently a ‘Mechanical Engineer II’ at Caterpillar, Incorporated. I work in the LargeEngines Division at the Lafayette, Indiana plant. I’ve just bought my first house, and I’m in mydream job. I’m in charge of multiple assemblies and do

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Thomas Hudnall McGehee, University of Arkansas; Bryce Williams, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Mostafa Elsaadany, University of Arkansas

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Cooperative and Experiential Education Division (CEED)

addressingkey behavioral challenges directly. It advocates for a student-centered pedagogy that fosterscritical success behaviors, such as determination, time management, collaboration, andprofessional engagement [3]. The results from this study indicate that experiential activities, likeinformational interviews and student-centered pedagogies, can help foster practical successbehaviors, as students can better internalize incoming information through self-reflection. In this study, students were assigned to conduct informational interviews withprofessionals in the biomedical engineering field, provide a self-reflection of these experiences,and submit a survey response to provide quantitative and qualitative data for further analysis.The

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)

of the Educating Engineering Students Innovatively program is to 1. Remove some of the external barriers of black college students that make them leave college 2. Have students successfully complete the pre-engineering curriculum 3. Assist with second and third-year retention and equip students with the knowledge to persist in engineering 4. Build students' technical skills and engineering design capacities to make them attractive in the STEM workforce and/or graduate school 5. Incorporate professional development to ensure the scholars are ready for the STEM workforce and/or graduate school 6. Develop students’ character and accountability 7. Impart a sense of pride and confidence to create an engineering

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

YongChun Lin, Zhejiang University; Wei Zhang, Zhejiang University; peiyun xu

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Cooperative and Experiential Education Division (CEED)

andproblem-solving skills in geotechnical courses,” International Journal of Engineering Education, Vol. 4,No 5, pp. 20-27, 2014.[5] C. S. Sankar, V. Varma, and P. K. Raju, “Use of case studies in engineering education: Assessment ofchanges in cognitive skills,” Journal of Professional Issues in Engineering Education and Practice, vol.134, no. 3, pp. 287-296, 2008.[6] D. F. Saleh, S. A. Bilhassan, R. S. Omran, et al., “Evaluating Cognitive Skills Development inUndergraduate Engineering Students: A case study utilizing the EAS Test,” IOSR Journal of Engineering,vol. 14, no. 8, pp. 26-31, 2024.[7] A. Khanlari, “Robotics integration to create an authentic learning environment in engineeringeducation,” in 2016 IEEE Frontiers in Education Conference (FIE

Conference Session

Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lynne P Cooper PhD, Vanderbilt University

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Cooperative and Experiential Education Division (CEED)

categorized by Murray [1] inareas such as: • Adaptation: adjustment to the organizational culture • Collaboration: effective partnership with others • Communication: clear expression of ideas, thoughts, and solutions • Technical competence: knowledge about the technical domain • Context: knowledge about the organization • Maturation: general professional capabilities and • Socialization: connection with others for a purposeMore recently, Baukal, Stokeld and Thurman [2] highlighted the need for improved skills ininterviewing, project management, critical thinking, teamwork, communication, and lifelonglearning. While curricula have been evolving to close the professional skills gap for engineeringgraduates [3], there is still work

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)

interests After the joint training begins, the students will directly enter the enterprises as interns in thetheir joint training enterprises, and they will be managed according to the internship system, suchas daily attendance, and receive the intern allowance. The difference between students and internsis the intensity of training, and the joint training has higher requirements for students’ output. Forexample, the required deliverables of a jointly training project are: 1. Literature review of traffic emission calculation theory; 2. Emission calculation algorithm model; 3. Research report on vehicle emission and carbon emission from traffic mobile sources. Students can choose projects with different requirements

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)

engagement in undergraduate research opportunities promotes improved criticalthinking and scientific reasoning, increased academic performance, enhanced retention bothwithin STEM majors and in college overall, and improved satisfaction with college. [1] However, there are several structural barriers to participation in research, including lackof information, time, and income. [2] Undergraduates may not participate due to lack ofawareness about opportunities, uncertainty about the recruitment process, uneven access tofaculty mentors, and personal responsibilities and living situations (e.g., living off campus). [3]First-year undergraduate students in particular may express interest in participating inundergraduate research experiences but may