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)

required innovative approaches to integrating WIL into engineering courses to provide studentswith industry exposure. From four authentic learning practices, virtual work integrated learning (VWIL)was selected as the best choice for students to achieve the WIL objective of exposing students torelevant real-world experience. It was also the most robust option for an online learning environmentand was adaptable to changing course learning outcomes. A review of popular VWIL implementationsidentified desktop site tours (DSTs) as a flexible, user-friendly and time efficient method for academicsto increase student exposure to industry. This study follows the implementation of a DST inundergraduate chemical engineering courses, evaluating its capacity to

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)

happen and what they were looking for.The Caterpillar interview obviously went great, and I am right here in town where I wanted to be.” Rising Scholar Gamma (Engineering Technologist) “Seeing things in the real world boosted my confidence and let me know that I was gettingthe education that I needed to hold the career I wanted. Being able to look at steel trusses andrecognize the basic statics elements and see the critical strength areas really helped my self-confidence. When I saw my actual design classes being applied to real-life experiences, it allcame alive for me. It just boosted my thoughts to a completely new level and made me realizehow applicable everything from my training was to my

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)

draws from new and emergingpopulations of candidates for cybersecurity roles and thereby widens the talent funnel.Experiential learning provides real-world application of knowledge and skills acquired throughtraditional instructional methods. These opportunities to perform real-world tasks reinforce thelearner’s knowledge and engage higher-order thinking skills such as evaluation and analysis.Our strategy in developing our portfolio includes development of a diverse set of experientiallearning offerings that target different age groups and careers stages in the pipeline continuum,and learners with different levels of cybersecurity knowledge. Experiential learning efforts arealso distributed geographically to bring a varied portfolio of partners

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)

]. Engineering is an evolving theme that can be integrated acrossdifferent disciplines. It is also noted that collaboration with industry is integral in nourishing thisconcept and giving graduating engineers a glimpse of real-world applications, revealingemployment trends and job roles that will help them prepare [18].The value of Technical vs Non-Technical enrichment skills has been highlighted by differentauthors [1, 8, 18]. The technical part should align with trending digital literacy, industry-usedtechnical platforms, and rationalized engineering efforts. The non-technical skills are equallyimportant and emphasize professional development by all means, including but not limited tointerpersonal skills, critical thinking, creativity, problem-solving

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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Cooperative and Experiential Education Division (CEED)

. They are capstone projects and collaborative1 This paper is a high level discussion of a portion of the findings from the first author's dissertation which isavailable upon request.projects that could be contextualized to work-based experiential learning. This is also discussedby Kuh, who, in addition to internships, presents community service and capstone projects asHIPs that enhance students’ employability [12].Another relevant study explored the development of T-shaped or holistic problem solving skillsand their application to solve real world problems by undergraduates in technology degreeprograms. This study found that holistic problem solving skills were very important for getting afirst job and technical depth was not as important [13

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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Cooperative and Experiential Education Division (CEED)

third-partyplatforms are two widely used models at present in China2. In both modes, students completetraining sessions in real world engineering environment outside the universities. In the first modeof cooperation, universities use their previous cooperation basis to directly cooperate with theindustrial practice bases for jointly cultivation. While in the second cooperation mode, thethird-party platform integrates the demands of universities and companies to build a matchingbridge between the two parties. In this paper, two cases from China are selected to explore thecorporation under the two modes. The integration between university and industry to cultivateprofessional degree students in engineering is reflected in the key parts in the

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)

sustained critical investigation; and develop ideas.4.2.3 Self-efficacyFive survey items using the same prompt were used to create a composite score measuring self-efficacy. These items included: feelings that your ideas are valuable, feelings that you could“make a difference,” ability to take responsibility for your own learning; ability to succeed inbusiness or industry, and ability to function effectively in the “real world.”4.2.4 Career PreparednessSurvey respondents were asked, “How well did your project experience at WPI prepare you foryour current career?” Response options were a five-point bi-directional Likert scale from verypoorly (1) to very well (5), with an option to indicate “not applicable” if the respondent was notworking.4.2.5

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)

about advocating for myself and how to articulate my technical and soft skills better to potential employers” ● Self-awareness: “It has made me familiar with my strengths and weaknesses. It has made me realize my potential and given me a real world work experience in the field related to my academics which is something I want to do after graduating”All told, the participants were able to connect the WIL experience to a variety of career-focusedskills and competencies, demonstrating a sense of self-efficacy drawing from their own skilldevelopment, and articulating a connection to career goals.5.2 Evaluation of Training ModulesWhile insights on the impact of the training modules on participants’ skills, knowledge, andcareer

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)

practiceIntroductionThe emphasis on Work-Integrated Learning (WIL) has gained global traction as a means toenhance the learning outcomes and employability of graduates by providing them with real-world experiences and industry-relevant skills (Jackson & Bridgstock, 2021; Rouvrais et al.,2020). In China, WIL has been identified in recent years as a national strategy to elevate thequality of education (State Council, 2017) and especially to train ‘outstanding engineers’ (Lin,2023). However, in an engineering education context that has historically lacked industryparticipation, universities are finding it challenging to implement WIL, particularly in theform of internships where students gain hands-on experience in a work setting. Even insituations where

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)

stakeholders from Dayton, Ohio, form transdisciplinary teams and workcollaboratively on projects for startup companies. This enables the teams to execute multifacetedprojects that meet the needs of startup companies.Transdisciplinary teams have been utilized in various professional settings. Transdisciplinaryteams of engineers, scientists, policymakers, and the citizenry have worked on several projects.However, transdisciplinary teams do not always succeed in their quest to solve complexproblems [2]. Barrett et al. explain that “simply bringing highly skilled students (and facultymembers) together to generate real-world solutions and policy recommendations for complexproblems often fails to consistently create the desired results in transdisciplinary

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)

engages students in the process ofidentifying, analyzing, designing, and implementing solutions to open-ended sociotechnicalproblems [5]. By adopting a multidisciplinary approach and drawing on diverse perspectives andskills, CBL enables students to develop a holistic understanding of product development [6] anddesign thinking [7]. Unlike traditional engineering education, CBL places a strong emphasis onhands-on experiences, allowing students to gain a profound understanding of real-worldchallenges and encouraging them to think innovatively. By incorporating CBL into thecurriculum, institutions can better prepare students for the complexities of the modern world andequip them with the skills needed to drive meaningful change [8].Institutions

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)

students’ self-efficacy and research identity. Surveyquestions ask students to evaluate aspects such as, how active their role was in planning theproject, sense of responsibility for project progress, sense of belonging to a community ofresearchers, and intention to persist in a research experience. Results will be used to scale thisopportunity and create similar communication fellowships for other Grand Challenges anddisciplinary programs at the university.1.0. Introduction and Background1.1. Undergraduate Student Engagement in Research Participation in transdisciplinary research enriches the undergraduate experience bytaking educational content out of the classroom and materializing it in a real-world, professionalsetting. Early

Conference Session

Experiential Learning : Global Models and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Venkataraman PB, Birla Institute of Technology and Science Pilani; G Sundar

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Cooperative and Experiential Education Division (CEED)

, social institution. 1978 B.Engg, Five years. On-campus residentials and intensive LO’R-Exeter Career experiential learning on real-world Model, UK: progression projects. Four, two-week University through Charted University of residentials, remaining at website Engineer Exeter, 2017 workplace. Exact make-up of the certification course developed in partnership

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)

-year projects that better align with real-world conditions. c. Research: There have been focus groups on underrepresented minority science students that show those participating in a structured research program take on a "science identity" and are more likely to persist in their major [8]. Similar to other structured research programs, EESI students work in laboratories with faculty on the latest cutting-edge technology. However, the faculty are selected to ensure they have a passion for underrepresented minority student success and that their lab extends the safe space concept. d. Engineering Projects and Community Service (EPICS): This track

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Philip Warren Plugge, Central Washington University

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Cooperative and Experiential Education Division (CEED)

, students are taking many of the concepts taught in the classroom and they areapplying them in a field setting. This is important because this shows that students, while theyare interns, bring value to the construction process and are able to apply their skills in a real-world setting.Additionally, this research data shows the significance and how the SLOs and BloomsTaxonomy are related. More specifically towards construction management internships, theinformation provides a guide as to the skillsets that are necessary for students entering into aconstruction management internship. Where we can use this information programmatically andwithin curriculum development is how and where a student may take a particular class within thecurriculum in

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)

admitted in a structural engineering program. Going to graduate school is absolutely an obtainable goal for me. The NHERI REU experience has cemented my interest in applying to a master’s program in coastal engineering. I am so excited to begin this process, and to find a program that fits my interests.Some students also pointed to the impact they wanted to make with engineering research. Thesegoals aimed at higher levels of impact and a life-long career. [R]esearch and developing real world solutions for major problems is the path I would like to take for my career.Although goals like these were less frequently stated in the reflections, students did discussduring interviews their goals to have a greater impact