Conference Session

Track 1 - Session 2

Collection

2014 ASEE International Forum

Authors

Achille Messac, Mississippi State University; James N Warnock, Mississippi State University; Masoud Rais-Rohani, Mississippi State University

Tagged Topics

Curriculum and Lab Development

the early 1990’s andresponded most notably through Boeing’s list of “Desired Attributes of an Engineer” 1. ABETresponded to the needs of industry and, in 1996, the Engineering Accreditation Commissionapproved the student learning outcomes for the Engineering Criteria 2000. The eleven studentoutcomes, commonly referred to as “a thru k”, are comprised of six technical skills and fiveprofessional skills 2. The National Academy of Engineering developed a similar list of attributesfor engineers that included additional skills such as leadership and creativity3. Thus, the 21stcentury engineer should be someone with a sound understanding of engineering fundamentals,have a systems approach to engineering design and problem solving, a natural

Conference Session

Track 1 - Session 2

Collection

2014 ASEE International Forum

Authors

Henry Griffith, Wright State University; Riad Ajami, Director, Center for Global Business, WSU; Angela Griffith

Tagged Topics

Curriculum and Lab Development

/edfpWoolley, M. E., Rose, R. A., Orthner, D. K., Akos, P. T., & Jones-Sanpei, H. (2013). Advancing academic achievement through career relevance in the middle grades A longitudinal evaluation of CareerStart. American Educational Research Journal, 50(6), 1309-1335. Page 20.11.17

Conference Session

Track 1 - Session 2

Collection

2014 ASEE International Forum

Authors

Shankar Muthu Krishnan, Wentworth Institute of Technology

Tagged Topics

Curriculum and Lab Development

students. For sustainedsuccess at the international level, it is essential that a suitable model must be selected to blend withthe mission of the overall training program at the academic institution.Keywords— BME Cooperative Education, Experiential Learning Models, Hospital InternshipIntroductionStudents tend to understand and master professional concepts and skills more effectively throughpractical experience than through exclusively classroom-based learning. Literature on engineeringeducation often pays scant attention to the importance of cooperative education and experientiallearning [1]. The integration of formal on-campus academic training with cooperative learningmodules provides students with both exposure to professional experience and a