ASEE PEER - Search Results

Displaying all 16 results

Experiences, Issues, and Reflections of School-Enterprise Joint Training in Chinese Mainland under the Vision of PETOE Strategy: An Empirical Study Based on Small-N Cases

Conference Session: College Industry Partnerships Division Technical Session 3
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Hang Zhang, Beihang University; Ming Li, Beijing Foreign Studies University
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

Paper ID #28593Experiences, Issues and Reflections of School-Enterprise Joint Trainingin Chinese Mainland under the Vision of PETOE Strategy: An EmpiricalStudy Based on Small-N CasesDr. Hang Zhang, Beihang University Hang Zhang is a Ph.D. student in Beihang University, Beijing, China. Hang Zhang also works as a lecturer in University For Science & Technology Beijing. She received her B.S. in English Linguistics from Tian- jin Foreign Studies University in 2002, and M.S. in Higher Education from Guangxi Normal University in 2009. She studied as a visiting scholar in School of Education, Indiana University Bloomington,USA

Relevance Score: 1.5656594

A Collaborative Capstone Industry Project for Community College Students

Conference Session: College Industry Partnerships Division Technical Session 1
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Ibrahim F. Zeid, Northeastern University; Marina Bograd, MassBay Community College; Chitra Javdekar, Mass Bay Community College
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

results from the combination of grasping and transforming experience” (Kolb 1984, p. 41). Kolb’s experiential learning theory describes how students absorb and use information and is commonly shown in a four stage cycle ‐ concrete experience, observation of and reflection on that experience, formation of abstract concepts based upon the reflection, and testing the new concepts.1 A number of studies have shown the benefits of experiential learning and various models of integrating the concepts in the college curriculum. 2 A common way of providing experiential learning to college students are internship and co‐op experiences. In Liberal Education and America’s Promise [LEAP] report, developed by the American Association of Colleges and

Relevance Score: 0.0149923945

Assembling a Successful Industry-sponsored Senior Capstone Program: Lessons Learned from a Startup Effort at a Liberal Arts University

Conference Session: College Industry Partnerships Division Technical Session 3
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Lori M Houghtalen, Abilene Christian University; Timothy Kennedy P.E., Abilene Christian University; Raymond Earl Smith, Abilene Christian University
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

. Entering the 2015-2016 academic year,program faculty envisioned a capstone design experience that would engage student teams in ayear-long, professional level design project sponsored by an industry client. The first two yearsof the capstone design program have been inarguably successful, and in this paper we identifyand reflect on the keys to our success. The intention for writing this paper is to ensure thesuccess of the program is repeatable, and to assist other programs, especially those residing insmall liberal arts universities, in starting or revising their own senior design experience.Our key factors in assembling a successful industry-sponsored capstone design program havebeen: (1) faculty buy-in and involvement, (2) engaged industry

Relevance Score: 0.013545747

An Industry-University Partnership to Foster Interdisciplinary Education

Conference Session: College-Industry Partnerships Division Technical Session II: Curriculum
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Farrokh Mistree, University of Oklahoma; Zahed Siddique, University of Oklahoma; Maysam Pournik, University of Oklahoma; Bryan William Bodie
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

given field, and their level of attainment defines how well-prepared they are to meet jobdemands and excel in the future [16-17]. The general (meta) competencies are skill sets that enable themto function globally, such as to work with others, function in systems and meet organizational demands,and transfer task-specific skills to new challenges or tasks they have not encountered before [18-19].Thus, our goal is to revolutionize our learning community to develop an intentional culture of reflection,wherein members (both students and faculty) develop dispositions of metacognition and self-regulation.The competencies required by future engineers vary from industry sectors and even companies in thesame sector. In addition, recent graduates will

Relevance Score: 0.013409605

Faculty Perceptions of Industry Sponsorships in Capstone Design Courses

Conference Session: College Industry Partnerships Division Technical Session 1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Jen Symons, University of Portland; Kate Rohl, University of Portland
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

time they were willing to dedicate to advising a capstone team. All facultyinterviewed agreed that the project topic was important to the success of a capstone project, butnot for the reasons assessed in the survey. They indicated that student passion and engagementfor the topic were of primary importance to a project’s success. Furthermore, one interviewedfaculty member reflected on their own experiences as a student being engaged by interactionswith passionate faculty in their prior engineering education.Table 1: Survey responses related to faculty incentives for advising capstone projects. Responses are reported aspercentages of the total number of responses. Strongly

Relevance Score: 0.013272067

Reimagining Engineering Education: Does Industry 4.0 Need Education 4.0?

Conference Session: College Industry Partnerships Division Technical Session 1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Shuvra Das, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; David Pistrui, University of Detroit Mercy
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

provide this framework. 4. Mode of Assessment: Standardized tests or general exams are useless. Student assessment should be based on their individual reflection of their own learning progress and their contributions to the collective learning process. 5. Source of Knowledge and Information: Our students have numerous information sources (books, articles, search engines, blogs, MOOCS etc...). We cannot act as subject matter experts any more. But we will need to play the role of integrator/mentor/coach so all the information can be optimally used. 6. Setting for Learning: Learning is a social activity. We have to open our campuses and invite students in to use this space as a place for meetings and encounters, for discussion

Relevance Score: 0.0117309615

The Status of University-Industry Collaboration in China, the E.U., and the U.S.—A Comparative Research on Co-authored Publications

Conference Session: College Industry Partnerships Division Technical Session 2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Tuoyu Li, Zhejiang University; Zicong Zhao, Zhejiang University; Yujie Wang, Zhejiang University; Chen Li, Zhejiang University
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

physical distancebetween a university and its partner. UIC Local (%Local) measures the percentage of UICpublications of a university collaborating with industry within a 100-km radius from the centerof the city in which the university (or its main campus) is located. This indicator can reflect therelative propensity to engage with partners nearby or within the same urban agglomeration.The UIC Foreign (%Foreign) is the percentage of UIC publications that involve a partnerlocated abroad, which reflects the internationalization of a university in its collaborations.The 2018 data cover 148 universities in China, 308 in the EU, and 175 in the U.S. The publicationsare classified into five broad fields: “Biomedical and Health Sciences,” “Life and Earth

Relevance Score: 0.011493947

Developing Undergraduate Water Program Courses: Meeting the Needs of the Egyptian Workforce

Conference Session: College Industry Partnerships Division Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Mohammad Al Mestiraihi, Utah State University; Kurt Henry Becker, Utah State University ; R. Ryan Dupont, Utah State University; David K. Stevens, Utah State University
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

internal consistency was determined for eachquestionnaire (Cronbach's alpha = 0.77–0.85) and reflected good validity; therefore, nofurther changes were made before the questionnaires' broader distribution.2.3 Statistical analysis After collecting data from the returned responses, the Statistical Package for theSocial Sciences (SPSS) (version 23) was used for analysis. The results are presented aspercentages, means, standard deviations, and frequencies.2.4 Results The following sections show the study results of the courses' importance as evaluatedfrom the academic and non-academic perspective. Participants in the questionnaires ratedwater courses in terms of importance on a 5-point Likert scale (5 is important, 1 is

Relevance Score: 0.0108365975

Exploring a New Mentorship Model: From One-on-One to Flash Mentoring

Conference Session: College Industry Partnerships Division Technical Session 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Marissa H. Forbes, University of San Diego; Chell A. Roberts, University of San Diego
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

the challenging time of the pandemic and/or the program being held entirelyvirtually, or whether we would have experienced the same faltering engagement if this programwere running in a typical in-person, non-pandemic academic setting.An additional challenge we are facing is a lack of diversity in our mentorship pool, across gender(just two of the mentors in the ISMP TEAM group are women) and engineering discipline, as wellas an underrepresentation of black, Indigenous, and people of color (BIPOC) program participants.This lack of diversity is similarly reflected in the SMSE advisory board and alumni pools fromwhich the program mentors were selected, and is a critical challenge that the SMSE is working toaddress. That said, the students

Relevance Score: 0.0108365975

To Infinity and Beyond: Boosting URM Students’ Career Trajectories Through Professional Experiences

Conference Session: College Industry Partnerships Division Technical Session 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University; Elizabeth Glass, Northern Arizona University
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

there appears to be a small positive gaintowards graduation moving the line above average readiness. Additional connection wasobserved when RQ1b was explored. As Table 3 reflects, there appears to be a strong correlation(ρ = 0.913, p = 0.087) between the mean readiness response and the number of professionalexperiences a student has. A t-test was used to compare overall (mean) readiness of the students who had no professional experiences to the group of students who had one or more experiences(p = 0.236, t = 1.189, df = 280).RQ1c explored “Does the self-reported level of the practice readiness differ across variousprofessional experiences? Which experience is the most impactful?” A total of 498 experienceswere

Relevance Score: 0.00995405

Improving Online STEM Education through Direct Industry Classroom Engagement

Conference Session: College Industry Partnerships Division Technical Session 3
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Mark Angolia, East Carolina University; John Pickard, East Carolina University; Leslie Pagliari, East Carolina University
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

reflection of the socioculturalinfluences that are a tenant of the Industry Fellow model. Even when using video technology forvirtual classes, it is difficult to replicate the personal interaction of a true face-to-face class.Table 3. Industry Fellow (IF) Impact on Learning Survey Question Original “Light”* Original “Heavy”* Replication Study IF material: comprehension 94% 91% 82% IF material: retention 94% 91% 76% All material: comprehension 94% 91% 82% All material: retention 94% 91% 70%* Original survey question

Relevance Score: 0.00995405

Vehicle Structural Analysis for Automotive Systems: An Engineering Course for Fundamental Automobile Body Design

Conference Session: College-Industry Partnerships Division Technical Session II: Curriculum
Collection: 2016 ASEE Annual Conference & Exposition
Authors: David Schmueser, Clemson University
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

final step was to have OEM engineers lecture on the importance and relevance of theintegration of analysis and experimental techniques. The students’ reflection on collective learningwrapped up the course, and helped to prepare them for competence and relevance in their ownautomotive engineering careers.Course Project PreparationIn order to accomplish the previously described course objectives, two of the faculty membersworked in collaboration with a professional engineer and two additional participants from theOEM research lab. A test setup mimicking the OEM laboratory was constructed (Figure 2), andall components were checked for safety as a practice run was performed in attendance of theprofessional engineer. With the support of the

Relevance Score: 0.009578289

Creating a University-Industry Advisory Board for a Joint Engineering School

Conference Session: College Industry Partnerships Division Technical Session III: Collaboration
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Duncan J Bremner, University of Glasgow; Kathleen Meehan, University of Glasgow; Yangyang Liu, University of Electronic Science and Technology of China; Xingang Liu, University of Electronic Science and Technology of China
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

(graduates) and thereforehave significant interest in the quality of graduates. This of course, assumes thatdissatisfaction by employers of the quality of graduates is fed back to the Joint School (shortfeedback loop) or to the new applicants to the course via student satisfaction surveys,graduate employment statistics, or national /international surveys. These surveys may suggestthe course does not reflect the needs of modern employers.However, there is a third “Buyer Power” force which is little mentioned. The educationsystem itself is a consumer of graduates; either as postgraduates to participate in Masters orPhD level courses, or as new recruits as future researchers and teachers. Furthermore, theunique access available to the education sector

Relevance Score: 0.0076626316

The Status of University-Industry Collaboration Participating in the People-to-People and Cultural Exchanges in Engineering Technology Among the Belt and Road Initiative Participants

Conference Session: College Industry Partnerships Division Technical Session 3
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Wei Yao, Zhejiang University; Shunshun Hu, Zhejiang University; Zhaowei Chu, Zhejiang University; Bifeng Zhang, Zhejiang University
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

a priority forimplementing the B&R which need PCEE to give assistance.Universities have richexperience and activity forms at PCEE, which can help enterprises to carry out PCEE andultimately promote B&R construction. Therefore, the successful university-industrycollaboration participating in the PCEE of B&R should be reflected in four factors:professional knowledge training, cultural exchange & transmission, International studenteducation and joint research. Only to achieve the above four points can it be said to besuccessful.But all things are difficult before they are easy. At first, enterprises did not realizethat universities could help. Few enterprises took the initiative to seek cooperation withuniversities, and

Relevance Score: 0.0067048026

Landsharks to Astronauts: Towards a New STEM Culture of Excellence

Conference Session: College Industry Partnerships Division Technical Session 3
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Matthew Morrison, University of Notre Dame
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

increases in confidence for this high school students were in Computer Engineering (from 2.7 to 7.3), Biomedical Engineering (from 3.8 to 7.4), and Neurology (from 1.3 to 7.4). The data reflects their confidence in their knowledge, not their knowledge of that material. We did not conduct any final examinations on the material. The increase in confidence can be traced to the interaction between the high school students, undergraduates, graduate students, faculty, and industry professionals working in that area. When the students were working on their project, their knowledge was constantly being strengthened and reinforced by their partners. Therefore, a potential benefit of the proposed holistic approach is significantly

Relevance Score: 0.0057469737

On the Role of Adjuncts in Engineering Education: Developing Practical Courses and Solving Real-World Problems

Conference Session: College Industry Partnerships Division Technical Session 2
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Waddah Akili, Iowa State University
Tagged Topics: Diversity
Tagged Divisions: College Industry Partnerships

Learning,” Palo Alto, CA: Davies-black Publishing11. Dale, E. (1969), “Audiovisual Methods in Teaching,” (3rd ed.), New York: Dryden Press.12. Wankat, P.H. (1999), “Reflective Analysis of Student Learning in a Sophomore Engineering Course,” Journal ofEngineering Education, Vol.88, (no.2), 195 -203.13. Finelli, C., Klinger, A., & Budny, D.D. (2001), “Strategies for Improving the Classroom Environment,” Journalof Engineering Education, Vol 90, (no.4), pp. 491-497.14. Smith, K.A., Sheppard, A.D., Johnson, D.W. & Johnson, R.T. (2005), “Pedagogies of Engagement: Classroom-Based Practices,” Journal of Engineering Education, Vol. 94 (no.1), pp. 87-101