Conference Session

Educating Students for the 21st Century: History, Reflection, and Outcomes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Swaminathan Balachandran, University of Wisconsin, Platteville

Tagged Divisions

Cooperative & Experiential Education

AC 2011-275: STUDENT REFLECTION IN EXPERIENTIAL LEARNINGPROJECTSSwaminathan Balachandran, University of Wisconsin - Platteville Bala has more than 35 years of teaching, five years of industrial and about 10,000 hours of consulting experience. He is a fellow of IIE and senior member of SME, ASQ, APICS, HFES, INFORMS, INFOMS, ASEE, and IIE. He is a life member of Phi Kappa Phi, Alpha Pi Mu, and SME. He was the chair of the Department of Industrial Engineering at UW Platteville from 1986 to 1995, established the IE laboratory facilities and secured the accreditation of the program by EAC of ABET in 1987 and 1993. He serves on the editorial board of the International Journal of Production Planning and control. He is a

Conference Session

Preparing and Retaining Engineering Students

Collection

2009 Annual Conference & Exposition

Authors

Prue Howard, Central Queensland University

Tagged Divisions

Cooperative & Experiential Education

AC 2009-2409: PREPARATION AND REFLECTION: MAKING PROFESSIONALPRACTICE EXPLICITPrue Howard, Central Queensland University Dr Prue Howard is a senior lecturer and Convenor of the Future Engineering Education Directions (FEED) research and scholarship group at CQUniversity. She has BEng (Mech), ME in Dynamics and a Professional Doctorate in Transdiciplinary Studies. She moved to the higher education sector in 1990 after a career as a mechanical designer in industry. A love of teaching has kept her there since. Prue has received National Awards in the areas of Women in Engineering and Curriculum Innovation, as well as having received the University's Vice-Chancellor's Award for Quality Teaching

Conference Session

Educating Students for the 21st Century: History, Reflection, and Outcomes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University; Eugene Rutz, University of Cincinnati; Iraj Omidvar

Tagged Divisions

Cooperative & Experiential Education

trades, but hiring experts whose expertise doenot necessarily reflect their capabilities in practical engineering. The masters at the universitiesare becoming more and more, faculty with the right mathematical, scientific, and neededcapabilities that do not include the mastery of the practical engineering needs as before.Consequently, the model seems to be working more effectively at the graduate level. However,the undergraduate, where students need more practical and hands on tools of the trade does notseem to be as effective as it used to be in early to the middle 20th centuryEngineering in US universitiesEngineers in university systems who were in touch with newest development and are master ofwhat they do in each field were to help the

Conference Session

Educating Students for the 21st Century: History, Reflection, and Outcomes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anthony Joseph, Pace University; Mabel Payne, Independent Education Researcher

Tagged Divisions

Cooperative & Experiential Education

employees. This scenario seems to reflect the behavior of coop ed participatingfinancial and education industry companies in hiring computing students for full-timeemployment – they respectively hired 6% and 10% more non-coop ed computing students thancoop ed ones. Moreover, the non-coop computing students might have been professionally moreexperienced than their coop ed counterparts and were therefore hired as more knowledgeable andskilled lower risk new employees.According to Huggins6 local market forces strongly influence student and employer participationin coop ed programs. Local markets can be complicated with the mix of non-profit organizationsas well as for-profit large, medium, and small entrepreneurial companies that might beexperiencing

Conference Session

Pay It Forward: Critical Thinking, Reflection and Faculty Engagement Promote Success in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Caroline R. Noyes, Georgia Institute of Technology; Jonathan Gordon, Georgia Institute of Technology; Joe Ludlum, Georgia Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

Conceptualization) and two transforming experiences (ReflectiveObservation and Active Experimentation). In this model, these four experiences produce a four-stage cycle of learning where concrete experiences are reflected upon, and these reflections areintegrated and distilled into abstract concepts which provide the foundation for actions that canbe actively tested and which, in turn, create new concrete experiences. David Kolb’s work onexperiential learning has shown that “experiential learning is a process of constructingknowledge that involves a creative tension among the four learning modes” (10, p. 298).As Sakofs notes: Broadly defined, experiential education is a philosophical orientation toward teaching and learning that values and

Conference Session

Pay It Forward: Critical Thinking, Reflection and Faculty Engagement Promote Success in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary R Goldberg, University of Pittsburgh, Department of Rehabilitation Science and Technology; Rory A. Cooper, University of Pittsburgh; Dan Ding, University of Pittsburgh, Department of Rehabilitation Science and Technology; Alicia Koontz, Human Engineering Research Laboratories

Tagged Divisions

Cooperative & Experiential Education

Conference Session

Pay It Forward: Critical Thinking, Reflection and Faculty Engagement Promote Success in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Annette Mallory Donawa, Independent Consultant

Tagged Divisions

Cooperative & Experiential Education

University, an HBCU, where participating studentsexperienced higher scores and more positive experiences. In another engineering study at Memphis State University, Drouin (1992) suggested thatundergraduate engineering programs have been criticized for not producing engineers who canthink critically23. Rote memorization, perhaps useful in some educational environments, can beharmful in many work environments, particularly technical fields where skills such asunderstanding, comprehension, and application are critical to the success of the organization(Drouin, 1992). Unfortunately, the lecture-homework routine in an engineering curriculumleaves little to no time for reflection, critical and creative thinking, and association. While the

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bhavna Hariharan, Stanford University; Sneha Ayyagari, Stanford University; Jonathan Edward Pang, Stanford University; Paul Dwight Watkins II, Stanford University; Aravind Arun, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

problems faced by underserved communities 2. Motivation, aims and research underpinnings of course curriculum 3. A review of the current state of the sanitation and hygiene problem globally, the history of how the problem evolved, and what is being done to address it. This course serves as an introduction to works of scholars and practitioners who are currently engaged in sanitation related work in underserved communities 4. A method for hands-on engagement in working with an underserved community 5. Reflection on the critical role of research in solving complex global problems and recognizing the contribution that the students have made as engineers and undergraduate research scholars to the

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dalton Bishop, Indiana University-Purdue University Indianapolis; Connie Justice, Indiana University Purdue University, Indianapolis; Eugenia Fernandez, Indiana University Purdue University Indianapolis

Tagged Divisions

Cooperative & Experiential Education

the LL on the IUPUI campus. Once a student has compiled enough experience, he or she willbe assigned an external project or internship for an outside organization [5]. Every week studentsare required to attend project status meetings and compose reflective journal entries. At theconclusion of the semester, the student provides his or her reflective documentation along with aproject presentation, poster, work report, and documentation of all project work for futurestudent reference [6].According to the US Department of Labor [7], the recent college graduate unemployment rate isnear 13.5%. This number is quite staggering given the amount of time, effort, and financialresources students put into a college education. An article in the Wall Street

Conference Session

Revitalizing Cooperative Education and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Craig Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

theyencounter reflect work in the engineering world. The questions that require reflection on the level ofengineering performed by the student can bring out a whole spectrum of valuable experiences, butthey also may reflect a more elementary experience that may not be acceptable to some members ofthe faculty. If these faculty members are evaluating the reports, bias may slip into the process.Students carefully relating their experiences may discover negative responses that defyunderstanding. If an experience is very mundane, students have difficulty in making it more than itis. Here the coordinators of the program can step in to provide a supplementary avenue that willprovide the technical direction for the faculty member and another valuable

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

Anthony Joseph, Pace University; Mabel Payne, Consultant

Tagged Divisions

Cooperative & Experiential Education

setting. Tasks have to accurately reflect the workplace environment and encourage students to draw upon their formal learning and use it to interrogate the workplace practices. Assessment that that encourages broad capabilities rather than more narrow learning objectives should be employed by educators to ensure that students actually learn in work place.Experiential learning is an inclusive phrase for many types of work based related learningexperiences8, 13, 38 including cooperative education. The first cooperative education program inthe United States of America dated back to 1906 at the University of Cincinnati9, 39. However

Conference Session

How Are We Preparing Our Students for the 21st Century Workforce?

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joseph Lee Gutenson, Western Kentucky University; Jana Fattic, Western Kentucky University; Andrew N.S. Ernest, Western Kentucky University

Tagged Divisions

Cooperative & Experiential Education

sufficient experiential training. By exposing students to the occupation anddemonstrating their effectiveness as employees in the field, the pathway to a sustainable Page 25.354.3educational program is laid.The Need for Experiential LearningKnowledge is attained in two general forms: either reflective, theoretical acquisition akin toclassroom learning or via practical, experiential routes, such as what an apprenticeship willprovide. The natures of both forms of knowledge acquisition simultaneously overlap and differin specific ways. It is true that classroom learning must be experienced to actually acquire suchknowledge and in order to determine

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Twila Ortiz, Purdue University, West Lafayette; Beth M Holloway, Purdue University, West Lafayette; Michael T. Harris, Purdue University, West Lafayette; Andrea R Pluckebaum, Purdue University, West Lafayette; Leah H. Jamieson, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

more deeply affect the level of agraduate’s workplace engagement and therefore productivity and overall well-being. While it isapparent how important experiential learning can be to the future success and well-being ofstudents, it is more difficult to measure all of the activities that can be labeled as experientiallearning and to define what constitutes a meaningful experiential learning opportunity.This paper will examine the results of a survey, given at Purdue University, used to measure theundergraduate engineering population’s involvement in experiential learning. The survey wasdistributed to 7712 undergraduate students. The results reflect that students are participating in awide variety of activities that could be considered

Conference Session

The "Education" in Experiential Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nashwan Younis, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Cooperative & Experiential Education

. In addition, student‟s reflection in experientialeducation is recognized as a valuable tool in learning and development14. According to the studyby Griffin, Lorenz, and Mitchell15, reflection is the most important aspect of the InCoRe model.In this sense, reflection refers to the process of linking current experience with prior experiencein an attempt to increase the attainment of program outcomes within a given discipline and selfefficacy.When co-ops are asked what they learn, the majority reply that it is their ability to apply theoriesand concepts to everyday situations and make appropriate suggestions for the completion of theprojects. This educational outcome can be accomplished because co-op is a training program.Indeed, employers do

Conference Session

Expanding the Borders of Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Farris, Grand Valley State University; Paul Merritt Lane, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

Afternoon Evening Week 1 Culture Class Repair Products for Reflection, processing, Culture Business and Residents faculty led discussions, language debriefings and journaling Weekend Visit Revolutionary Monument, Entrepreneurial Cookie Factory, Solar Center, Typical Mountain Community, and Somoto Canyon Faculty Lead Discussions and Debrief. Week 2 Spanish Class Work in Local Reflection, processing, Culture Business and Manufacturing Companies faculty led

Conference Session

Collaboration Provides the Best Education

Collection

2007 Annual Conference & Exposition

Authors

Cheryl Cates, University of Cincinnati; Anita Todd, University of Cincinnati

Tagged Divisions

Cooperative & Experiential Education

programs have historically collectedemployer and student performance evaluation data each term. These evaluationshave been used to reflect on and improve student or employer performance,however, the data has not been used in a formal way to provide feedback toengineering departments relative to academic educational goals, nor were theassessment tools designed to do so. 2Cooperative education evaluation data has become increasingly important toengineering department administration as part of the overall measurement of thedepartmental education quality. This primarily stems from the fact that co-opprograms work very closely with engineering employers soliciting their feedbackon a term by term basis throughout the co-op process. Immediate feedback

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott R. Hamilton, Northeastern University; Jack Fitzmaurice, Northeastern University; Paul John Wolff III, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

masters programs at our institution. The primary finding,however, was a need for a complete redesign of the “Introduction to Cooperative Education”course.This paper documents the discovery process and includes a summary of the literature andresearch, feedback from industry partners, and observed trends in U.S. employment sectors thatimpact the changing needs of the engineering profession. The course name was changed from“Introduction to Cooperative Education” to “Career Management for Engineers” to reflect thisnew focus. Along with a new name, came new objectives and learning outcomes. The revisionstransformed the one-credit course from being a short-term focused “nuts and bolts” skill buildingclass, to a long-term focused, comprehensive career

Conference Session

Nuts and Bolts of Cooperative Education

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Johrendt, University of Windsor; Schantal Hector, University of Windsor; Karen Benzinger, University of Windsor; Geri Salinitri, University of Windsor; Arunita Jaekel, University of Windsor; Derek Northwood, University of Windsor; Michelle Watters, University of Windsor

Tagged Divisions

Cooperative & Experiential Education

? Professor Karen Roloff, DePaulUniversity Professor of Communication and Director of DePaul’s communication internshipprogram, considers “… the real value is going into an experience with learning outcomes in mind– connecting through reflection and intentionality the world of work and the world oflearning”16. Walsh15 further argues that since learning which arises through experience has notusually been formally assessed, it is therefore necessary to design appropriate assessment for it togain academic recognition. Boud and Tennant17 claim that, in order to effectively support thefull academic recognition of experience-based learning in the workplace, academic colleaguesneed to move “from seeing themselves as persons who induct students into a

Conference Session

Global Cooperative Education

Collection

2008 Annual Conference & Exposition

Authors

Thomas Akins, Georgia Institute of Technology; Debbie D. Gulick, Georgia Institute of Technology; Jack Lohmann, Georgia Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

: Outstanding academic performance and exceptional interpersonal skills Engineering-related academic background Advanced undergraduate and graduate students Prior academically related work experience Proficiency in English, other language skills an advantage Commitment to participating in formal curriculum prior, during and after the internship Willingness to participate in virtual learning community prior, during and after the internship Page 13.903.3 Submission of final report, including reflective self-assessment on their development as input to Global Engineering Education research

Conference Session

Cooperative Education and Engineering

Collection

2008 Annual Conference & Exposition

Authors

Tylisha Baber, Michigan State University; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

Cooperative & Experiential Education

online format. Of the 52 industry managers contacted, 40 responded to the Page 13.1199.4survey, yielding a 77% response rate. The survey results indicated that industry managers wereextremely satisfied with the internship program, the interns, and the industry-universitycollaboration that it fosters. Industrial respondents also indicated they were satisfied with theacademic preparation (92%) and the overall performance of the engineering interns (89.7%).Assessment also revealed that six of the ABET 3(a-k) outcomes were strengths reflected in theperformance of co-op interns. Specifically, data analysis suggests that competencies a, c, d, f, g

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohamad Metghalchi, Northeastern University; Richard Harris, Northeastern University; Emanuel Mason; Claire Duggan, Northeastern University

Tagged Divisions

Cooperative & Experiential Education

technology training programs in recent years.3,4 There is someevidence that these programs are increasing the diversity of these fields.5However, the literature suggests that many of the students entering an undergraduate engineeringprogram do not complete it.6 As is highly reflected in the low national retention rates of Blackand Hispanic American students pursuing undergraduate engineering degrees. The present studywas designed to address an issue of retention in an engineering program, one’s sense of self-efficacy, or operationalized confidence, or to perform in work, career and academic contexts inthe first year of engineering education. The concept of self-efficacy was proposed by AlbertBandura in his much broader theory of cognitive behavior

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joy Watson, University of Cincinnati; Maureen G. Schomaker, University of Cincinnati

Tagged Divisions

Cooperative & Experiential Education

site visit about three-fourths of the waythrough the co-op semester with the student and their direct supervisor. The advisor gives aletter grade for each co-op semester, which is a 3 credit class. At a different university,students complete a self-evaluation of their co-op term, the employer completes anevaluation of the co-op term. A faculty member completes a one on one evaluation of theco-op term with the student utilizing reflective practice. Cates and Cedercreutz cite thefollowing guiding principles as the key foundational concepts of co-op:  Company selection of co-op students as employees (not placement in positions by the university  A sequential training environment in which students come to understand theory

Conference Session

What Are We Learning About Co-op and Experiential Education Experience?

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; David L. Whitman, University of Wyoming; Jerry Carl Hamann, University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

. They were alsofound to value the instruction of their professors less once returning to class after their first co-opexperience – perhaps a reflection of the latter’s potential lack of current and real-worldunderstanding. Co-op students’ GPAs were also found to decrease less between the second andthird years than those of non-co-op students. The finding regarding the impact of co-op on workself-efficacy is claimed here to open up the so-called “black box of co-op” to articulate thepractices and behaviors of cooperative education that shape its contribution to the undergraduateexperience.The data pool for this study was constituted of all second year students in the colleges ofengineering from four participating universities. Student

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joseph A Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology (COE); Jerry Carl Hamann, University of Wyoming; David L. Whitman, University of Wyoming; Rachelle Reisberg, Northeastern University; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

predictor of retention was the numberof co-ops in which a student participated. Among the demographic variables, a relatively highGPA was found to be an inducement to persist in engineering and in school. It was also found,at the second survey point of the study, that a student’s prior SAT scores had a measurable effecton retention. Finally, those students who were accustomed to work over a relatively long periodof time were especially more inclined to leave the university compared to those who had lesswork experience in their lifetimes.Among the contextual support variables, support from friends and from one’s college was foundto explain retention at the time of the first survey as students reflect on their freshmen yearexperience. In an

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Nael Barakat, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

student learning outcome.  Senior exit surveys are conducted for the graduating seniors each summer. In the survey, Page 24.69.7 seniors are asked about the engineering ethics instruction as part of the curriculum.Ethics Outcomes Assessment Results and DiscussionThe following results related to engineering ethics education for the years 2012 and 2013 aresummarized and discussed: 1) co-op preparatory course outcomes, 2) co-op semester onlinemodules outcomes, 3) employer assessments of co-op students, and 4) senior exit survey results.The papers written in the co-op preparatory course reflecting on the ethics case studies weresummarized and

Conference Session

Expanding the Borders of Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paige Davis, Louisiana State University; Summer Dann Johnson, Louisiana State University; Emma M. Allain, Louisiana State University; Harald Thomas Leder, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

Cooperative & Experiential Education

their notes with the pictures to completely document their excursion.These debrief sessions lasted approximately forty-five minutes and were critical to the learningprocess. Many times the students were not able to capture everything that was going on whiletouring and these sessions allowed the students the opportunity to digest the information,document the experience and reflect on the experience. In addition to the students keeping formal documentation on each excursion, they kept adaily journal for the 35 day program and a group blog. Students were required to make journalentries on their free days and weekends, without exception. In addition, students wereresponsible to make blog entries for specific days. The purpose of the journal

Conference Session

Assessing, Developing, and Enhancing the Engineering Experiential Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Emilia Andreeva-Moschen, FH Joanneum University of Applied Science, Graz; Adrian J. Millward-Sadler, FH Joanneum University of Applied Science, Graz

Tagged Divisions

Cooperative & Experiential Education

institutions. For this purpose, we surveyed the extended departmentalacademic council (33 responses from 24 engineers as external lecturers, 9 universitylecturers) and our alumni (41 responses). The survey included 10 questionsregarding a graduate automotive engineer’s most important characteristics, the mostessential components for the curriculum, the minimum duration for Bachelor’s andMaster’s degrees, etc. We collected and evaluated the data 4 and reflected the resultsin our Bachelor’s and Master’s degree programs design.The salient points were that we needed an undergraduate curriculum which focusedon technical and technological basics (mechanics and electronics), automotiveengineering disciplines, soft skills, including at least one foreign

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

R. Mark Schreck, University of Louisville; Angela Cline, University of Louisville

Tagged Divisions

Cooperative & Experiential Education

interviews/hires our students.This information is captured in a common database. An action date for the next step is identifiedand reviewed bi-weekly. Since this process was initiated in 2009, Speed School has added over40 new employers who have hired co-ops; currently there are 92 additional potential employersin the pipeline currently being pursued.FEEDBACK - from the Co-op Work Experience: In order to maximize the educationalcontent of the co-op work experience, thoughtful reflection on the experience and in-depthfeedback is essential. Figure 3 below illustrates how the student upgraded feedback process Page 15.515.6works

Conference Session

Culture, Society, and Co-op

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

Cooperative & Experiential Education

design, and how to present the overall concept. Volunteers use an onlinecollaboration site to comment on lesson plans, reflect on their teaching, and post new ideas andmaterial.Volunteer engineers come away from their experience with three main areas of impact. 1) Theyare empowered by inspiring others. “It is really a big deal to be working with students at ayoung age so they can be excited about what they're learning and {so these students can} bereally ambitious for the future." 2) They learn important lessons in management and publicspeaking. One volunteer observed, “This is a really useful skill because I’m sure later on in mycareer I’ll have to explain what I do to an audience that doesn’t necessarily have a background inmy field.” 3) They

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Manuel D. Rossetti, University of Arkansas; Edgar C Clausen, University of Arkansas; Carol Schubert Gattis, University of Arkansas; Micah Hale, University of Arkansas; Kim LaScola Needy, University of Arkansas

Tagged Divisions

Cooperative & Experiential Education

scholarship and participates in professional development and enrichment programs. The faculty mentors Page 23.942.5 assist the students in preparing for the phase 2 SIIRE Scholarship Application. This is illustrated as Milestone B in Figure 1. The focus of the full application is on ensuring that the student is a candidate for graduate studies. The scholarship application includes reflective statements from the students based on their experiences in the enrichment activities and previous summer co-op experience. This reflective statement is a key component in assessing the student’s eligibility for continued support through graduate