Conference Session

Cooperative Education Addresses ABET

Collection

2007 Annual Conference & Exposition

Authors

Jess Godbey, Jacksonville State University; Terry Marbut, Jacksonville State University; Dale Broyles, Jacksonville State University & Honda MFG of AL

Tagged Divisions

Cooperative & Experiential Education

operation andsuccess of a manufacturing facility and decided to add occupational safety and health as a secondmajor.IV. Enhancing Student “Soft Skills”Common deficiencies mentioned by employers of recent college graduates are not the lack oftechnical skills but of the so-called “soft skills”. For example critical skills such as effectivecommunication and personal responsibility top the list. Many cooperative educationopportunities allow the student to build some of these “soft skills”. Examples include the abilityto be on time, keep a deadline, prioritize tasks and maintain a professional appearance. Thiscooperative program, like many others, compels the student to develop and demonstrate theseessential “soft skills”.With this industry partner co

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

White/ Asian 89.3 83.8 84.3 82.3 84.8 88.0Co-op Participation % Participating 23.8 17.3 26.6 27.5 23.9 29.9 in Co-opThe analysis involved comparing the academic performance, as measured by final course grades,of co-op and non-co-op students in required core engineering courses at the institution. In orderto capture the largest possible samples of students for comparison, the analysis focused onrequired (rather than elective) engineering courses in each major. Additionally, each course wascategorized as “hard skill” or “soft skill” based on the ABET program outcomes the courseaddressed (see Table 2). This classification is

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

apply Living Lab skills/experience? • How often do you apply technical skills from the Living Lab? • How often do you apply soft skills from the Living Lab (communication, professionalism, teamwork, etc.)?Each question was based on a 5-point Likert scale with the choices of Never (1) to Always (5).Table 2 presents responses to these questions: Table 2. Application of Living Lab skills on the job Application of… Never Rarely Sometimes Often Always LL Skills/Experience 0 1 2 5 3 Technical Skills 0 3 1 3 4 Soft Skills 0 1 4

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen M. Short, University of the District of Columbia- CC, Workforce Development and Lifelong Learning ; Annie R. Pearce, Virginia Tech; Christine Marie Fiori P.E., Virginia Tech; Tanyel Bulbul, Virginia Tech; Andrew McCoy, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

value industry places on the studentinternship experience as well as to determine the level of participation they desire within thatrelationship.Introduction and BackgroundThe construction industry has experienced great change over the past twenty years with manyinnovations in building materials, computer technology, project delivery and peoplemanagement1, 2. Additionally, the state of the economy has created a more competitiveemployment environment in the construction industry. These conditions have made it importantto maximize the amount of knowledge provided to students as well as enhancing additional skillsthat will help them gain a competitive advantage in the job market. The focus on relationshipbuilding and other soft skills, such as

Conference Session

Cooperative Education and Engineering

Collection

2008 Annual Conference & Exposition

Authors

Jacqueline El-Sayed, Kettering University

Tagged Divisions

Cooperative & Experiential Education

industrial advisory boardsand employers of engineering graduates has brought to the forefront that practical know-howmust be integrated into engineering education. It is not enough to be “book smart.” Industrywants engineers who are flexible, savvy and can produce quality results in real world situations.Higher education must find ways to educate engineering students with both practical andtheoretical knowledge to ensure the student’s success.ABET1 has led the charge by instituting learning outcomes for accreditation. Many of theseoutcomes are not technical but are considered “soft skills.” Soft skills include interpersonal,“people” skills. Following ABET’ s lead, higher education is experimenting with methodologiesto address all outcomes, and to

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

Emilia Bratschitsch, Joanneum University of Applied Sciences; Annette Casey, Joanneum University of Applied Sciences

Tagged Divisions

Cooperative & Experiential Education

structure and theworkload are of crucial importance for the students’ success.To survey the students’ workload we decided to define five different subject areas: LSS = Page 15.967.6Language, Soft Skills, Support; E = Engineering; TF = Technical Fundamentals; EML =2 It would be interesting to carry out the same beginners’ survey at the end of their course of studies.Economics, Management, Law; WDP = Workshop and Internship, Project Work, DiplomaThesis. In Figure 5 we show the distribution of students’ workload in percentages over the fulleight semesters of study as determined by the curriculum-based and the additional, project-based

Conference Session

Assessing, Developing, and Enhancing the Engineering Experiential Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dean C. Millar, University at Buffalo, SUNY

Tagged Divisions

Cooperative & Experiential Education

the value theirorganization places on preparation in that area. Figure 1 shows the results for each area.” “With the exception of ‘Math and Science’ there appears to be a wide discrepancybetween the value expectations of the employer and the extent to which their employees are seento be well prepared. This would further appear to reflect on the mismatch between curricularemphasis and employer expectation. It must be recognized, of course, that math and science arewithout argument the key ingredients—at least in the lower division—of an undergraduateengineering education.” These research findings are, more than ever, valid today. For proof of this one canGoogle search “engineering soft skills” and find hundreds of articles

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

Drexel University, employers evaluatecandidates on 4 critical skill categories. First is academic skill, mostly reading, writing and mathat a level commensurate for the job. Second is occupational skills; those skills necessary forsuccess in a certain job. Third is workplace skills, these are usually referred to as soft skills. LiveCareer.com has compiled a list of the top 10 skills in demand in today’s global economy, notablymany are what are considered soft skills that are not often included as a focus in university-levelcoursework. Soft skills include communication skills, interpersonal skills, adaptability, andemotional intelligence. [7] Companies are increasingly focused on these skills as they look to hirethese new employees and not have

Conference Session

Expanding the Borders of Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sandra Ingram, University of Manitoba; Anita H. Ens, University of Manitoba; Marcia R. Friesen, University of Manitoba

Tagged Divisions

Cooperative & Experiential Education

education on the integration of IEGs into theCanadian engineering profession, more specifically regarding how such programs can facilitatesoft skill competencies deemed so critical to engineering success. Soft skills encompass non-technical professional skills used in everyday engineering practice and are critical to careerdevelopment. These competencies include not only the skill itself, but also the norms and valuesinherent in the North American manifestations of concepts of, for example, teamwork orcommunication skills. As such, a conjecture is that soft skills may include a distinctly culturalcomponent in which immigrant professionals need to develop competency, for career success.This paper presents data from a larger study investigating the

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

control, layouts, and spareparts rooms in general.” – Joe Lange“ It showed me that I need to be ready for unexpected events. I had no knowledge of powerplant operations coming into this project, so that is something that I needed to research at thebeginning of the project. The defection of group members was also something to learn from.That was something that was unexpected, but I couldn’t let the group be affected too much byit.” – Ryan Dow“We did a good job acquiring the information that we needed to, even though it was difficult toobtain it from the clients. Communication between the group and clients could have beenbetter.” - Ran Dow and Travis Glaser“ The majority of skills that I improved throughout the project were soft skills such

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

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Timothy J. Garrison, York College of Pennsylvania; Wayne Blanding, York College of Pennsylvania

Tagged Divisions

Cooperative & Experiential Education

resulted in industry projects for classes,financial support for the various programs, consulting opportunities for faculty, the establishmentof a strong, vested industrial advisory council, support for guest speakers, adjunct faculty, etc.Another powerful benefit of a co-op program is that it can serve as a valuable tool for outcomesassessment. With the implementation of outcomes assessment in engineering initiated by theABET 2000 criteria, engineering programs have worked to develop effective methods foroutcomes assessment. Some of the outcomes have proven to be challenging to assess within anacademic setting, especially those that focus more on soft skills such as professionalism, ethics,lifelong learning, and teamwork.6 Since the implementation

Conference Session

Developing Tomorrow's Leaders through Co-op Education

Collection

2009 Annual Conference & Exposition

Authors

Jacqueline El-Sayed, Kettering University; Denise Stodola, Kettering University

Tagged Divisions

Cooperative & Experiential Education

, engineering graduates have beendocumented to have deficiencies for some outcomes, especially those pertaining to the“soft” skills, such as effective communication and multidisciplinary teamwork2 ;however, Davis et. al.3 recently developed an expert profile that is broadly applicable toall engineering disciplines, and which El-Sayed4 used to determine how co op educationcan address the deficiencies apparent in engineering education.This expert profile outlines the characteristics that, once mastered, would make anengineer deemed an “expert” in his profession. This set of behaviors is broader than theABET educational outcomes and lists the outcomes in terms of roles with correspondingobservable actions for each role. The roles of Analyst, Problem

Conference Session

Developing Tomorrow's Leaders through Co-op Education

Collection

2009 Annual Conference & Exposition

Authors

Adrian Millward-Sadler, Joanneum University of Applied Sciences; Annette Casey, Joanneum University of Applied Sciences; Emilia Bratschitsch, Joanneum University of Applied Sciences

Tagged Divisions

Cooperative & Experiential Education

soft skills in the automotiveworkplace.Activity 1: The WebquestWebquests were conceived and first put into practice by Bernie Dodge and Tom March at San DiegoUniversity in the mid to late 1990s. A webquest has been defined as ‘an inquiry oriented activity inwhich some or all of the information that learners interact with comes from resources on the internet’.5Dodge furthermore goes on to define two separate types of webquest: short-term and long-term. Theshort term model should have the “instructional goal of […] knowledge acquisition and integration”should expose the learner to new information which must then be assimilated and finally is designed tobe completed within 1 to 3 lesson periods.6 The long-term model involves a longer period of

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

Katelyn Elizabeth Gunderson, Rochester Institute of Technology; Margaret B. Bailey P.E., Rochester Institute of Technology ; Joseph A. Raelin, Northeastern University; Jamie Ladge; Robert Garrick, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

hired engineers interviewed strongly believed that theircooperative education (co-op) experience had helped prepare them for full-time employment.Additionally, all strongly conceded that these experiences specifically helped ease the transitionfrom student to professional. Although three out of five agreed that their college coursesprovided them with technical skills they could use in the engineering field, only two felt asthough they had adequately developed the soft skills in college that they needed for full-timeemployment. Notably, all mentioned that their co-ops provided opportunities to meet and workwith active role model(s) which aided in the development of self-confidence.All five of the engineering students graduating within the next

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard F. Vaz, Worcester Polytechnic Institute; Paula Quinn, Quinn Evaluation Consulting

Tagged Divisions

Cooperative & Experiential Education

preparation, they’re … better … prepared from a soft skills perspective than [students from] some of their peer universities.and Clearly, they’re more comfortable being able to articulate their thoughts and ideas. And as opposed to just blurting stuff out, they’re thoughtful about it and able to …present their ideas clear[ly] and concisely. That isn’t always the case with new[ly hired] students. … And they’re also, I think, a bit more willing to listen and collaborate as a result of it because they had to do it on their teams.Here is a comment in which an employer highlighted the benefits of a project-based learningcurriculum on teamwork, interpersonal skills, and problem solving: There’s a lot of good

Conference Session

CEED Paper Session 2: Leveraging Internships and Experiential Learning in Higher Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Jenna Christie-Tabron, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Mari Pina, University of Central Florida; Richard Allan Quinn, University of Central Florida; Jackie Herold, University of Central Florida; Kim A. Small, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

Associate Editor of the Neural Networks journal from 2006 to 2012. He has served as the Technical Co-Chair of the IJCNN 2011.Ms. Mari Pina, University of Central Florida Mari Pina is the Director of Employer Partnerships and Internship Placements for the CAMP-YES In- ternship Program and IT Certifications Program. She is responsible for tracking student and employer communication, recruitment and placement along with tracking the progress of the student’s experiences YES Internship Program. Ms. Pina is a doctoral candidate and her research interests include engineering student soft-skills gap and self-efficacy as relevant employability skills.Mr. Richard Allan Quinn, University of Central Florida Richard Quinn, CBC