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

Page 22.132.1 c American Society for Engineering Education, 2011 Academic Preparation in a Co-op Program as a Career Enhancement Tool for International Engineering Graduates in CanadaCo-operative education programs in North America have their origins in engineering schools,beginning with the University of Cincinnati in 1906, and in Canada, at the University ofWaterloo in 1957. Today, Canada provides one of the most widely developed co-op models inthe world, with over 80,000 co-op students enrolled in 83 Canadian institutions in 2009[1]. A co-operative education program is defined here to include one or more paid work terms that post-secondary students fulfill as part of their studies. Participating in

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

lessons and submitting two ungradedassignments that included a one-page career goal paper and a one-page resume. The class wastaught in a large classroom space to sections of 75-90 students and was presented in a traditionallecture style format. This course was designed to introduce graduate engineering students to theUniversity’s Cooperative Education Program and focused on developing skills in managingworkplace expectations and requirements, resume construction, interviewing, and professionalethics. Employer panels were sometimes used to explore employment opportunities within thefields of engineering. Peer-based discussion panels allowed students to share stories about howthey found their job and their experience as an employee. The stated

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary Yvonne Lanzerotti, Augsburg College; Sean Joseph Creighton, SOCHE; Maggie Varga, SOCHE; Richard Martin, The Air Force Institute of Technology; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, SOCHE

Tagged Divisions

Cooperative & Experiential Education

Paper ID #11158Increasing Student and Faculty Participation and Student Learning in an Un-dergraduate STEM Summer Research Program in a Government Institutionthrough a Higher Education PartnershipDr. Mary Yvonne Lanzerotti, Augsburg College Dr. Lanzerotti received her A.B. from Harvard College, M. Phil. from University of Cambridge (U.K.), and her Ph.D. from Cornell University, all in physics. She is an Assistant Professor of Physics at Augsburg College, in Minneapolis, Minnesota. Previously she was a faculty member in the Department of Electrical and Computer Engineering at the Air Force Institute of Technology, Wright

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

Cooperative & Experiential Education

scholarships that were eligible ourmajors. These types of events are highlighted in both the campus and the localnewspaper, providing welcomed exposure and public relations.Additional networking benefits include industrial sabbaticals for faculty memberswishing to keep abreast of current trends and technologies, and an excellent source ofnew members for advisory boards. The opportunities are endless as new doors open toyour program that you never knew existed.Traditional and Nontraditional Student GrowthMany traditional students lack resume worthy industrial experience and may be unsure ofthe valuable contributions they are capable of making. Placing this type of student underthe supervision of an experienced manager will clarify their role and

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

Paper ID #11735The Perceived Impact of Information Technology Experiential Learning onCareer Success: A Pilot StudyMr. Dalton Bishop, Indiana University-Purdue University Indianapolis Dalton Bishop is an MS Tech graduate student at Indiana University-Purdue University Indianapolis. He works as a full-time IT Systems Administrator for KSM Consulting in Indianapolis, Indiana. His primary areas of interest are server operating systems, data communications, and IT education.Prof. Connie Justice, Indiana University Purdue University, Indianapolis Connie Justice is a Clinical Associate Professor in Computer and Information

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative & Experiential Education

industry. 2 hour Workshop Topic 1 – Writing an effective resume Topic 2 – Internships/co-ops/full-time employment opportunities Topic 3 – Effective utilization of the Career Fair Topic 4 – Job interviews—their purpose and how to prepare Topic 5 – Selecting a job from multiple offersCreate Your Unique Personal Development Plan: Explore Your Options (Sophomore)Students explore their options in building a unique set of educational experiences for themselves that fit with theirindividual goals and objectives. Panel members will address various options available to students and possiblesources of funding to engage in these activities and tips on how to get started. 1.5 hour Panel Discussion Topic 1 – Co-ops and internships Topic 2

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

were formulated in part by examining a set of key issuesincluding: 1. Examining whether co-op helps women in particular decide affirmatively about their perception in an engineering career. 2. Investigating the pervasive effect of work self-efficacy on both academic and career retention through co-op. 3. Exploring the persistent question among non-co-op schools whether there may be a substitute for the salutary impact of co-op. 4. Probing the critical impact of contextual support on women undergraduate students. 5. Following up on the material influence of academic self-efficacy on career success after graduation. 6. Probing the factors that enhance the assimilation of alumni into the workforce.Methodology

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

occupations.24SCCT theory has also made an impact on models attempting to explain the withdrawal of studentsfrom undergraduate education. Compared to the models cited earlier that stressed the importance ofacademic performance and other institutional factors, such as student-institution match, SCCTfocused more on cognitive-person variables, such as self-efficacy, to reveal the potential for studentsto exert personal agency in their career endeavors.25 26 What is especially important about thesevariables is that they can be assessed and their conditions altered during the freshman year andbeyond in order to enhance students’ perceived consequences of succeeding in college and staying inschool.27 28While this study’s pathways model (Figure 1) bears

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Greg Rulifson P.E., University of Colorado, Boulder; Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

Community Service (EPICS) and MichiganTech’s D80 program exemplify how both students and institutions highly value such activities.Research into the effects of activities such as these has shown that students gain a greaterunderstanding of their civic and social responsibility, awareness of the world, and increasedacademic, personal and professional advancement. There remains, however, significantuncertainty about what happens when these students leave school and enter the engineeringprofession, and to what degree they are able and willing to continue participating in engineeringservice.Engineering service opportunities and value in the workplace were explored through interviewswith twelve engineering company employees. The employees were engaged

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Y. Young, University of Central Florida; Cameron M. Ford, University of Central Florida; Patrice Lancey, University of Central Florida; Divya Bhati, University of Central Florida ; Kim A Small, University of Central Florida College of Engineering and Computer Science

Tagged Divisions

Cooperative & Experiential Education

graduated clients of the university’s incubatorprogram. In the Internship Path students are placed with mid-size or large corporations ororganizations. Students are allowed to switch Paths at certain points in the program – if they sochoose – as part of their career exploration process. The YES program also offers other benefitsto participants which include academic advising with a YES advisor each semester to checkprogress to graduation; an intimate learning community of scholars (YES Socials andWorkshops); a YES Distinguished Speaker Seminar series; an annual YES Symposium toshowcase what they have learned from the mentorship experience through a presentation orposter; and the opportunity to network with members of the YES Advisory Board

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

Morteza Sadat-Hossieny, Northern Kentucky University; Mauricio Torres, Northern Kentucky University

Tagged Divisions

Cooperative & Experiential Education

students (rising Junior/Senior) are eligible in most cases. It’s rare to find internships available at  larger companies for freshmen and graduating seniors. You don’t have to miss 1-2 semesters to complete an internship.  You’ll have an edge over students who don’t have experiential education gained through an internship. Internships are usually limited to one area of responsibility (marketing, human resources, IT, etc.). Average GPA sought is 3.0, with 3.5 in some cases.Co-Ops Does

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karen P Kelley, Northeastern University; Steven Thomas McGonagle, Northeastern University Gordon Engineering Leadership Program

Tagged Divisions

Cooperative & Experiential Education

Paper ID #7935”Leveraging Co-op Experiences to Enhance Engineering Students’ Leader-ship Skills”Ms. Karen P Kelley, Northeastern University Karen P. Kelley is currently working at Northeastern University in Boston, MA as a Senior Cooperative Education Faculty Coordinator in the College of Engineering. She has worked for over 20 years with Mechanical and Industrial Engineering students assisting them in their co-op searches and guiding stu- dents in career decisions. In the role of Faculty Co-op Coordinator, Karen teaches both ”Introduction to Cooperative Education” and ”Professional Issues in Engineering” courses in the

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

AC 2010-2217: ENGINEERS AS TEACHERS: BRINGING CUTTING-EDGE MATHAND SCIENCE TOPICS INTO UNDERPRIVILEGED CLASSROOMS VIASTUDENT AND PROFESSIONAL ENGINEERSLindsey Jenkins-Stark, Iridescent Ms. Lindsey Jenkins-Stark, Vice President. Ms. Lindsey Jenkins-Stark has a multi-subject credential from the University of California at Dominguez Hills, and an undergraduate degree in sociology with a focus in law from the University of California at San Diego. She was a Teach for America corps member in Los Angeles from 2006-2008. She is a distinguished middle school teacher who has taught math, science and social studies. She has been a member of a Los Angeles Unified District School decision-making

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

. Cooperative education is an excellent method of providingstudents with this critical real-world experience. Students with cooperative education experienceare typically more successful in obtaining that all-important first job after college. Successfulcooperative education programs also benefit the sponsoring organization by providing a pool offamiliar, well-trained employees. One university engineering and technology department hasexpanded a successful industry-based partnership beyond the traditional cooperative educationexperience. Department faculty and industry representative interact throughout the entirecooperative education process from initial selection to placement of students to placement ofstudents to enhance their personal abilities and

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

= Engineering Fundamentals Coursework = Engineering Upper Division CourseworkStudents receive three credits for each semester of co-op, for a total of nine co-op credits appliedtowards graduation. The student receives a letter grade for each co-op semester which isdetermined by taking into account the evaluations provided by the work supervisor, and theaccuracy and quality of written work. A faculty member monitors and assesses the work of thestudent in collaboration with the co-op supervisor, including review of weekly student journalsand visiting the work site each semester. At the end of every co-op semester, each student isassessed by the company supervisor using an online data collection tool. The assessment