Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Glenda D. Young Collins, Mississippi State University ; Reuben F. Burch V, Mississippi State University

Tagged Divisions

Cooperative and Experiential Education

limited and regulated number of staff. The interns were an excellent way to more fully analyze and utilize this technology. (b) The coaches and athletic trainers are always looking to offer students an opportunity to work in collegiate sports. They were in the same shoes as the student interns and needed someone to give them a chance to pursue their career goals. The coaches saw this as a way to give back while also getting useful assistance in return. The coaches and athletic trainers gave of their time in training the new interns on how to work with the data, wearables, and other athletic technology. They gained a small staff of people who were able to spend time with the data and provided assistance that they would have been

Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen Schultz, Brigham Young University; Aaron R. Hawkins, Brigham Young University

Tagged Divisions

Cooperative and Experiential Education

Revolution system. 2. Statistics: Figure 12a shows catapults that are used to teach probability and statistics. In this activity there are three different settings (rubber band strength, ball placement, and catapult angle). The students do experiments to predict where the ball will land for a specific set of parameters. 3. Design Optimization: Figure 12b shows the paper rockets that the students design and build to determine how to get the rockets to fly the farthest distance or hit a designated target.Figure 12. (a) Teaching statistic using catapults. (b) Teaching the design process using compressed air paper rockets. 4. Material deposition: Figure 13a shows the

Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Addison J. Litton, Utah State University ; Wade H. Goodridge, Utah State University; Benjamin James Call, Utah State University; Sarah E. Lopez, Utah State University

Tagged Divisions

Cooperative and Experiential Education

becomes possible to motivate and educate.References[1] Litton, A., Goodridge, W., Call, B., Lopez, S., (2017) Effect of Mentoring on Undergraduate Students Self-Efficacy and Professionalism: Initial Qualitative Findings Paper presented at 2017 ASEE RMS Section Conference, Provo, Utah. http://www.et.byu.edu/%7Embc57/ ASEE2017/47%20EffectofMentoringonUndergraduateStudentsSelf%20-%20Final.pdf[2] The Charles A. Dana Center at the University of Texas at Austin, Agile Mind, Inc.. (n.d.). Albert Bandura. Retrieved March 20, 2018, from http://learningandtheadolescentmind.org/people_06.html[3] Bandura, A. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ, US: Prentice-Hall, Inc., 1986.[4] Bandura

Conference Session

Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Beata Johnson, Purdue University at West Lafayette; Joyce B. Main, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

Paper ID #30688The Influence of Experiential Learning on Student ProfessionalDevelopment: A Literature ReviewBeata Johnson, Purdue University-Main Campus, West Lafayette (College of Engineering) Beata Johnson is an Engineering Education Ph.D. student at Purdue University and recipient of an NSF Graduate Research Fellowship. She received her BS in Chemical Engineering from Purdue University. Her research interests include extracurricular and experiential learning in engineering education, students’ pathways through engineering education, and transition to the workforce.Dr. Joyce B. Main, Purdue University at West Lafayette

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Divisions

Cooperative and Experiential Education

vol. 1.[10] D. R. Brodeur, P. W. Young, and K. B. Blair, “Problem-based learning in aerospace engineering education,” in Proceedings of the 2002 American Society for Engineering Education Annual Conference and Exposition, 2002, pp. 16–19.[11] D. Broman, K. Sandahl, and M. Abu Baker, “The Company Approach to Software Engineering Project Courses,” Educ. IEEE Trans., vol. 55, no. 4, pp. 445–452, 2012, doi: 10.1109/TE.2012.2187208.[12] N. Correll, R. Wing, and D. Coleman, “A One-Year Introductory Robotics Curriculum for Computer Science Upperclassmen,” Educ. IEEE Trans., vol. 56, no. 1, pp. 54–60, 2013, doi: 10.1109/TE.2012.2220774.[13] E. Bütün, “Teaching genetic algorithms in electrical engineering

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lelanie Smith, University of Pretoria; Nadia Millis Trent P.E., University of Waikato

Tagged Divisions

Cooperative and Experiential Education

. Baglati, and S.E. Sarma, “Fostering 21st century skills in engineeringundergraduates through co-curricular involvement,” Proceedings of 121st ASEE Annual Conferenceand Exposition, June 15. 2014.[38] E.J. Coyle, L.H. Jamieson, and W.C. Oakes, “EPICS: Engineering Projects in CommunityService,” International Journal of Engineering Education, vol 21-1, pp. 139-150. 2005.[39] J.P. Borg, and D.H. Zitomer, “Dual-team model for international service learning inengineering:remote solar water pumping in Guatemala,” Journal of Professional Issues inEngineering Education and Practice, vol 134-2, pp. 178-185. 2008.[40] B. Amadei, R. Sandekian, and E. Thomas, “A model for sustainable humanitarian engineeringprojects,” Sustainability, vol 1-4, pp. 1087-1105

Conference Session

Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John H. Callewaert, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Cassandra Sue Ellen Woodcock, University of Michigan; Kevin Cai Jiang, University of Michigan; Stacie Edington, University of Michigan

Tagged Divisions

Cooperative and Experiential Education

Paper ID #29303Developing a Framework for Experiential LearningDr. John H Callewaert, University of Michigan John Callewaert is Director of Strategic Projects in the Office of the Associate Dean for Undergraduate Education, College of Engineering, University of Michigan. He previously served as a program director with the University of Michigan’s Graham Sustainability Institute, Director of the University of Michigan- Flint’s Office of Research, and the Director of the Institute for Community and Environment at Colby- Sawyer College. He completed doctoral study in Resource, Policy and Behavior at the University of

Conference Session

Postcard Session: Experiential Learning as a High-Impact Student Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhijit Nagchaudhuri, University of Maryland, Eastern Shore; Lei Zhang, University of Maryland, Eastern Shore; Madhumi Mitra Ph.D., University of Maryland, Eastern Shore; Blake Prout, University of Maryland, Baltimore County; Mohsin Mehmood; Kalah A. Cross, Morgan State University; Matt Collinge, Johns Hopkins University; Hafeez Temitope Shittu; Habilou Ouro-Koura, University of Maryland, Eastern Shore

Tagged Divisions

Cooperative and Experiential Education

Paper ID #23434Summer Exchange Program: A Unique Platform to Broaden Exposure andAddress Several Dimensions of LearningDr. Abhijit Nagchaudhuri, University of Maryland, Eastern Shore Dr. Abhijit Nagchaudhuri is currently a Professor in the Department of Engineering and Aviation Sciences at University of Maryland Eastern Shore. He is a member American Society for Mechanical Engineers (ASME), American Society for Engineering Education (ASEE) and, American Society for Agricultural and Biological Engineers(ASABE) and is actively involved in teaching and research in the fields of (i) robotics and mechatronics, (ii)remote

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Straub, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

. Brodeur, D. H. Soderholm, and R. Nasr, “Adoption of active learning in a lecture-based engineering class,” in Proceedings of the 32nd Annual Frontiers in Education Conference, 2002, vol. 1, pp. T2A-9-T2A-15 vol. 1.[11] D. R. Brodeur, P. W. Young, and K. B. Blair, “Problem-based learning in aerospace engineering education,” in Proceedings of the 2002 American Society for Engineering Education Annual Conference and Exposition, 2002, pp. 16–19.[12] D. Broman, K. Sandahl, and M. Abu Baker, “The Company Approach to Software Engineering Project Courses,” Educ. IEEE Trans., vol. 55, no. 4, pp. 445–452, 2012.[13] S. Jayaram, L. Boyer, J. George, K. Ravindra, and K. Mitchell, “Project-based introduction to

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Hodges, Texas A&M University at Qatar; Yasser M. Al Hamidi, Texas A&M University at Qatar

Tagged Divisions

Cooperative and Experiential Education

Movement strategies into these courses, thearbitrary boundaries between extra- and co-curricular learning dissolve, and students take initiativeover their own learning.6.1References[1] Susan Conrad, W. A. Kitch, T. J. Pfeiffer, T. R. Smith and J. V. Tocco, "Students writing for professional practice: A model for collaboration among faculty, practitioners and writing specialists," in Proceedings of the 2015 American Society for Engineering Education Conference, Seattle, WA, 2015.[2] R. Young, A. Heaney and J. Kladianos, "Assessing writing in a comprehensive design experience course," in Proceedings of the 2009 American Society for Engineering Education Conference, 2009.[3] B. Richards and I. Milanovic, "Partnership between

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Candyce Hill, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

Fellowshipfrom the MSU HUB for Innovation in Learning and Technology, along with support from theMSU College of Engineering and MSU Honors College. Much of the course content wasadapted from or informed by the “Entering Research” and “Entering Mentoring” curricula andmaterials developed by the National Research Mentoring Network (https://nrmnet.net) andmaintained by the Center for the Improvement of Mentored Experiences in Research(https://cimerproject.org).References[1] M. Haddara and H. Skanes, “A reflection on cooperative education: From experience to experiential learning,” International Journal of Work-Integrated Learning, vol. 8, no. 1, p. 67, 2007.[2] B. F. Blair, M. Millea, and J. Hammer, “The Impact of Cooperative Education on Academic

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carlos Martin Chang, Florida International University; Adeeba Abdul Raheem, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

aspects.References[1] L. A. Braskamp, D. C. Braskamp, and K. Merrill, “Assessing Progress in Global Learning andDevelopment of Students with Education Abroad Experiences,” Frontiers: The InterdisciplinaryJournal of Study Abroad, vol. 18, no. 1, pp. 101–118, 2009.[2] I. Clarke, T. B. Flaherty, N. D. Wright, and R. M. McMillen, “Student InterculturalProficiency From Study Abroad Programs.” Journal of Marketing Education, vol. 31, no. 2, pp.173-181, 2009, doi: 10.1177/0273475309335583.[3] D. DeGraaf, C. Slagter, K. Larsen, and E. Ditta, “The Long-term Personal and ProfessionalImpacts of Participating in Study Abroad Programs,” Frontiers: The Interdisciplinary Journal ofStudy Abroad, vol. 23, no. 1, pp. 42–59, 2013.[4] D. K. Deardorff, “Identification and

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Bowers, Arizona State University; Michelle Jordan, Arizona State University; Kate Fisher; Zachary Holman, Arizona State University; Mathew D. Evans, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

imagination affected during the program? a. Which engineering research practices showed the most and least gains in self- efficacy across the program? b. What community building elements supported the mode of imagination? 2. To what extent did alignment to the practices change over the program? 3. How was the mode of engagement affected during the program? a. To what extent did participants engage in each engineering research practice? b. How did engagement happen for the most and least aligned practices and what community building elements were involved?Context and ParticipantsThe context of this study is a research experience for undergraduates (REU) program designedaround the ERM model of

Conference Session

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Austin Barnes, Institute for Scientist and Engineer Educators; Tamara Ball, University of California, Santa Cruz; Christine R. Starr, University of California, Santa Cruz; Scott Seagroves, The College of Saint Scholastica; Kauahi Perez, University of Hawaii, Manoa; Lisa Hunter, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

found between any of these group designations.Entering GPA: Students accepted into the program have a wide range of GPAs, ranging from2.3-4.0. Almost half of accepted students have GPAs in the 2.3-3.3 range (C+ to B+ students).We did not find a significant difference between entering GPAs for those who left STEM (n =21, m = 3.40) and those who stayed in STEM (n = 149, m = 3.39); t (168)= -.54, p = 0.96. SeeFigure 3 for a graphical comparison. Figure 3. GPA of those who left STEM and those who Comparison persisted in STEM, N = 182 of GPAs of Akamai 4 N.S., p = .96 interns upon acceptance. No significant 3 difference in GPA was found

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Vicki V. May P.E., Dartmouth College; Charles R. Sullivan, Dartmouth College; Honor J. Passow P.E., Dartmouth College; Benoit Cushman-Roisin, Dartmouth College

Tagged Divisions

Cooperative and Experiential Education

insulation may interchanged). The pre-and post-course surveys that will be used are provided in Appendix B. Table 3. Evaluation Plan Outcome or intention: Assessment or evaluation: Collaboratively design an Student designs will be evaluated using rubrics. Design innovative tiny house that serves as outcomes will differ for each affiliated course (e.g., a learning space and as a showcase models, drawings, presentations, calculations). of best practices related to Innovation is included as a component of the sustainable design and construction. evaluation rubric for each course. A sample project description, including rubrics, for

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julia Armstrong, Ohio State University; Meris Mandernach Longmeier, Ohio State University

Tagged Divisions

Cooperative and Experiential Education

specifically and campus more broadly,and led to the creation of a network on individuals with a shared ethos of innovation. Thisprocess of a scalable program from co-curricular events focused on technology is on that can bemodeled at other institutions.References[1] K. Gama, B. Alencar Gonçalves, & P. Alessio, “Hackathons in the formal learning process.”in Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in ComputerScience Education 2018(pp. 248-253).[2] E.A. Kolog, E. Sutinen, & E. Nygren, “Hackathon for Learning Digital Theology inComputer Science.” International Journal of Modern Education & Computer Science, 8(6),2016.[3] A. Herala, & O. Drögehorn, “Hackathons in software engineering education: lessons

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kyle Dukart, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Ben Guengerich, University of Minnesota - Anderson Student Innovation Labs

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

design projects andexperiential learning in the makerspace while growing the overall sense of community.Considering these strategies, this research study addresses the following questions. 1. How has the demographics, in terms of student major, gender identity, and racial identity changed over the first three years of use? 2. To what extent have these three strategies, and the initiatives they spawned, impacted that change? a. Early exposure b. Structured learning opportunities c. Marketing and communicationBackgroundFirst opened in the spring of 2017, the Anderson Student Innovation Labs at the University ofMinnesota are a set of makerspaces designed to give the people in the College of Science

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martha M. Snyder, Nova Southeastern University; Manuel Salinas, Nova Southeastern University; Molly J. Scanlon, Nova Southeastern University

Tagged Divisions

Cooperative and Experiential Education

following student outcomes. (Note effective with the 2019-2020accreditation cycle, the new ABET EAC Criterion 3 Student Outcomes will replace the a-koutcomes.) (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Radana Dvorak, City University of Seattle ; John L. Whiteman, University of Portland

Tagged Divisions

Cooperative and Experiential Education

Awareness and Training through a Multidisciplinary OSINT Course Project Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2— 34367[2] Carpenter, A. (2018, June), A Hardware Security Curriculum and its Use for Evaluation of Student Understanding of ECE Concepts Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2—29688[3] Whipple, A., & Smith, K. B., & Rowe, D. C., & Moses, S. (2015, June), Building a Vulnerability Testing Lab in an Educational Environment Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23640[4] Dvorak, R., Dillon H., Ralston, N., Welch

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Félix Langevin Harnois, École de Technologie Supérieure; Jerome Harrison, École de Technologie Supérieure; Prasun Lala, École de Technologie Supérieure; Ghizlane El Boussaidi, École de Technologie Supérieure; Christian Desrosiers, École de Technologie Supérieure; Catherine Laporte, École de Technologie Supérieure

Tagged Divisions

Cooperative and Experiential Education

, pp. 259–286, 2006.[2] E. Wenger, Communities of practice learning, meaning, and identity. Cambridge: Cambridge Univ. Press, 2008.[3] J. Rogers, “Communities of practice: A framework for fostering coherence in virtual learning communities,” Educational Technology and Society, vol. 3, no. 3, pp. 384–392, 2000.[4] M. D. P. Dempsey, C. Barry, and J. Mead, “A Student-Directed Professional Development Program for Doctoral Students Seeking Industry Placement,” in 2013 ASEE Annual Conference & Exposition, Atlanta, GA, 2013, vol. 23, p. 1.[5] J. A. Donnell, B. M. Aller, M. Alley, and A. A. Kedrowicz, “Why Industry Says That Engineering Graduates Have Poor Communication Skills: What the Literature Says,” in 2011 ASEE Annual

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Renee Kaufmann, University of Kentucky

Tagged Divisions

Cooperative and Experiential Education

, vol. 92, no. 4,pp. 325-328, 2003/10/01 2003, doi: 10.1002/j.2168-9830.2003.tb00776.x.[4] ABET, “Criteria for Accrediting Engineering Programs, 2019 – 2020,” 2018. [Online].Available: https://www.abet.org/wp-content/uploads/2018/11/E001-19-20-EAC-Criteria-11-24-18.pdf [Accessed: 2-February-2019].[5] Wilson, S.A. "Understanding the gap between communication in the classroom andcommunication during an industrial internship." In Proceedings of the American Society forEngineering Education 2019 Annual Conference, Tampa, FL. (2019).[6] Howe, M. M., & Dwyer, K. K. (2007). The influence of diaphragmatic breathing to reducesituational anxiety for basic course students. Basic Communication Course Annual, 19(1), 9.[7] Rubin, R. B., Rubin, A. M

Conference Session

CEED Technical Session I: WIP: Experiential Learning Potpourri

Collection

2019 ASEE Annual Conference & Exposition

Authors

Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University; Ebrahim Randeree, Florida State University

Tagged Divisions

Cooperative and Experiential Education

Annual Frontiers in Education, Boston, MA, 2002.[19] D. E. Giles and J. Eyler, “The theoretical roots of service-learning in John Dewey: Toward a theory of service-learning,” Serv. Learn. Gen., vol. 150, 1994.[20] J. Dewey, Democracy and education. New York: Collier Books, 1916.[21] M. McCall, “Leadership development through experience,” Acad. Manag., vol. 18, no. 3, 2004.[22] B. Banach, E. Foden, and V. Brooks Carter, “Educating undergraduate group workers: Increasing confidence through experiential learning,” Soc. Work Groups, vol. 42, no. 2, pp. 158–170, 2019.[23] Center of Inquiry in the LIberal Arts at Wabash College, “Wabash National Study of Liberal Arts Education: High-impact practices and experiences from the Wabash

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark J. Povinelli, Syracuse University; Jonnell A. Robinson, Syracuse University

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Diversity

Tagged Divisions

Cooperative and Experiential Education

Paper ID #22462Integrating Design Thinking into an Experiential Learning Course for Fresh-man Engineering StudentsDr. Mark J. Povinelli, Syracuse University Dr. Mark Povinelli is the Kenneth A. and Mary Ann Shaw Professor of Practice in Entrepreneurial Lead- ership in the College of Engineering and Computer Science and the Whitman School of Management at Syracuse University where he is developing and teaching curriculum in innovation and entrepreneurship. Dr. Povinelli current research interests and curriculum development are in experiential team learning approaches to engineering education focused on design thinking

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremy Straub, North Dakota State University

Tagged Divisions

Cooperative and Experiential Education

] P. Deshpande, C. B. Lee, and I. Ahmed, “Evaluation of Peer Instruction for Cybersecurity Education,” in Proceedings of the SIGCSE Conference, 2019.[9] F. Ning, W. Cong, J. Qiu, J. Wei, and S. Wang, “Additive manufacturing of carbon fiber reinforced thermoplastic composites using fused deposition modeling,” Compos. Part B Eng., vol. 80, pp. 369–378, 2015.[10] J. M. D. Hill, C. A. Carver, J. W. Humphries, and U. W. Pooch, “Using an isolated network laboratory to teach advanced networks and security,” in Proceedings of the thirty- second SIGCSE technical symposium on Computer Science Education - SIGCSE ’01, 2001, pp. 36–40.[11] D. Dasgupta, D. M. Ferebee, and Z. Michalewicz, “Applying Puzzle-Based

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dimitrios Bolkas, Pennsylvania State University; Mojgan A. Jadidi, York University; Jeffrey Chiampi, Pennsylvania State University; Muhammad Usman, York University

Tagged Divisions

Cooperative and Experiential Education

physicalworld. At the end of each virtual lab, the software generates a PDF report, which for eachmeasurement it captures the state of the instrument (how off-level it was) and the truemeasurement versus observed ones. This information is then used by the instructor and studentsto reflect on mistakes made and discuss alternative surveying approaches to improve surveyingprocedures followed by the students in the future.Figure 1. Differential leveling using virtual reality. (a) user in wearing the HMD and managingthe controls; (b) leveling the rod; (c) leveling the differential level instrument; (d) making ameasurement of the rod.The virtual environments are based on the campus where students often complete their physicallabs [3], but we also offer off

Conference Session

CEED Technical Session I: WIP: Experiential Learning Potpourri

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joel Howell, University of South Florida; Chris S. Ferekides, University of South Florida; Wilfrido A. Moreno P.E., University of South Florida; Tom Weller, Oregon State University; Arash Takshi, University of South Florida

Tagged Divisions

Cooperative and Experiential Education

Paper ID #25518Preparing Engineering Students for their Profession - A Novel CurricularApproachProf. Joel Howell, University of South Florida Joel Howell is a Professor of Practice in the University of South Florida’s Electrical Engineering De- partment. His focus is to help every student within the department develop skills and competencies through experiential learning activities, including community service, involvement in student organiza- tions, internships/co-ops, undergraduate research, and study abroad programs. Prior to joining USF, Joel served as an Advanced Programs Engineer and Business Development Manager for

Conference Session

Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine McConnell, University of Colorado Boulder

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Diversity

Tagged Divisions

Cooperative and Experiential Education

Paper ID #28792A Design Thinking Approach to Increasing Student Efficacy in theInternship Search ProcessDr. Katherine McConnell, University of Colorado Boulder Katherine McConnell is a Senior Professional Development Advisor in the Department of Mechanical Engineering at the University of Colorado Boulder. Her work focuses on the integration of experiential learning, industry connections, and career-oriented education across the curriculum. c American Society for Engineering Education, 2020 A Design Thinking Approach to Increasing Student Efficacy in the

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amitava 'Babi' Mitra, Massachusetts Institute of Technology; Timothy Kassis, Massachusetts Institute of Technology; Yuan Lai, Massachusetts Institute of Technology; Justin A. Lavallee, Massachusetts Institute of Technology; Gregory L. Long PhD, Massachusetts Institute of Technology; Alice Nasto, Massachusetts Institute of Technology ; M. Mehdi Salek, Massachusetts Institute of Technology ; Rea Lavi, Massachusetts Institute of Technology; Rebecca Shepardson, Massachusetts Institute of Technology

Tagged Divisions

Cooperative and Experiential Education

cohort of senior students, but will in the next academic year (Fall 2021–Spring 2022).C. Campus Shutdown Spring–Fall 2020About halfway through the semester, MIT announced that the campus will shut down and that allSpring classes will take place remotely. In addition, grades for classes for the spring semesterwere changed to pass/fail only. II. Pivot to Remote Teaching: Spring–Fall 2020This section covers (a) the program’s immediate response to campus shutdown and the pivot toemergency remote teaching from March 30th, 2020 and through the Spring 2020 semester, and(b) its planned response to remote teaching in Fall 2020. We describe the program-wideresponse, as well as the individual response of each program thread.A

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rylan C. Chong, Chaminade University

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Diversity

Tagged Divisions

Cooperative and Experiential Education

Paper ID #25407Examining the Relationship of Active Team-based Learning and Technologyand Engineering Students’ Research Self-efficacy in a Cybersecurity Trainee-ship ClassDr. Rylan C. Chong, Chaminade University Dr. Rylan Chong is a data scientist in the Division of Natural Sciences and Mathematics at Chaminade University of Honolulu. He earned his bachelor’s degree in Computer Science from Chaminade University of Honolulu. Dr. Chong has a master’s degree from Purdue University in Information Security. He specialized in biometric systems and human factors during his master’s degree. Dr. Chong completed his Doctor of

Conference Session

Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachael E. Cate, Oregon State University; Donald Heer, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

Paper ID #29095Longitudinal Study to Develop and Evaluate the Impacts of a”Transformational” Undergraduate ECE Design Program: Study ResultsandBest Practices ReportDr. Rachael E Cate, Oregon State University Rachael Cate: Dr. Rachael Cate received her MA in rhetoric and composition from Oregon State Univer- sity in 2011 and her Ph.D. in Higher Education Leadership and Research from Oregon State University in 2016. She joined the School of Electrical Engineering and Computer Science at Oregon State University as a member of the professional faculty in 2016. In this role, she provides engineering communications