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

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

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

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

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

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

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

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

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kayla Powers, Stanford University; Helen L. Chen, Stanford University; Krishnaswamy Venkatesh Prasad, Ford Motor Company ; Shannon Katherine Gilmartin, SKG Analysis; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

graduate”, “five years after you graduate”, and “ten years afteryou graduate”. The Likert scale options included “Definitely will not” (0), “Probably will not”(1), Might or Might Not” (2), “Probably will” (3), and “Definitely will” (4).The second EMS question asked respondents: “How likely is it that you will do each of thefollowing in the first five years after you graduate?” Respondents were asked to rate each of theeight career options on a similar five point Likert scale: A. Work as an employee for a small business or start-up company B. Work as an employee for a medium- or large-size business C. Work as an employee for a non-profit organization D. Work as an employee for the government, military, or public agency (excluding a

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Fu Zhongli, National University of Defense Technology; Zihan Lin, National University of Defense Technology; Tianqi Zhang, National University of Defense and Technology; Zhao Zhao, National University of Defense Technology; Tong Wu, National University of Defense Technology; Huang Zhang, National University of Defense Technology; Zhang Jianing, Changsha SunVote Limited, China; Changfang Zhang, National University of Defense Technology; Yan Xu, Changsha SunVote Limited

Tagged Divisions

Cooperative and Experiential Education

design.  Problem-based learning model. Its main purpose is to develop problem-solving skills in certainsubject. The outline of the model are as follows：(a) Students receive the problem; a list of objectives thatstudents are expected to master while working on the problem; relevant reference and list of materials;important questions on concepts. (b) Students finish the project in teamwork, accomplish the learning objectivesand resolve the problem together. Each project has a different node to allot. Every student has different roles inthe team and an autonomous right to decide how to use the allocated time. (c) Student performance is evaluatedby instructors, peers, and themselves with adoption to questionnaires, interviews, observations

Conference Session

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Frank E. Falcone, Villanova University; Andrea L. Welker, Villanova University; Gayle F. Doyle, Villanova University

Tagged Divisions

Cooperative and Experiential Education

Professional Practices in Engineering and Engineering in the Humanistic Context which are courses focused on exploring a wide range of leadership, management & ethical issues confronting engineers and engineering students on a day-to-day basis. Prof. Falcone is a registered professional engineer, a diplomat in the American Academy of Water Resources Engineers, a retired Captain of the U.S. Navy, a former William C. Foster fellow at the U.S. Department of State and a consultant for the U.S. Department of State in the field of International Arms Control. In 2017, he was awarded the EDUCATOR OF THE YEAR Award from the American Society of Civil Engineers, Philadelphia Section.Dr. Andrea L. Welker, Villanova University Dr