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 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

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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

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Diversity

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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

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

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

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

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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

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L Peters P.E., Kettering University; Ronald E Kumon, Kettering University; Gabrielle Feeny

Tagged Divisions

Cooperative and Experiential Education

, UT, June 2004.[6] S. Kaul, C. W. Ferguson, P. M. Yanik, and Y. Yan, “Importance of undergraduate research: Efficacy and student perceptions,” in Proceedings of the ASEE Annual Conference, New Orleans, LA, June 2016.[7] K. Patsavas and B. S. Caldwell, “Exploring the development of undergraduate research experience,” in Proceedings of the ASEE Annual Conference, Indianapolis, IN, June 2014.[8] A. Ieta, R. Manseur, and T. E. Doyle, “Development of an undergraduate research laboratory,” in Proceedings of the ASEE Annual Conference, Vancouver, B.C., June 2011.[9] D. G. Dimitriu and J. O’Connor, “Initiation of an undergraduate research program,” in Proceedings of the ASEE Annual

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dennis Rogalsky P.E., Minnesota State University, Mankato; Ronald Ulseth P.E., Iron Range Engineering

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

network of industry connections.References [1] B. Johnson, R. Ulseth, Y. Wang, “Applying Design Based Research to New Work-IntegratedPBL Model (The Iron Range Engineering Bell Program)”. International Research Symposium onProject Based Learning (IRSPBL), Tshingua University, China. October 2018.[2] P. Reimann, “Design-Based Research”, In: L. Markauskaite , P. Freebody, J. Irwin (eds)Methodological Choice and Design, vol 9. Springer, Dordrecht, 37-50.[3] A. Kolmos “Design-Based Research: A Strategy for Change in Engineering Education”, In:Christensen S., Didier C., Jamison A., Meganck M., Mitcham C., Newberry B. (eds)International Perspectives on Engineering Education. Philosophy of Engineering andTechnology, vol 20. Springer, Cham. 2015.[4] D

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Peters, Kettering University

Tagged Divisions

Cooperative and Experiential Education

, June 2011.[6] D. Socha, V. Razmov, and E. Davis, “Teaching reflective skills in an engineering course,” in Proceedings of the ASEE Annual Conference, Nashville, TN, June 2003.[7] C. Reidsema and P. Mort, “Assessing reflective writing: Analysis of reflective writing in an engineering design course,” Journal of Academic Language & Learning, vol. 3 (2), pp. A-117 - A-129, 2009.[8] J. A. Turns, B. Sattler, K. Yasuhara, J. L. Borgford-Parnell, and C. J. Altman, “Integrating reflection into engineering education,” in Proceedings of the ASEE Annual Conference, Indianapolis, IN, June 2014.[9] C. M. Badenhorst, C. Moloney, and J. Rosales, “New literacies for engineering students: Critical reflective

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lynn Merritt Ekstedt, Oregon State University; Nikki James, Northeastern University; Kemi Jona, Northeastern University; Erich White, Oregon State University; Scott Paja, Oregon State University; Josefine Fleetwood, Oregon State University

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Diversity

Tagged Divisions

Cooperative and Experiential Education

recession.” American Economic Journal: Applied Economics, vol. 4 no. 1, pp. 1-29, 2012.[7] H. Schwandt and T. von Wachter, “Unlucky cohorts: Estimating the long-term effects of entering the labor market in a recession in large cross-sectional data sets.” Journal of Labor Economics, vol. 37, no S1, pp. S161-S198, 2019.[8] J. Bound, C. Brown and N. Mathiowetz, “Measurement error in survey data,” in Handbook of econometrics, J. Heckman and E. Leamer, Eds, Elsevier, 2001, vol. 5, pp. 3705–3843.[9] J. Heckman and T. Kautz, “Hard evidence on soft skills.” Labour Economics, vol. 19, no. 4, pp. 451–464, 2012.[10] T. Kautz, J. Heckman, R. Diris, B. Ter Weel, and L. Borghans, “Fostering and measuring

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Koopman, Virginia Polytechnic Institute and State University; Robert S. Emmett, Virginia Polytechnic Institute and State University; Nicole P. Sanderlin, Virginia Polytechnic Institute and State University

Tagged Divisions

Cooperative and Experiential Education

. 20, no. 1, pp. 116–129, Mar. 2020.[10] National Association of Colleges and Employers, Class of 2017 Student Survey Report. Bethlehem, PA: National Association of Colleges and Employers, 2017.[11] “National Survey of Student Engagement,” Oct. 2018, Accessed: Oct. 13, 2020. [Online]. Available: https://bl-educ-cprtest.ads.iu.edu/SAS/rb_nsse.html[12] B. Do, Y. Zhao, D. A. Trytten, and A. W. Lowe, “’Getting an internship… I’m still trying to find that:’Asian American student experiences obtaining engineering internships,” Proc. Asian Pac. Educ. Res. Assoc., 2006.[13] H. Matusovich et al., “Internships and engineering: beliefs and behaviors of academics,” Educ. Train., 2019.[14] Hora, M.T., Lee, C., Chen, Z., & Hernandez, A

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica Britt, Energy Systems Division, Argonne National Laboratory; Lucas W. Shoults, Energy Systems Division, Argonne National Laboratory

Tagged Divisions

Cooperative and Experiential Education

often presented in a linear, cyclical fashion, but theimplementation of this problem solving process can be messy. Designers commonly repeat steps,skip steps, or take the steps in a different order [6]. The key with design thinking is that there aremultiple iterations, and each iteration incorporates user feedback to solve the defined problem.Working with users adds more time to the process, so iterations should be executed quickly.When designers “fail fast,” they learn more about their users in a short period of time, and thisknowledge helps designers rapidly prototype a solution that users love [7].B. PivotingWhile a commonly used term across industries, “pivoting” has little objective definition orknown factors that would cause a business or

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Cooperative and Experiential Education

from, and make challenging decisions about students’ personal and professional futures. 3. Design a set of guiding principles and values for their personal and professional futures, and use their guiding principles and values to: a. Describe what being an engineer means for them and their responsibility in serving the common good. b. Support personal and professional decisions using their guiding principles and values. c. Inform the creation of professional documents (e.g., resumes, personal statements).Students began the course by briefly describing formative experiences during theirundergraduate years (e.g., courses, student organizations, internships) and identifying

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carol S. Stwalley, Purdue University at West Lafayette; Robert Merton Stwalley III P.E., Purdue University at West Lafayette; Grace Lynn Baldwin; Virginia Lynn Booth-Womack, Purdue University at West Lafayette; Sarah Larose

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Diversity

Tagged Divisions

Cooperative and Experiential Education

-76, 2007.[22] G. Bolton, "Narrative writing: reflective enquiry into professional practice," Educational Action Research 14, no. 2, pp. 203-218, 2006.[23] M. B. Reilly, The Ivory Tower and the Smokestack, Cincinnati: Emmis Books, 2006.[24] T. Barber and N. Fortenberry, "The academic value of cooperative education: a literature review," in 2008 Annual Summer Conference (Pittsburgh), Washington, DC, 2008.[25] Z. Wang and Y. Huang, "The educational value of cooperative education," in International Conference on Education Technology and Management Science (Nanjing), Beijing, 2013.[26] R. M. Stwalley III, "Definition, mission, and revitalization of cooperative education programs," in 2006 ASEE Annual Conference &

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia Caratozzolo P.E., Tecnológico de Monterrey; Anna Friesel, Technical University of Denmark; Peter Jan Randewijk, Technical University of Denmark; David Navarro-Duran, Tecnológico de Monterrey

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Diversity

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Cooperative and Experiential Education

Experimental Groups, Fall 2020 and Spring 2021. Figure 6b shows that the control groups obtained significantly lower final grades, considered in relation to the evaluation of almost all competencies, except in the "Use of Technology" which is a skill developed by all engineering students regardless of treatment that they receive, which corroborated our hypothesis that technology is an enabler but not a cognitive tool. Fig.6. a) Correlation between Final Scores and PostTest assessment. b) Final Scores and Skills assessment in each group.Rubrics were used with the intention of evaluating and discussing learning related to thestudents' interdisciplinary skills, not the grading. These rubrics allowed positioning thelearning within a

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tracy L. Ross, Actua; Lisa Romkey, University of Toronto

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Diversity

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Cooperative and Experiential Education

Paper ID #34798Post-secondary Work Integrated Learning Through STEM OutreachMs. Tracy L. Ross, Actua Tracy Ross holds a B.Sc. (Hons) in Environmental Chemistry from Queen’s University and a M.A. in the History and Philosophy of Science and Technology from University of Toronto. She has overseen high quality, targeted STEM outreach programs at a national level level since 2003. At Actua, Tracy’s team ensures strong relationships between Actua and its network of post-secondary Institutions, providing support for youth STEM Outreach programs that reinforce Institutional priorities around equity, diversity, inclusion