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

connect engineering students with theirsports interests by establishing internships with on-campus athletics programs. For engineeringstudents, internships serve as the gateway to future employment. Both internships and co-op workexperiences provide engineering students with opportunities to expand their courseworkknowledge by applying that knowledge within professional environments [1,2]. In doing so,students who participate in these kinds of experiences are more likely to look toward engineeringrelated employment post-graduation during their career decisions [3]. In this paper, we discuss the partnership between the industrial and systems engineeringdepartment faculty and students and athletic coaches across sports programs and the

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

moderate research activity (R-3). Currently there are 974undergraduates in the College.Overview of ProgramDeveloped in conjunction with industry leaders, engineering alumni, faculty, and students,Career Compass is a series of six required courses and two optional courses. The first six coursesare completed during the first three years of the undergraduate curriculum and the two optionalcourses may be completed during the fourth year. Program content is grouped around four majorthemes as follows: 1. The Engineering Profession 2. Setting the Stage for Personal and Professional Success 3. Post-Graduation Career Planning 4. Effective Communication Skills for the 21st CenturyCareer Compass is largely self-directed and

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

importance of traditionallearning pedagogies combined with experiential learning has been shown to increase overallcognitive competency [7] - [9]. To maintain relevancy and competitiveness in engineeringeducation, hands-on learning experiences with a global perspective needs to be integrated intothe curriculum [10], [11]. We believe critical skills such as empathizing, weighing ethicalconsiderations and effective communication are needed by graduates to navigate the 21st centuryglobal societal needs [12] - [17]. These learning opportunities could allow them to learn andpractice empathetical and ethical decision making with people from diverse backgrounds.Central to this capability is to provide the students with experiential learning opportunities

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

Minority Engineering Program and the Purdue Office of Institutional Assessment, Dr. Stwalley collects, analyzes and manages data pertaining to the outreach, recruitment, retention and graduation of engineering students from historically underrepresented groups.Dr. Robert Merton Stwalley III P.E., Purdue University at West Lafayette Dr. Robert M. Stwalley III, P.E. joined the Agricultural & Biological Engineering department as a faculty member in the fall of 2013. He earned his Bachelor of Science in Agriculture and Biological Engineering (ABE) and his M.S.E. and Ph.D. from Mechanical Engineering at Purdue University. Dr. Stwalley is the former Director of Professional Practice at Purdue, has more than 20 years in

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

oreven rewards for their contribution”4. Additionally, NSF encourages REU programs to includefreshmen and sophomore students, adding pressure to programs to prepare lower-level studentsthrough an apprenticeship model traditionally used for advanced-level graduate students.Although typical graduate students working in apprenticeship programs are surrounded by socialrelationships and activities through which the core practices of the engineering community aremade visible over long periods of time, the same may not be true for typical REU studentsworking under shortened timeframes and in more peripheral conditions. Typical REU studentsare legitimately involved in specific laboratory practices but their participation in the field atlarge remains

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

Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and transitions to the workforce in science and engineering. She was a recipi- ent of the 2014 American Society for Engineering Education Educational Research and Methods Division Apprentice Faculty Award, the 2015 Frontiers in Education Faculty Fellow Award, and the 2019 Betty Vetter Award for Research from WEPAN. In 2017, Dr. Main received a National Science Foundation CAREER award to examine

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

prototyping, testing, and ongoing ideation of programmatic changes andimprovements.IntroductionInternships have been shown to be of great value for both student learning and career attainment.They allow students to build the real-world skills and perspective necessary to engage effectivelywith their own education [1]. There is also evidence to show that they contribute to greater careerengagement later in life [2] and that having an internship is one of the top qualifications thatemployers look for in new graduates [3]. At the University of Colorado Boulder specifically,87% of AY 15-18 Mechanical Engineering graduates who completed an internship rated theirexperience as “extremely useful,” “very useful,” or “useful” [4]. Despite those clear benefits

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

student, faculty, and staff navigation through the ExperientialLearning Framework.We used several methods to identify current students’ experiences that could count asexperiential: the census of engineering graduating seniors, the survey of College of Engineeringfaculty, interviews with College of Engineering faculty, and the student report on experientiallearning. They revealed a broad range of experiences: curricular and co-curricular, technical andnon-technical, and short term and long term. Additionally, the student group created engagementspectra to show the diverse set of experiences in their student organizations.3Figure 2 offers an example of an engagement spectrum for Engineering Student Government. Atthe top of the spectrum are

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haaniyah Ali, York University; Jeffrey Harris, York University

Tagged Divisions

Cooperative and Experiential Education

. It is clear that each discipline has its own culture that the faculty are attuned to.They can provide more detailed perspectives on how to improve each individual student’sexperience. From the interviews done here, the divide is clear and it is a resource that can betapped for mutual benefit. Other recommendations require more data. In particular, it might be interesting forco-op programs to explore the idea of adding skill-based training modules. These could becatered to disciplines in particular, to give each student a unique experience. As the combinedfocus group showed, students learn well from one another. This might be an interestingformat to explore for reflection purposes. By increasing multi-disciplinary experiences

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

weremodeled after disciplinary communities of practice outlined by McDermott, Snyder, and Wenger[18]. The explicit mission of the program is to: Prepare students to succeed in their careers and to adapt to an ever-changing world by providing opportunities to engage in inclusive and collaborative communities wherein they accumulate proficiency by putting knowledge into practice. Within these communities, students, together with industry and university experts, explore knowledge of a specific topic area, identify personally meaningful problems, take initiative, design technical solutions, obtain support, implement solutions, develop mentor relationships, serve as leaders in professionalism and innovation, and showcase meaningful

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

retention and student persistencehas pinpointed the importance of the student building an identity as a “STEM person” in factorsrelated to persistence [25], [26]. A study using identity as an lens established a framework foranalyzing the factors that affect science identity: students build competency with valuedpractices in the field when they have authentic opportunities for the performance of thesepractices, and when they feel recognized for their contributions – that is, “recognition for whatmatters, by people that matter” [27]. This study also found that recognition was particularlyimportant, and was a missing component for the women of color in their study. As describedabove, the Akamai program has integrated teaching and learning STEM

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

mentors(e.g., faculty, alumni, industry members), with whom they could connect. Guided by prompts,students then wrote short stories around specific, salient moments in those formativeexperiences. Through iterative exercises within small groups and with mentors, studentsreflected on their stories and identified themes, which they used to create a set of values andguiding principles. Students then applied those values and guiding principles to createprofessional documents (e.g., resumes, personal statements, LinkedIn biographies) or supporttheir early-career decisions (e.g., selecting a job offer).Following the completion of the course, students who completed ENGR 490 during fall 2020were invited via email to participate in either a focus group or

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

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

, co-op education competencies, and others specific to faculties ordisciplines such as Engineering, for example, the Graduate Attributes, which represent 12competencies that must be taught and assessed in undergraduate engineering programs [3]. Thecompetency frameworks reviewed were those linked to the University of Toronto Co-CurricularRecord [2], The Canadian University Survey Consortium Survey of University Students [4], TheNational Survey of Student Engagement [1] and the Memorial University Career IntegratedLearning Initiative [5].Finally, interviews were also conducted with several potential employers, including the Actua’scorporate partners, regarding their hiring processes and the competencies they seek in newlygraduated STEM

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

Center for the Improvement of MentoredExperiences in Research [22]. During Fall 2020, a significantly adapted version of thisprofessional development program was offered as a new course (EGR 193: Introduction toEngineering Research) for the first-year, first-semester students newly admitted to academic yearresearch program.The decision to deploy this new course in the Fall of 2020 was in part an effort to provideadditional supports during the global pandemic. Under normal (in-person) circumstances, first-year college students can struggle to understand course expectations, manage the workload, andbalance personal and academic goals [23]–[25]. High-quality programs that support students’social, emotional and physical wellbeing can assist

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

. IntroductionThis evidence-based paper assesses strategies for Research Experience for Undergraduates(REU) social program success. REU programs typically bring together students from across thecountry – or even around the world – to a university campus for the summer. While at thisuniversity, the students learn how to conduct real research in their discipline by actually doing it,under the supervision of a faculty mentor. Giving students exposure to conducting bona fideresearch allows them to determine whether they may be interested in pursuing a research career(and, to support this, continuing on to graduate-level education).Many students who participate in REU programs remember these programs long after theprogram is complete. The initial experience

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

model ofonline education.Roy and Sykes also raise a question of whether the benefits in terms of skills development maydiffer for a virtual internship for in-person students versus online students. We do not know theextent to which prior preparation in self-regulated learning would favor online students’ successin virtual internships. An international survey of 158 people who had completed a virtualinternship between 2011 and 2015 found that the majority reported gaining interpersonal andcommunication skills as well as skills relevant to their career development and strategic thinking,supporting the hypothesis that virtual interns gain skills similarly to traditional interns [39].Bayerlein and Jeske have also explored the extent to which