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Post-secondary Work Integrated Learning Through STEM Outreach

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

and Employers (NACE) [6]Future Skills Framework DevelopmentActua developed the Future Skills Framework to capture and articulate the instructor experience,and to provide a foundation for additional support to member programs and their instructors. Inaddition, a strengthened instructor experience framework is seen to have potential for improvedrecruitment, training and retention of future instructors, increased transferability of the instructorexperience to future career opportunities, and increased quality and consistency in youthengagement by the network. The potential to shape a national, post-secondary work integratedlearning experience reflects activity by universities and affiliated organizations to betterdocument the contribution of

Relevance Score: 0.027493272

Design-Based Research: Students Seeking Co-Op in Refined Educational Model

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

education. This DBR approach also reflects Kolb’s [5] four stages of experientiallearning (experience, reflection, conceptualize, and test) as the program developers, faculty, andstudents learn together through each cycle of development. Design & Planning Problem Ideation/ Refined Learning (ProjectStatement Selection Model Objectives mgmt) Data CollectionProgram Design Design

Relevance Score: 0.025397196

Fostering Belonging through an Undergraduate Summer Internship: A Community of Practice Model for Engineering Research Education

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

technical skills.Although these are necessary for career success and productive work, students must also developcapacities for authentic engineering practices within authentic engineering communities.Specifically, they must develop practices for engaging ill-structured, ambiguous problems, andnavigating complexity and uncertainty through careful, creative application of deep knowledgethat characterize engineering design1. And they must do so in collaboration with others,communicating successfully with diverse stakeholders in formal and informal settings2. Finally,they must cultivate the ability to reflect on the quality of their innovation and communicationefforts3.The NSF and other sponsors fund research experiences for undergraduates (REU

Relevance Score: 0.023289507

Longitudinal Study to Develop and Evaluate the Impacts of a “Transformational” Undergraduate ECE Design Program: Study Results and Best Practices Report

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

deployment of 15+ courses used at over 10 universities. In addition he leads the technical content for the Electrical and Computer Engineer capstone projects course at OSU. c American Society for Engineering Education, 2020 Longitudinal Study to Develop and Evaluate the Impacts of a“Transformational” Undergraduate ECE Design Program: Study Results and Best Practices ReportAcknowledgement: The authors are grateful for support provided by the National ScienceFoundation grant DUE 1347817. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation

Relevance Score: 0.020259954

Entering Research Online: Developing a Virtual Course to Support Experiential Education for Undergraduate Research Assistants

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

engineeringdisciplines, and the context of their research varied considerably. Some students were part oflarge, established experimental laboratories while other students worked individually or in smallgroups on computational or theoretical projects. As this course was launched in Fall 2020,students in this class experienced the additional challenge of starting college (and undergraduateresearch) remotely during a global pandemic. The design and content of this course wereevaluated using anonymous feedback and a review of reflective discussion posts in order todetermine whether the course supported the stated learning goals. This evaluation indicates thatstudents found the course material helpful in understanding their role as undergraduate researchassistants

Relevance Score: 0.01989488

Integrating Design Thinking into an Experiential Learning Course for Freshman Engineering Students

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

, and reflection. This process of building episodic1 Departments in the College of Engineering and Computer Science include biomedical and chemical engineering,civil and environmental engineering, electrical engineering and computer science, and mechanical and aerospaceengineering.memory (consciously remembered experiences from memory) helps form a continuity in thelearning process [28], [29]. The students were able to experience feelings of their own and of thestakeholders and end users they encountered during class and the data collection field trips. Thestudents’ reflections focused their learning on what worked and didn't work in terms of their datacollection tools, data collection methodology, and how they functioned as a team after their

Relevance Score: 0.01725604

Virtual Internships: Accelerating Opportunity Through Disruption

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
Tagged Topics: Diversity
Tagged Divisions: Cooperative and Experiential Education

virtual internship intervention and technology, described in detail byJames, Humez and Laufenburg [12], leverages a purpose built technology platform to supportemployer partner feedback [15], structure student's reflection and metacognition [16], [17], andprovides educators with real-time learning analytics to support students and employer partnerswhen required [18], [12].To better address the needs of non-traditional and traditionally underserved minority students,the research team developed a set of design principles that attend to these students' particularneeds. The design principles include: • The ability of a student to participate in the intervention without leaving existing full- time work • The ability to complete work

Relevance Score: 0.014067804

Exploring how Innovation Self-efficacy Measures Relate to Engineering Internship Motivations and Outcomes

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: Amy Huynh, University of California, Irvine; Helen L. Chen, Stanford University; Krishnaswamy Venkatesh Prasad, Ford Motor Company; Sheri Sheppard, Stanford University
Tagged Topics: Diversity
Tagged Divisions: Cooperative and Experiential Education

in the Department of Mechanical Engineering at Stanford University. She has been involved in several major engineering education initia- tives including the NSF-funded Center for the Advancement of Engineering Education, National Center for Engineering Pathways to Innovation (Epicenter), as well as the Consortium to Promote Reflection in Engineering Education. Helen holds an undergraduate degree in communication from UCLA and a PhD in communication with a minor in psychology from Stanford University. Her current research and scholarship focus on engineering and entrepreneurship education; the pedagogy of portfolios and reflec- tive practice in higher education; and redesigning how learning is recorded and

Relevance Score: 0.013263253

The Influence of Experiential Learning on Student Professional Development: A Literature Review

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

andidentity, and encouraging career-related reflection. This review provides insight into the nuance ofthe breadth of students’ experiences in student organizations to inform future work examining thecontextual influence of experiential learning on engineering students’ professional development.IntroductionEngineering education programs aim to prepare graduates to transition into the 21st centuryworkforce as professional engineers with a breadth of technical and interpersonal skills and a senseof professional responsibility. Multiple competing influences have contributed to engineeringeducation’s current overcrowded curriculum, which largely focuses on technical knowledge [1].This technical focus is increasingly being questioned amidst calls for

Relevance Score: 0.010701742

Value of Experiential Experiences for Diverse Student Populations Within Engineering Disciplines

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

safely and competentlyassist in the work, and then properly describe the activity and its importance.The RS staff concentrates on a reflective write-up of the experiential experience during thefollowing term in the manditory seminar course. Four of the Fall 17 cohort have completed theirLSAMP project write-ups for publication in an undergraduate journal [41] [42] [43] [44]. One ofthe six member Fall 17 cohort dropped from the program due to incompatibilities with her majorand the summer RS programming, prior to the LSAMP experience. A second member of the Fall17 cohort changed degree objective into a non-STEM major during the following fall and did notcomplete the write-up portion of her RS commitement. One of the non-residential students in

Relevance Score: 0.00994744

Virtual Globalization: An Experience for Engineering Students in the Education 4.0 Framework

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
Tagged Topics: Diversity
Tagged Divisions: Cooperative and Experiential Education

as enablers in thereinterpretation of cognitive theories and teaching techniques for the development ofcriticality. Our challenge as educators is how to employ innovative, virtual and technologicaltools that boost creativity and challenge students to solve complex problems usingunexpected solutions; appealing to the extensive use of their digital literacy skills [16]:Photo-visual; Reproduction; Branching; Information; Socio-emotional; and Real-time.The incorporation of reflective practices through spaces for dialogue in fully onlineenvironments should be carried out throughout the engineering program as an example ofcognitive and metacognitive tools using the technological platforms that are best adapted toeach subject. The objective of this

Relevance Score: 0.00994744

Assessment of Cybersecurity Competition Teams as Experiential Education Exercises

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

process [22].Kolb’s model draws heavily upon the concept of learning styles and several of the forgoingsuppositions have elements of learning style doctrine within them. According to Healey andJenkins [24], learning styles reflect a diversity of environmental considerations including thoseattributable to gender and cultural differences. Willingham, et al. [25] and others [26]–[28],however, contend that there are inherent problems with the learning styles theories and that theylack scientific rigor.Kolb’s model suggests that experiential learning can be characterized as a four-phase cyclicmodel. Under this model, learners (1) have an experience, (2) reflect on the experience, (3)conceptualize what they have experienced into a model or theory and

Relevance Score: 0.009475725

Exploring How Engineering Internships and Undergraduate Research Experiences Inform and Influence College Students' Career Decisions and Future Plans

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

Paper ID #23905Exploring How Engineering Internships and Undergraduate Research Expe-riences Inform and Influence College Students’ Career Decisions and FuturePlansKayla Powers, Stanford UniversityDr. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford University. Chen’s current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining

Relevance Score: 0.007657543

Virtual International Innovative Program on Sustainable Engineering: Lessons Learned from a Successful U.S.-Perú Collaborative Effort

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

adopted [10,11]. The study abroad literature supports theintegration of experiential learning as a key medium for promoting higher-impact learning.Lutterman-Aguilar and Gingerich [10] argued that for an effective study abroad experiencestudents should be prepared as responsible global citizens and in order to do that the programsneed to incorporate the principles of experiential education that encourage reflection, criticalanalysis, and synthesis. A similar model was presented by McLaughlin and Johnson [12] forshort-term study abroad programs.Empirical studies have conducted to measure the personal and professional development ofstudents who participated in study abroad programs and evaluated factors such as civiccommitments (locally and

Relevance Score: 0.00670035

Maker Spaces for the Multitudes - Strategies to Expand Access and Use of a College Maker Space

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

media presence. 3. Develop technological currency in the student body.The first priority was identified as the most important with the other two priorities to be carriedout with an eye toward the first. A couple challenges affect the primary goal. First, unlike mostU.S. research institutions with a seperate college of engineering, CSE grants degrees in thephysical sciences, math, computer science, and engineering. Students in science and math areless encouraged by their course curriculum to seek out the use of design and prototypingresources so those students need additional programming and attention if the Anderson Labs is tomore closely reflect the diversity of the college as a whole. Second, the primary space is locatedin the Mechanical