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Assessing and Communicating Professional Competency Development Through Experiential Learning

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

. He received a BSE in biomedical engineering from the University of Michigan in 2018. American c Society for Engineering Education, 2021 Assessing and Communicating Professional Competency Development through Experiential LearningThis is a work-in-progress paper submitted to the ASEE Cooperative & Experiential EducationDivision.AbstractA new experiential learning initiative at a large R1 institution seeks to provide students with aframework to intentionally explore learning opportunities, meaningfully engage in experiences,iteratively reflect on their learning, and clearly communicate their development of one or morekey professional competencies

Relevance Score: 0.03445313

Student Perceptions of Connections Between an Introductory Dynamic Systems Class and Co-Op Work Experience

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

, typically taken in the second half oftheir junior year or the first half of their senior year. Students in the course wrote an essay, as arequired assignment, in which they reflected on the links between their co-op work and thecourse, and were asked for permission to use those essays in the professor’s research on thistopic. Analysis of the essays shows that students typically did see connections; in many cases,these were connected to the course content. However, in other cases, students noted that they hadlearned problem-solving skills, time management, or other skills that were not directly connectedto the class content, which were also useful in their co-op assignments and future careers. Theresults of this work can be used to motivate students

Relevance Score: 0.030577855

Using Experiential Learning in Course Curriculum: The Case of a Core Engineering Graphics Course

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

practices soccer and tennis.Dr. Molly J. Scanlon, Nova Southeastern University Molly J. Scanlon, Ph.D., is an Associate Professor in the Department of Writing and Communication in the College of Arts, Humanities, and Social Sciences (CAHSS) at Nova Southeastern University. She teaches graduate and undergraduate courses in first year experience, composition, writing studies, and visual rhetoric. Research interests include visual rhetoric, identity construction, and experiential learning pedagogy, with publications in Composition Studies, Reflections, and ImageText; and presentations at Frontiers in Education, Conference on College Composition and Communication, National Council of Teachers of English, Florida Distance

Relevance Score: 0.028602965

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: 0.027446315

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: 0.02535382

Developing a Framework for Experiential Learning

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

graduationrequirements. The goal of the initiative (the Experiential Learning Framework) is to providestudents with a framework to intentionally explore learning opportunities, engage meaningfullyin experiences, reflect on what they have learned, and communicate the value of the corecompetencies they have developed. As most Michigan Engineering undergraduate studentsparticipate in experiential activities, the framework aims to provide students with richer andmore meaningful experiences and more intentional engagement and reflection. This paperprovides an overview of activities to date, key challenges, and possible paths forward.Introduction and OverviewNumerous institutions are focusing on expanding experiential learning opportunities (e.g., client-based

Relevance Score: 0.024173917

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: 0.02324973

Towards an Employability Model for STEM Majors: Engagement-based, Service-producing, and Experience-driven

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

academic and social needs.2.2. Engagement-based learning2.2.1. Experiential learning. Experiential learning allows students to apply specific conceptslearned in the formal environment to the informal environment through opportunities such asinternships, apprenticeships, competitions, clubs, practica, and cooperative education [9].According to Kolb and Fry [10], experiential learning theory is a four-part cycle. 1. The learner has concrete experience with the content being taught. 2. The learner reflects on the experience by comparing it to prior experiences. 3. Based on experience and reflection, the learner develops new ideas about the content being taught. 4. The learner acts on the new ideas by experimenting in an

Relevance Score: 0.021152178

Designing and Building a Tiny House to Develop Connections across Disciplines and Concepts

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

serves as a learning space and as a showcase of best practices related to sustainable design and construction;• Increase their interest and self-efficacy in sustainable design;• Connect concepts related to tiny house design across disciplines;• Compare and contrast interdisciplinary design options and decisions;• Reflect on their learning.Students in six different courses on campus are collaborating to design the tiny house. This pastsummer, students in Architecture I investigated different sites at the Organic Farm and preparedsite plans for 3 different sites. This winter, students in Architecture II and III will work onarchitectural designs and plans using one of the sites proposed by the Architecture I students. Inaddition, students in an

Relevance Score: 0.02067188

Improving Students' Writing Skills by Integrating Prototyping Activities in their Writing Course

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

aninternational branch campus in the Middle East. Over the course of three semesters, a technicaland business writing course was redesigned by integrating prototyping, collaboration, andentrepreneurship skills.Drawing upon survey data, we evaluate the effectiveness of our interdisciplinary, integratedapproach to engineering education. From the perspective of writing and communication, studentsgained a stronger understanding of workplace audiences and expectations. Additionally, theexperiential learning focus in the course engaged students in deeper reflective practices in bothwriting and engineering.We conclude with recommendations for others redesigning courses and curricula for 21st centuryliteracies and global entrepreneurship. We also examine future

Relevance Score: 0.02022535

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: 0.02022535

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: 0.0198609

Understanding How Co-op Students View their Learning

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: Katherine M. Ehlert, Clemson University; Marisa K. Orr, Clemson University
Tagged Divisions: Cooperative and Experiential Education

viable solutions, we determined the most reasonablesolution comprised of four unique groups. After the four-group solution was selected, therepresentative sorts, distinguishing statements, and interview data were used to develop thegroup profile.There were some overall trends in the data. First, the specific co-op role and the dailyresponsibilities heavily influenced student views on learning. Students who were working asintegral part of a team ranked statements related to teamwork higher than those who wereoperating more independently. The influence of role on learning is to be expected as learning isoften context specific.Additionally, many of the participants disagreed with statements that included the phrase “whenI reflected and thought

Relevance Score: 0.018725036

Design-Based Research: Students Seeking Co-op in New Educational Model

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: Dennis Rogalsky, Minnesota State University, Mankato; Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Iron Range Engineering
Tagged Divisions: Cooperative and Experiential Education

; apply engineering principles to multiple open-ended problems; and use reflection andmetacognition as ways to promote technical knowledge transfer [12].Professional learning happens across multiple domains. Professional responsibility is modeledand practiced throughout as timeliness, respect, appropriate dress, appropriate language are allmade explicit with continuous feedback coming from faculty and staff. Teamwork skills areprovided in seminars and practiced in design teams. Multiple workshops per week address topicssuch as: inclusion, ethical action, leadership, reflection, management, happiness, life-workbalance, overcoming adversity, and communication. Each week during the EDP students writethree one-page learning journal entries, most of

Relevance Score: 0.018725036

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: 0.017226566

Web-based Game vs. Virtual Reality Field Surveying Labs Towards Enhancing Experiential Education

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

learning studentsdevelop technical skills and learn about surveying techniques and methods. In addition, throughreview and reflection of their surveys, students are able to reinforce concepts learned in lectures.Outdoor labs have several challenges such as being affected by weather leading to cancellationsthat disrupt the educational process. Moreover, the COVID-19 pandemic has introduced newchallenges and forced virtualization of outdoor labs. Development of virtual and immersivetechnologies in the past decade have sparked applications in engineering education, offeringviable alternatives, and enhancing traditional instructional approaches. Indeed, virtual reality andgamification technologies offer different learning approaches while various

Relevance Score: 0.015169012

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: 0.014043776

Co-op Education and the Impact on the Behaviors and Competencies of Undergraduate Engineering Students

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: Nassif E. Rayess, University of Detroit Mercy; David Pistrui, University of Detroit Mercy; Ron Bonnstetter, Target Training International; Eric T. Gehrig, Target Training International
Tagged Divisions: Cooperative and Experiential Education

intimate survey underduress. Regardless, the survey participation for freshmen students who competed the coursewas 98%.The TTI survey was administered again in the junior year in the context of Professional Practiceof Engineering, which is a required lecture-based course that students take after completion of aminimum of one co-op semester. The survey was required and was used in a significantassignment in which students reflect on their strengths and weaknesses and on how to leveragethe former and mitigate the latter. The survey participation for junior students who completed thecourse was 100%.In order to compensate for the change in the student make-up, a pairwise longitudinalcomparison was conducted on the twenty engineering students (14 males

Relevance Score: 0.013377812

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: 0.013240599

Development of Employability Skills in Engineering Disciplines through Co-op

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

must complete 2 courses, oneduring their first term of co-op experience and the other in the last 4 months of their finalterm. Students also must write a report at the end of each term. The courses are centeredaround reflection and portfolio management, while the term paper is a description of their joband is reflective in nature. Similar to other schools, there is a fee associated with both of thesecourses for access to the portal, much like other co-op programs. Students also choose to do internships outside of the co-op program. Although theseinternships are within their field of study, they are not registered with the coop program.There are various logistical and personal reasons for this decision and are not fully discussedin this

Relevance Score: 0.011703148

Work in Process: Collaborative Design Projects

Conference Session: CEED Technical Session I: WIP: Experiential Learning Potpourri
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Cyrus Habibi P.E., University of Wisconsin, Platteville; Lily Chang, University of Wisconsin, Platteville
Tagged Divisions: Cooperative and Experiential Education

deliverable had a list of requirements announced two weeks before it wasdue. The deliverables were graded as a team based on how well the team was meeting therequirements. The grading components for each deliverable included the documentation,presentation, an individual reflection paragraph and the source code. Since the CSSE students hadweekly reviews, they were able to keep up with the schedule and meet the requirements. All theCSSE teams completed the web servers utilizing AWS or Microsoft Azure, and completed thegraphical user interface for visualizing the sensor data. 5. Reflective CritiquesPrior to the end of the course, an anonymous survey was administered to students to gauge theiropinions about the collaboration. The survey was developed

Relevance Score: 0.011585524

A Cocurricular Framework for a Multinational, Vertically Integrated Engineering Design Project

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

and development of professional skills as a result. The paper also considersfuture possibilities of the project, where the initial developmental phases were to ensure sustainability,we reflect on scalability of the AREND and similar projects to large cohorts.2. Theoretical framework2.1. A blended project and problem-based learning approachVarious authors have studied the differences between project and problem-based learning (PBL)[4]-[6]. Project-based learning typically is a more real-world directed application of knowledge whileproblem-based work takes a shorter time and is more directed to acquiring knowledge. The students’ability to be self-directed plays an important role in project-based learning in engineering since itrequires

Relevance Score: 0.011466696

Work in Progress: Examining the Literature on Virtual Internships for Insights Applicable to Engineers

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

. Emmett is a certified Project Management Professional and since 2018 has supported strategic global and online initiatives in engineering, including developing online modules to train global engineering competencies. He is the author of the books Cultivating Environmental Justice: A Literary History of US Garden Writing (University of Massachusetts Press, 2016) and with David E. Nye, Environmental Humanities: A Critical Introduction (MIT Press, 2017). With Gregg Mitman and Marco Armiero, he edited the collection of critical reflections and works of art, Future Remains: A Cabinet of Curiosities for the Anthropocene (University of Chicago, 2018). His humanities scholarship has appeared in the journals Environmental

Relevance Score: 0.011466696

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: 0.010683463

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: 0.00993045

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