Displaying all 8 results
- Conference Session
- Cooperative and Experiential Education Division (CEED) Technical Session 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Fatemeh Mirzahosseini Zarandi, University of Cincinnati; David Reeping, University of Cincinnati
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
to teach communication, leadership, and teamwork. Journal of Engineering Education, 90(1), 7-12.Wolfinbarger, K. G., Shehab, R. L., Trytten, D. A., & Walden, S. E. (2021). The influence of engineering competition team participation on students' leadership identity development. Journal of Engineering Education, 110(4), 925–948.Yadav, A., Subedi, D., Lundeberg, M. A., & Bunting, C. F. (2013). Problem-based Learning: Influence on Students' Learning in an Electrical Engineering Course. Journal of Engineering Education. Advance online publication.
- Conference Session
- Improving Retention & Self-Efficacy through Experiential Learning and Research Programs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Charmane Caldwell, Florida A&M University - Florida State University; Reginald J. Perry, Florida A&M University - Florida State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
college [5]. However, EESI takes things one step further by incorporatingexperiential learning opportunities coupled with financial support, which changes students’personal income and builds an engineering identity. These factors not only create support inareas that alleviate external barriers, which assist black students' retention in college, but theprogram opens up opportunities to better prepare students once they graduate college to be readyfor the STEM workforce and/or graduate school.Some studies show that experiential learning can positively impact participants, but few focus onblack students and even less on a Historically Black College and University (HBCU).Consequently, this research highlights the impact of a structured community
- Conference Session
- Cooperative and Experiential Education Division (CEED): Identity, Motivation & Belonging in Experiential Learning
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Annick Jade Dewald, Greenway College; Sophia Vicente, Elizabethtown College; Hannah Root; Rebecca Holcombe; Sara A. Atwood, Elizabethtown College
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
Engineering Sciences from Dartmouth College, and PhD in Mecha ©American Society for Engineering Education, 2025 Work-In-Progress: Exploring Knowledge, Skills, Attributes and Technical Learning in a Work-Integrated Learning Engineering ProgramIntroduction Throughout the history of engineering education there have been continued calls for theneed to educate and prepare engineering students for the “future of work” [1]. According toscholars, these calls can be traced back to the 1918 Mann Report [2] and continue through therecent Transforming Undergraduate Education in Engineering reports [3]-[6]. Additionally, therehave been tensions between academia and industry on competency development and what itmeans
- Conference Session
- Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Olga Pierrakos, Wake Forest University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
.• Study Abroad Experiences These programs develop global competencies through international technical coursework or field-based projects. They cultivate cross-cultural communication, adaptability, and understanding of contextual engineering practice. Most effective when incorporating intentional design elements and structured reflection to help students process cultural differences.• Undergraduate Research Students work with faculty on original investigations, developing research methodologies and specialized knowledge. These experiences cultivate curiosity, analytical thinking, and perseverance while demystifying research processes and informing decisions about graduate education.• Design Competitions Structured
- Conference Session
- Cooperative and Experiential Education Division (CEED) Technical Session 3
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ying Lyu, Beihang University; Chuantao Yin, Beihang University; Qing Lei, Beihang University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
' learningexperiences and professional identity development, specifically their progression towardsbecoming engineers through experiential learning. WIL internships provide students withopportunities to learn through enculturation into the CoP and its norms, and to understand itwithin the context of their sociocultural histories, including their previous experiences andidentities in other CoPs (Eames & Coll, 2006). This aspect is particularly pertinent to thisstudy as it also aims to explore the interaction between students' prior academic trainingbased on a French engineering education model and their learning experiences and identityformation within the Chinese workplace setting. It not only assists students in comprehendingthe CoP but also facilitates
- Conference Session
- Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Sophia Vicente, Elizabethtown College; Sara A. Atwood, Elizabethtown College; Rebecca Holcombe
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
been promoted as a work integrated learningexperience and have been seen as a mechanism way to bridge engineering coursework andpractice for engineering students (ASEE NAE, 2018). While there have been several major NSFgrants focused on cooperative education and a number of engineering programs with mandatorycooperative education requirements, there is still work to be done to connect research efforts topractice. Through a scoping review, this paper seeks to explore the literature on engineeringcooperative education in the United States. More specifically, the purpose of this paper is tosynthesize conference proceedings published by ASEE from 2000-2023 to explore trends andidentify areas of growth. From the review, we identified three key
- Conference Session
- Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Chelsea Armbrister, Florida A&M University - Florida State University; Lara Perez-Felkner, Florida A&M University - Florida State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
Engineering,” Journal of Engineering Education, 2014, doi: 10.1002/jee.20054.[7] M. Scheiner et al., “NSF-Retaining Engineers through Research Entrepreneurship and Advanced– Materials Training (RETREAT),” null, 2014, doi: 10.18260/1-2–22876.[8] T. Khraishi, T. Khraishi, K. Denman, and K. Denman, “The Effect of Internships and Professional Conferences on Student Retention and Graduation Rates,” 2006 GSW Proceedings, 2022, doi: 10.18260/1-2-370-38968.[9] Linda Lau and Linda K. Lau, “Institutional Factors Affecting Student Retention,” Education 3-13, 2003.[10] Z. S. Wilson et al., “Hierarchical Mentoring: A Transformative Strategy for Improving Diversity and Retention in Undergraduate STEM Disciplines,” Journal of Science
- Conference Session
- Cooperative and Experiential Education Division (CEED) Technical Session 4
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kimberly LeChasseur, Worcester Polytechnic Institute; Fiona Levey, Worcester Polytechnic Institute; Ahmet Can Sabuncu, Worcester Polytechnic Institute; Alireza Ebadi, Worcester Polytechnic Institute; John McNeill, Worcester Polytechnic Institute
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
provide an important bridge between education and employment inengineering and providing marketable skills is a major function of the experience [1]. There isgrowing consensus around capstone projects as a potential site for teaching students professionalskills, such as problem solving and teamwork [2]. Yet there remains a gap in skills betweenemployer expectations and the graduates they hire [3], suggesting that not all capstone coursesare providing sufficient support for developing these skills. For example, [4] found limitedgrowth in professional skills in small, short-term project experiences.One potential amplifier of developing professional skills is self-efficacy. The central premisebehind self-efficacy theory is that having knowledge and