How Co-op in Engineering Technology Proves to Strengthen Student Learning and Fulfill Student Learning Outcomes

Morteza Sadat-Hossieny; Mauricio Torres

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Conference: 2016 ASEE Annual Conference & Exposition
Location: New Orleans, Louisiana
Publication Date: June 26, 2016
Start Date: June 26, 2016
End Date: June 29, 2016
ISBN: 978-0-692-68565-5
ISSN: 2153-5965
Conference Session: CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment
Tagged Division: Cooperative & Experiential Education
Page Count: 15
DOI: 10.18260/p.25470
Permanent URL: https://peer.asee.org/25470
Download Count: 652

Paper Authors

biography

Morteza Sadat-Hossieny Northern Kentucky University

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MORTEZA SADAT-HOSSIENY is currently an associate professor and director of engineering technology programs at Northern Kentucky University. Dr. Sadat received his Bachelor of Science in Mechanical Power Engineering Technology from Oklahoma State University, Masters of Science in Manufacturing Engineering Technology from Murray State University and Ph.D. in Industrial Technology Education from Iowa State University. His areas of concentration are Computer Aided Design, Industrial Automation, and his research Interests are globalized engineering/technology education, engineering technology innovative curriculum development, outcome assessments, and refining program accreditation procedures.

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Mauricio Torres Northern Kentucky University

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Dr. Torres received a B.S. in Business Administration from City University of Sao Caetano do Sul, B.S. in Mechanical Industrial Engineering from Braz Cubas University, Brazil, M.S. in Engineering Management and Ph.D. in Industrial and Systems Engineering from Florida International University. He has over 30 years of experience in heavy machinery manufacturing industry and currently he holds the position of Assistant Professor in the Mechanical Manufacturing Engineering Technology Program at Northern Kentucky University. His research interests are manufacturing processes, enterprise engineering and engineering education.

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Abstract

Students at Northern Kentucky University Engineering Technology programs are required to take at least one semester of a co-op class as one of the program requirements. The course description states: This course provides students an opportunity to apply the knowledge and skills they are learning in the classroom to an employment position in business or industry. It allows students to test and refine career plans and interests; gain experience in their field of specialty before they begin searching for a permanent position; and build a network of professional contacts from which they may draw technical and employment information. Therefore we believe that experience opportunities are a central component of the educational process. For an experience to be educational, it must possess continuity and interaction, where one experience leads to additional experiences prompting an individual to learn more. Experiential learning emphasizes that the source of the learning material can be from experience, as opposed to the more traditional view of classroom and lectures. Co-op classes incorporate many elements of the case method in experiential learning as defined by Kolb, which have been largely used in a variety of disciplines. Overseeing the course for a number of years shows experiential learning facilitates learning beyond the points mentioned above. Students’ feedbacks show much deeper learnings related to topics covered in the classes. Team work, punctuality, problem solving, and real world experience are among skills widely gained through co-op courses. This paper will examine the assessed data for following course outcomes for EGT301 – Co-op in Engineering Technology at NKU 1. Apply knowledge and skills to industrial jobs 2. Refine career plans and find the aspect of mechanical or manufacturing job they like the best 3. Gain real world industrial experience 4. Build a network of professional contacts 5. Learn how to identify, analyze and solve technical problems. 6. Learn to communicate effectively.

The course outcomes will be analyzed to find out what program outcomes they help attain. Recommendations on how best to use co-op experience to attain program outcomes will be covered.

Citation
Format

Sadat-Hossieny, M., & Torres, M. (2016, June), How Co-op in Engineering Technology Proves to Strengthen Student Learning and Fulfill Student Learning Outcomes Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25470

TY - CPAPER
AB - Students at Northern Kentucky University Engineering Technology programs are required to take at least one semester of a co-op class as one of the program requirements. The course description states: This course provides students an opportunity to apply the knowledge and skills they are learning in the classroom to an employment position in business or industry. It allows students to test and refine career plans and interests; gain experience in their field of specialty before they begin searching for a permanent position; and build a network of professional contacts from which they may draw technical and employment information.
Therefore we believe that experience opportunities are a central component of the educational process. For an experience to be educational, it must possess continuity and interaction, where one experience leads to additional experiences prompting an individual to learn more.
Experiential learning emphasizes that the source of the learning material can be from experience, as opposed to the more traditional view of classroom and lectures. Co-op classes incorporate many elements of the case method in experiential learning as defined by Kolb, which have been largely used in a variety of disciplines.
Overseeing the course for a number of years shows experiential learning facilitates learning beyond the points mentioned above. Students’ feedbacks show much deeper learnings related to topics covered in the classes. Team work, punctuality, problem solving, and real world experience are among skills widely gained through co-op courses.
This paper will examine the assessed data for following course outcomes for EGT301 – Co-op in Engineering Technology at NKU
1. Apply knowledge and skills to industrial jobs
2. Refine career plans and find the aspect of mechanical or manufacturing job they like the best
3. Gain real world industrial experience
4. Build a network of professional contacts
5. Learn how to identify, analyze and solve technical problems.
6. Learn to communicate effectively.

The course outcomes will be analyzed to find out what program outcomes they help attain. Recommendations on how best to use co-op experience to attain program outcomes will be covered.

AU - Morteza Sadat-Hossieny
AU - Mauricio Torres
CY - New Orleans, Louisiana
DA - 2016/06/26
PB - ASEE Conferences
TI - How Co-op in Engineering Technology Proves to Strengthen Student Learning and Fulfill Student Learning Outcomes
UR - https://peer.asee.org/25470
DO - 10.18260/p.25470
ER -