Examining the Use of Engineering Internship Workplace Competency Assessments for Continuous Improvement

Laingen, Mark; Freeman, Steven A.; Brumm, Thomas J.; Shelley, Mack

doi:10.18260/p.24045

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…Jamil (2013) [24] adopted Outcome-Based Education (OBE) to conduct a survey with an internship host organization using a questionnaire to investigate the students' performance in an industrial internship. Laingen (2015) [25] developed a questionnaire to explore the approach for continuous improvement practices (CIP), adopting the data obtained from students' competency assessments.…”

Section: Introductionmentioning

confidence: 99%

Effect Analysis of Online and Offline Cognitive Internships Based on the Background of Engineering Education Accreditation

et al. 2022

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The Engineering Education Accreditation (EEA) has been adopted in colleges and universities worldwide. As a foundational component of practical teaching, cognitive internship is a focus of EEA, with the offline mode as the common teaching method, while the online mode has been increasingly used in recent years. To meet the requirements of EEA, the effects of the online and offline cognitive internships need to be analyzed and compared. Focusing on the demand, this paper proposes a comprehensive method combining the Goal Achievement Degree (GAD) and CIPP model. The majors of the School of Automotive Transport and Engineering at Wuhan University of Science and Technology (WUST), which include the fields of vehicle engineering, traffic engineering, traffic transport, and logistics engineering, are taken as the example to conduct this research. The main findings of this paper are as follows: (1) Compared with online cognitive internship, offline internship students have a stronger ability to enhance theoretical knowledge and perceive the environment. (2) Utilizing such an online teaching method could be helpful for cultivating students’ analytical skills. (3) From the students’ perspective, the lack of funding for teaching cognitive internships, both online and offline, is the most serious problem. (4) Students perceive that the online cognitive internship helps them to understand knowledge in class and determine career planning, but it does not provide the same effect on those as the offline cognitive internship.

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Section: Introductionmentioning

confidence: 99%

Effect Analysis of Online and Offline Cognitive Internships Based on the Background of Engineering Education Accreditation

et al. 2022

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“…al [7] states, the continuous improvement process is integral to the accreditation and evaluation of the engineering technology curriculum at NKU. The mixed methods of experiential learning and co-op work examines these practices using co-op industry competency assessment feedback in the continuous improvement process.…”

Section: The Application Of Co-op Program Evaluation Findings Towardsmentioning

confidence: 99%

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

Sadat-Hossieny¹,

Torres²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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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. As 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.It is believed that, in order for an experience to be educational, it must possess continuity and interaction, with each experience leading to additional opportunities for further improvement and learning. Therefore, we believe that experiential opportunities such as co-op programs are a central component of the educational process, particularly in the field of Engineering Technology.The methods involved in experiential learning emphasize that the source of the learning material is based on individual experiences and interactions in a real world setting, as opposed to the more traditional method utilized in the classroom and lectures. Co-op classes incorporate many elements of the case method of experiential learning as defined by Kolb [1], a method which has been widely used in a variety of disciplines.Having overseen the course for a number of years, it has become apparent that experiential opportunities facilitate learning beyond the points mentioned above. Further evidence comes from student feedback, which demonstrates a sense of obtaining much deeper knowledge related to topics covered in their classes. Team work, punctuality, problem solving, and real world experience are just a few of the skills that are widely mentioned to be gained through co-op courses. This paper will discuss the data obtained from following course outcomes for the EGT301 course (Co-op in Engineering Technology at NKU) as it pertains to the following points:1. Applying knowledge and skills to industrial jobs.2. Refining career plans and finding an area of interest within mechanical/manufacturing engineering.3. Gaining real world industrial experience.4. Building a network of professional contacts. 5.Learning how to identify, analyze and solve technical problems.6. Learning to communicate effectively. This paper will evaluate course outcomes and investigate the resulting program outcomes that were attained. In addition, recommendations for how best to use co-op experiences to attain program outcomes will be discussed.

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Examining the Use of Engineering Internship Workplace Competency Assessments for Continuous Improvement

Cited by 2 publications

References 9 publications

Effect Analysis of Online and Offline Cognitive Internships Based on the Background of Engineering Education Accreditation

Effect Analysis of Online and Offline Cognitive Internships Based on the Background of Engineering Education Accreditation

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

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