Creating a bridge to simulate simultaneous engineering experiences for senior undergraduate students

Otieno, Andrew; Azad, Abul K.; Balamuralikrishna, Radha

doi:10.1080/03043790600567035

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…In addition, faculty oversight was discussed as critical in shaping teaching and learning in engineering education (Marchese et al, 2001). Moreover, the presence of faculty was found as essential in fostering faculty and student collaboration and mentor–mentee relationships (Otieno et al, 2006; Teller & Gates, 2001).…”

Section: Resultsmentioning

confidence: 99%

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Experiential learning in engineering education: A systematic literature review

Tembrevilla,

Phillion,

Zeadin

2023

J of Engineering Edu

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BackgroundThe evolving transformations of our society at large, academic institutions, and engineering discipline in the 21st century have profound implications for the nature of experiential learning being offered in engineering education. However, what is experiential learning in the context of engineering education?PurposeThe introduction and evaluation of experiential learning in undergraduate engineering education between 1995 and 2020, as well as the essential elements for consideration in its future implementation, have been analyzed and synthesized.Design/MethodA population–intervention–comparison–outcome framework and PRISMA flow diagram were used to outline a systematic literature review on how experiential learning was introduced into undergraduate engineering curricula, how it was evaluated, and the essential elements for consideration in its future implementation.FindingsA total of 220 studies were synthesized. These studies offered a new lens of seeing experiential learning, which were interpreted as “paradigm shifts.” More than one‐half of the total studies were conducted between 1995 and 2005. These studies were strongly directed at measuring student performance and occurred in a decade when many North American engineering curricula were being restructured. The review indicated that experiential learning has been successfully carried out via diverse methodologies. However, there is a strong need to enrich it with a theoretical basis.ConclusionsExperiential learning introduced into engineering education appeared to be an interdependent self–school–community entity. In the changing work environment of the 21st century, heightened by the impacts of the COVID‐19 pandemic, invoking the inseparability of self, school, and community would provide unique perspectives to our evolving understanding of experiential learning and its relevance in engineering discipline.

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Section: Resultsmentioning

confidence: 99%

“…More examples of students' performance checks included a working assessment of project design (Otieno et al, 2006), post-quiz, and post-design (Clark & Dickerson, 2019) results. There was also a direct assessment check (course design notebook, oral presentations, etc.)…”

Section: Student Performance At the Core Of Experiential Learning Eva...mentioning

confidence: 99%

Experiential learning in engineering education: A systematic literature review

Tembrevilla,

Phillion,

Zeadin

2023

J of Engineering Edu

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“…Felder et al (2011) observed that outcomes-based program accreditation increasingly requires changes in the traditional model of engineering education and delivery. Researchers have pointed to the importance of collaborative work environments and multidisciplinary teams (Bannerot et al 2010;Chou et al 2007;Fortenberry 2011;Gruenther et al 2009;Otieno et al 2006;Patel et al 2012;Zhao 2011). Hanna and Sullivan (2005) reported on their institution's effort to bridge the gap between academics and practice in senior design.…”

Section: Incorporation Of the Tuscaloosa Forward Initiative Into The University Senior Design Studiomentioning

confidence: 99%

Incorporation of Recovery Planning into a Student Design Course Following a Tornado

Back¹,

Fridley²,

Morgan³

2012

Leadership Manage. Eng.

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The City of Tuscaloosa, Alabama, developed a strategic citywide plan for renewal and rebuilding in response to the devastating effects of a direct tornado hit on April 27, 2011. In addition to causing significant personal injury and loss of life, the tornado completely destroyed facilities and residences spanning 6.5 square miles, representing 12% of the city's total square area. The city engaged in an inclusive, multidisciplinary planning process to address land use, housing, sustainability, infrastructure, and public facilities. Areas of focus in planning included a greenway path for revitalization, connected model neighborhoods, village centers, coordinated facilities, and integrated public functions. University engineering and business students participated by forming multidisciplinary teams tasked with the challenge of resolving particular issues within the city's proposed plan as part of their senior design studio experience. These students had the unique experience of working directly with city officials and private consultants to resolve complex urban and engineering problems. This paper summarizes the experiences and lessons learned from this unique partnership with the city and provides guidance for other university programs that may wish to enrich the educational process similarly, even in a noncrisis environment.L e a d e r s h i p a n d M a n a g e m e n t

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Towards characterising design-based learning in engineering education: a review of the literature

Puente

Eijck

Jochems

2011

European Journal of Engineering Education

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Design-based learning is a teaching approach akin to problem-based learning but one to which the design of artefacts, systems and solutions in project-based settings is central. Although design-based learning has been employed in the practice of higher engineering education, it has hardly been theorised at this educational level. The aim of this study is to characterise design-based learning from existing empirical research literature on engineering education. Drawing on a perspective that accounts for domain-specific, idiosyncratic and learner-centred aspects of design problems in the context of engineering education, 50 empirical studies on project-based and problem-based engineering education, to which the design of artefacts is central, were reviewed. Based on the findings, design-based learning is characterised with regard to domain-specificity, learner expertise and task authenticity. The implications of this study for the practice of engineering education are discussed.

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Creating a bridge to simulate simultaneous engineering experiences for senior undergraduate students

Cited by 5 publications

References 5 publications

Experiential learning in engineering education: A systematic literature review

Experiential learning in engineering education: A systematic literature review

Incorporation of Recovery Planning into a Student Design Course Following a Tornado

Towards characterising design-based learning in engineering education: a review of the literature

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