Experiential learning implementation in undergraduate engineering education: a systematic search and review

Jamison, Cassandra Sue Ellen; Fuher, Jacob; Wang, Annie; Huang-Saad, Aileen

doi:10.1080/03043797.2022.2031895

Cited by 23 publications

(13 citation statements)

References 95 publications

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“…In a recent review of EL in undergraduate engineering education, Jamison et al noted a specific gap in research on impacts of experiential learning models in co-curricular and extra-curricular learning contexts, noting that the majority of work in this area has been on topics addressed in the classroom. 1 These findings further support the opportunity for filling in BME curricula gaps through organizationally-initiated EL experiences. Student organizations provide an extra-curricular context for experiential learning to contribute to professional development, including leadership, communications, and professional identity.…”

Section: Introductionmentioning

confidence: 57%

“…Experiential learning (EL) enhances the depth to which engineering students grasp technical concepts and their ability to apply learned concepts to solve new real-world problems. 1 It uniquely involves participation of the learner in an activity from which they are guided to reflect and conceptualize to put them into a position to apply what is learned to new situations. 1 – 3 Biomedical engineering (BME) presents many opportunities for EL in the curriculum, as there is a rich array of real-world problems in healthcare demanding technical solutions that can be brought into the classroom.…”

Section: Introductionmentioning

confidence: 99%

“… 1 It uniquely involves participation of the learner in an activity from which they are guided to reflect and conceptualize to put them into a position to apply what is learned to new situations. 1 – 3 Biomedical engineering (BME) presents many opportunities for EL in the curriculum, as there is a rich array of real-world problems in healthcare demanding technical solutions that can be brought into the classroom. EL activities have been incorporated as early as first year introduction into biomedical engineering courses, 4 as well as courses later in the curriculum, and in capstone design.…”

Section: Introductionmentioning

confidence: 99%

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Mentoring for INnovative Design Solutions (MINDS): Key Design Considerations and Collaborative Teamwork across Universities for Clinical Translation

Fernandez-Fernandez

Murfee

LaMack

et al. 2022

Biomed Eng Education

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The main purpose of this paper is to share the Mentoring for INnovative Design Solutions (MINDS) Scholars Program developed by Alpha Eta Mu Beta, the International Biomedical Engineering Honor Society. The program’s goals are to (1) introduce biomedical engineering students to an open-ended design experience as part of interuniversity teams with industry and faculty mentors, and (2) develop the ability to create designs considering clinical translatability on teams with different backgrounds and areas of expertise. MINDS uses an experiential learning approach to (1) enrich student curricular experiences through inter-institutional collaboration, (2) build engineering design skills, including three key design considerations for clinical/commercial success: intellectual property protection, regulatory strategy, and market identification; and (3) emphasize the importance of end-user considerations. From 2015 to 2022, MINDS has involved 131 students from 50 universities and 22 faculty and industry mentors. Pre- and post-program surveys show statistically significant improvements in understanding of the design process, regulatory strategy, intellectual property protection, market definition, and key product requirements and features. Students also improved communication and teamwork skills. Many students indicated that MINDS participation made them more likely to choose careers that involve product development and/or entrepreneurship. Students attained a working ability to integrate market needs, regulatory strategy, and intellectual property considerations into the design process. They also further developed soft skills, such as conflict resolution, time management, and effective communication through the challenges of inter-institutional collaboration. Additionally, the program heightened their awareness of how biomedical devices and technologies can benefit society.

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Section: Introductionmentioning

confidence: 57%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mentoring for INnovative Design Solutions (MINDS): Key Design Considerations and Collaborative Teamwork across Universities for Clinical Translation

Fernandez-Fernandez

Murfee

LaMack

et al. 2022

Biomed Eng Education

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“…Over the last three decades, global educational stakeholders put increasing emphasis on developing comprehensive competencies in pre-service engineers, including creativity, lifelong learning, communication skills, teamwork, and collaboration (Jamison et al, 2022). However, high-quality collaboration is not easy to be practiced in current engineering classrooms.…”

Section: Introductionmentioning

confidence: 99%

“…Researchers have identified challenges in the knowledge coconstruction process in university-level engineering classrooms: lack of idea diversity and innovation, make minimal contributions, superficial discussion and analysis, and hasty decision makings (Marra et al, 2016). To address these challenges, appropriate technological and pedagogical support for collaboration is needed to enhance students' collaborative learning in engineering classrooms (Jamison et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Interaction Effect of Group Formation and Individual Preparation on Computer Support Collaborative Engineering Design: An Exploratory Study

Lyu

Chen

et al. 2022

APUBS

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Collaboration, as one of the most essential skill sets for engineering students, remains challenging for both engineering educators and student engineers. This study explores the role of pedagogical support individual preparation before collaboration on engineering students’ collaborative learning outcome as well as the process. A total of 36 dyads engineering students from a university engineering class participated in the study, divided into 2 group formations: homogeneous group (two similarly experienced student engineers) and heterogeneous group (one experienced student engineer and one less experienced student engineer). All dyads completed two engineering design tasks in two conditions: immediate collaboration (control condition) and individual preparation before collaboration (experimental condition) in a face-to-face (F2F) computer-supported collaborative learning (CSCL) context. The results indicated the interaction effect of individual preparation and group formation on students’ collaborative knowledge co-construction. The homogeneous group formation produced higher quality knowledge co-construction and design solutions when there was an individual preparation before collaboration than immediate collaboration. Meanwhile, the heterogeneous group formation produced lower quality knowledge co-construction and design solutions when there was an individual preparation before collaboration than immediate collaboration. These findings expand the current understanding of individual preparation before collaboration and provide insights for the design of computer-supported collaborative learning in classrooms.

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A Conceptual Framework on Imaginative Education-Based Engineering Curriculum

Raza

Chua

2023

Sci & Educ

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Experiential learning implementation in undergraduate engineering education: a systematic search and review

Cited by 23 publications

References 95 publications

Mentoring for INnovative Design Solutions (MINDS): Key Design Considerations and Collaborative Teamwork across Universities for Clinical Translation

Mentoring for INnovative Design Solutions (MINDS): Key Design Considerations and Collaborative Teamwork across Universities for Clinical Translation

The Interaction Effect of Group Formation and Individual Preparation on Computer Support Collaborative Engineering Design: An Exploratory Study

A Conceptual Framework on Imaginative Education-Based Engineering Curriculum

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