Integrating entrepreneurial activities in chemical engineering education: a case study on solid waste management

Martín-Lara, M.A.

doi:10.1080/03043797.2019.1691155

Cited by 5 publications

(4 citation statements)

References 42 publications

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“…There was also the use of video interaction analysis to measure students' teamwork, communication, and technical skills when they carried out a bicycle dissection exercise (Regan & Sheppard, 1996). One study used a rubric called “The Elevator Pitch” (Martín‐Lara, 2020) as a way of enhancing the entrepreneurial and communication skills of chemical engineering students.…”

Section: Resultsmentioning

confidence: 99%

“…Surveys were implemented in different levels and forms: for example, a pre‐course and post‐course survey to measure students' attitudes toward engineering (Yokomoto et al, 1999), standard student evaluation or adapted evaluation tools (Liu, 2017), or anonymous surveys (Zhan et al, 2014). Surveys were conducted to evaluate students' group dynamics with open‐ended questions (Catalano & Tonso, 1996), provide post interventions (Koh et al, 2010), determine students′ gain in learning and self‐efficacy (Martín‐Lara, 2020), and so on. Individual interviews and focus‐group discussions were conducted to identify successful practices and lessons learned in cross‐disciplinary virtual teams (Brewer et al, 2015) or to assess the effectiveness of the learning strategies (de Eyto et al, 2008).…”

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%

Section: Resultsmentioning

confidence: 99%

Experiential learning in engineering education: A systematic literature review

Tembrevilla,

Phillion,

Zeadin

2023

J of Engineering Edu

View full text Add to dashboard Cite

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“…They are not just a source of information, but rather a learning facilitator who guides students through the critical thinking process [9]. Teachers ask questions that challenge, stimulate discussion, and direct students' attention to specific aspects of a concept or problem [10].…”

Section: Introductionmentioning

confidence: 99%

STEM Learning: How Can Environmental Issues Stimulate Elementary School Students’ Problem-Solving Abilities?

Kelana,

Widodo,

Suwarma

2024

Advances in Social Science, Education and Humanities Research

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The environment is a crucial issue that requires a holistic and innovative approach in solving every existing problem. STEM (Science, Technology, Engineering, and Mathematics) learning has emerged as an effective framework for integrating scientific concepts in understanding and overcoming environmental problems. This research focuses on the influence of STEM learning on elementary school students' problem-solving abilities, especially those related to environmental issues. Using experimental methods and pre-experimental designs, this research involved 48 sixth grade elementary school students as subjects. The research instruments are tests and observation sheets. The research results show that the P-value (Sig.2-tailed) 0.000/2 = 0.000 is smaller than 0.05. So H0 is rejected and H1 is accepted. Apart from that, based on the results of observations, the average value reached 54.8% or was in the sufficient category. Thus, STEM learning makes a positive contribution in developing elementary school students' problem-solving abilities, especially those related to environmental problems. The implication of this research is the need to implement STEM learning strategies in the basic education curriculum to increase students' awareness and involvement in responding to environmental challenges.

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“…Surveys, standard student evaluation or adapted evaluation tools [41] or anonymous [42] were conducted to evaluate students' group dynamics with open-ended questions [43], provide post interventions [44], determine students gain in learning and self-efficacy [45], etc. Individual interviews and focus group discussions were conducted to identify successful practices and lessons learned in cross-disciplinary virtual teams [46], as well as to assess the effectiveness of the learning strategies [47].…”

Section: First-year Students' Performance: the Core Of Experiential L...mentioning

confidence: 99%

First-Year Students in Experiential Learning in Engineering Education: A Systematic Literature Review

Tembrevilla,

Phillion

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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This complete theory paper is a literature review that outlines the introduction of experiential learning in undergraduate engineering education. Using a population-intervention-comparison framework and PRISMA flow diagram, we investigated how experiential learning was implemented in undergraduate engineering education between 1995-2020. This paper is part of a larger review highlighting engineering education research findings that apply to the first-year experience.From a total of 220 studies that were synthesized, 45 studies purely involved first-year students and 39 studies pertained to a combination of first-year students and second-year to fourth-year students. These 84 studies examined what students learned in their first-year and addressed the nature of preparation and composition of students entering engineering. Experiential learning was mostly measured through the lens of student performance (89%) through different forms of evaluations including performance checks, surveys, and individual interviews. A second lens was faculty evaluations (7%) including instructors' observations, feedback, and reflections of students' performance and experience. Finally, a third lens was industry feedback (4%), obtained to inform capstone design courses where students work at industrial sites on company based projects with industry mentors.From our literature survey, we identified four key elements with corresponding insights that described successful implementation of experiential learning that might serve as consideration for future implementation for engineering educators and researchers. These four key insights include: 1.) Relevance and collaboration with stakeholders, students, academe, industry, and society, 2.) Students engagement and ownership, 3.) Scaffolding and integration across levels, and 4.) Importance of assessment.

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Integrating entrepreneurial activities in chemical engineering education: a case study on solid waste management

Cited by 5 publications

References 42 publications

Experiential learning in engineering education: A systematic literature review

Experiential learning in engineering education: A systematic literature review

STEM Learning: How Can Environmental Issues Stimulate Elementary School Students’ Problem-Solving Abilities?

First-Year Students in Experiential Learning in Engineering Education: A Systematic Literature Review

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