Experiential Learning in STEM for a Diverse Student Population at the University of the District of Columbia (UDC) Through the Implementation of the UDC Rover Project

2020 ◽  
Author(s):  
Giancarlo D'Orazio ◽  
Jiajun Xu ◽  
Sasan Haghani
Keyword(s):  
Experiential Learning ◽  
District Of Columbia ◽  
Lessons Learned ◽  
Learning Activity ◽  
Diverse Student ◽  
Stem Students ◽  
And Performance ◽  
The University ◽  
Human Powered ◽  
Human Exploration

Abstract In 2018, the University of the District of Columbia (UDC) participated in the NASA Human Exploration Rover Challenge for the first time in the school’s history. An interdisciplinary team of students designed and fabricated a two-person, human-powered rover which competed against 100 other colleges and universities. Based on their success, in 2019 UDC again formed a team to participate in the challenge, improving on the 2018 rover design and performance. This paper reports the process of implementing this experiential learning activity and how this project has contributed to the STEM curriculum at UDC, and recruitment and participation of underrepresented STEM students. Lessons learned from implementing this project is also shared and discussed in this paper.

Impact of an Optional Experiential Learning Opportunity on Student Engagement and Performance in Undergraduate Nutrition Courses

2016 ◽  
Vol 77 (2) ◽  
pp. 84-88 ◽  
Author(s):  
Anne Szeto ◽  
Jess Haines ◽  
Andrea C. Buchholz
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Learning Activity ◽  
Satisfaction Survey ◽  
Personal Health ◽  
Body Composition Assessment ◽  
Percentile Rank ◽  
Final Exams ◽  
And Performance ◽  
The Impact

We examined the impact of an optional experiential learning activity (ELA) on student engagement and performance in 2 undergraduate nutrition courses. The ELA involved completion of a 3-day food record, research lab tour, body composition assessment, and reflective take-home assignment. Of the 808 students in the 2 courses (1 first-year and 1 second-year course), 172 (21%) participated. Engagement was assessed by the Classroom Survey of Student Engagement (CLASSE), and performance was assessed by percentile rank on midterm and final exams. Students’ perceived learning was assessed using a satisfaction survey. Paired-samples t tests examined change in CLASSE scores and percentile rank from baseline to follow-up. Frequencies and thematic analysis were used to examine responses to Likert scale and open-ended questions on the satisfaction survey, respectively. There was an 11%–22% increase (P < 0.05) in the 3 dimensions of student engagement and a greater increase in percentile rank between the midterm and final exams among participants (7.63 ± 21.9) versus nonparticipants (−1.80 ± 22.4, P < 0.001). The majority of participants indicated the ELA enhanced their interest and learning in both their personal health and the course. Findings suggest ELAs related to personal health may improve interest, engagement, and performance among undergraduate students.

Making Knowledge/Playing Culture

2020 ◽  
Vol 40 (1-2) ◽  
pp. 83-101
Author(s):  
Antje Budde ◽  
Sebastian Samur
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Performance Studies ◽  
Performing Arts ◽  
Undergraduate Research ◽  
Theoretical Background ◽  
Comparative Approach ◽  
University Of Toronto ◽  
And Performance ◽  
The University

(A project of the Digital Dramaturgy Lab at the Centre for Drama, Theatre and Performance Studies, University of Toronto) This article discusses the 2017 festival-based undergraduate course, “Theatre Criticism and Festival Dramaturgy in the Digital Age in the Context of Globalization—A Cultural-Comparative Approach” as a platform for experiential learning. The course, hosted by the University of Toronto’s Centre for Drama, Theatre and Performance Studies, and based on principles of our Digital Dramaturgy Lab, invited a small group of undergraduate students to critically investigate two festivals—the Toronto Fringe Festival and the Festival d’Avignon—in order to engage as festival observers in criticism and analysis of both individual performances and festival programming/event dramaturgy. We argue that site-specific modes of experiential learning employed in such a project can contribute in meaningful ways to, and expand, current discourses on festivalising/festivalization and eventification through undergraduate research. We focus on three modes of experiential learning: nomadic learning (learning on the move, digital mobility), embodied knowledge (learning through participation, experience, and feeling), and critical making (learning through a combination of critical thinking and physical making). The article begins with a brief practical and theoretical background to the course. It then examines historical conceptions of experiential learning in the performing arts, including theoriesadvanced by Burnet Hobgood, David Kolb and Ronald Fry, and Nancy Kindelan. The importance of the festival site is then discussed, followed by an examination of how the festivals supported thethree modes of experiential learning. Samples of student works are used to support this analysis.

scholarly journals BIM no desenvolvimento de projeto: o caso prático do Centro de Engenharia Moleculare Celular do Centro Infantil Boldrini

2014 ◽  
Vol 5 (1) ◽  
pp. 52
Author(s):  
Waldir Vilalva Dezan
Keyword(s):  
Pilot Study ◽  
Architectural Design ◽  
Large Scale ◽  
Design Method ◽  
Lessons Learned ◽  
Practical Case ◽  
Modeling Technology ◽  
Building Information ◽  
And Performance ◽  
The University

The benefits gained in design mediated by Building Information Modelling (BIM) technology are manifold, among them stand out the early visualization, the generation of accurate 2D drawings, collaboration, verification of design intent, the extraction of cost estimates and performance evaluations. By adopting this modeling technology and using to produce, communicate and analyze architectural or engineering solutions practice is transformed. Therefore, the implementation of this new method of working in architectural design and engineering firms finds resistance, implies in adoption stages where incremental adjustments must occur to overcome difficulties and ensure learning and gaining with the new process. The Architectural and Engineering Office COORDENADORIA DE PROJETOS (CPROJ ), belonging to the School of Civil and Architecture and Urban Planning of the University of Campinas, seeks continually innovations therefore incorporated BIM in its design method. This paper presents a practical case, that is, the first large scale project developed with BIM, considered to be a BIM pilot study at CPROJ. The pilot study was the research laboratory of the Center of Molecular and Cellular Engineering of the Boldrini Children’s Hospital. Training efforts and ownership of BIM previous to the pilot study and the pilot study itself are presented. The highlights and lessons learned in this process are summarized. The understanding of how BIM changed the office production and qualitatively benefits achieved are presented.

Online Applied Learning in Nursing Education

2018 ◽  
pp. 75-89
Author(s):  
Beth Oyarzun ◽  
Elizabeth A. Gazza
Keyword(s):  
Nursing Education ◽  
Experiential Learning ◽  
Design Process ◽  
Nursing Leadership ◽  
Learning Activity ◽  
Pedagogical Approach ◽  
Applied Learning ◽  
Instructional Design Process ◽  
Design And Implementation ◽  
The University

The instructional design process, Analyze, Design, Develop, Implement, and Evaluate (ADDIE), along with a pedagogical approach was applied to the design and implementation of an online applied learning activity. The activity was delivered in an accelerated nursing leadership asynchronous online course within the fully online RN-BSN program at the University of North Carolina Wilmington (UNCW). Research associated with online applied and experiential learning, particularly in the area of nursing education, that guided the design is presented. The design process and the evaluation results are discussed with future implications.

scholarly journals An Entrance to Exit Polling: Strategies for Using Exit Polls as Experiential Learning Projects

2012 ◽  
Vol 45 (03) ◽  
pp. 501-505 ◽  
Author(s):  
Michael J. Berry ◽  
Tony Robinson
Keyword(s):  
Experiential Learning ◽  
Research Methods ◽  
Learning Experience ◽  
Competitive Learning ◽  
Learning Activity ◽  
Teaching Tool ◽  
Exit Poll ◽  
University Of Colorado ◽  
The University ◽  
Learning Projects

AbstractEngaging students in the design, administration, and postelection analysis of an exit poll can be an excellent experiential learning activity. Lelieveldt and Rossen (2009) argue that exit polls are a “perfect teaching tool” because they provide students with a cooperative (rather than competitive) learning experience; help students better connect theory, methodology, and course substance; and allow students to move outside of the classroom by branching out into the community. As professors at the University of Colorado, Denver (UCD), we have organized student exit polling during the 2008 and 2010 elections in the Denver area for research methods and elections classes. Although we have found these exit polls to be rewarding experiences for instructors and students alike, the reality is that conducting an exit poll with a group of polling neophytes, in the confines of a single semester, can be challenging. In this article, we discuss strategies and issues for instructors to consider when using an exit poll as an experiential learning exercise.

ATTRACTING AND IDENTIFYING HIGH PERFORMING PROJECT MANAGERS

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Kristen Hurtado ◽  
Anusree Saseendran ◽  
John Savicky ◽  
Kenneth Sullivan
Keyword(s):  
Construction Projects ◽  
Project Managers ◽  
Lessons Learned ◽  
State University ◽  
New Model ◽  
High Performing ◽  
Selection Processes ◽  
And Performance ◽  
The Individual ◽  
The University

Construction project managers (PMs) are critical to the execution of successful construction projects, conducting and orchestrating the intricacies of dynamic and complex projects. A large state university was challenged with attracting and retaining PMs in their construction department during a period of rapid university growth and departmental re-organization. The university tried current models for selecting construction PM firms largely based on commodities-based procurement and/or low bid structures and was unsuccessful. A new model was developed that considered and analyzed both the capabilities and qualifications of the individual PMs. The importance of individuals being able to identify their unique capabilities, be accountable for their performance, and operate in a transparent environment are critical concepts within this model. The new model also created an environment of organizational transparency, requiring PMs to measure their performance and the performance of their projects. The model resulted in an overwhelming amount of high quality PMs seeking to join the university. The university initially sought a specific skills set for new PMs, but revised their criteria and future selection processes for hiring future PMs based on the results of this model. Analysis of the PM capabilities, qualifications, and performance are shared as well as lessons learned to refine the model. This model can also be used to identify high performing individuals in other positions or disciplines.

Online Applied Learning in Nursing Education

2017 ◽  
pp. 150-163
Author(s):  
Beth Oyarzun ◽  
Elizabeth A. Gazza
Keyword(s):  
Nursing Education ◽  
Experiential Learning ◽  
Design Process ◽  
Nursing Leadership ◽  
Learning Activity ◽  
Pedagogical Approach ◽  
Applied Learning ◽  
Instructional Design Process ◽  
Design And Implementation ◽  
The University

The instructional design process, Analyze, Design, Develop, Implement, and Evaluate (ADDIE), along with a pedagogical approach was applied to the design and implementation of an online applied learning activity. The activity was delivered in an accelerated nursing leadership asynchronous online course within the fully online RN-BSN program at the University of North Carolina Wilmington (UNCW). Research associated with online applied and experiential learning, particularly in the area of nursing education, that guided the design is presented. The design process and the evaluation results are discussed with future implications.

scholarly journals Feedback for Future Learning: Delivering Enhancements and Evidencing Impacts on the Student Learning Experience

2016 ◽  
Author(s):  
Kevan Michael Andrew Gartland ◽  
Angela Shapiro ◽  
Lesley McAleavy ◽  
Jamie McDermott ◽  
Alison Nimmo ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Learning Experience ◽  
Lessons Learned ◽  
Student Feedback ◽  
Student Survey ◽  
Stem Students ◽  
Feedback Enhancement ◽  
The University ◽  
Future Learning

Enhancing the student learning experience through the provision of improved student feedback is both challenging and complex. ‘Feedback for Future Learning’ was a Glasgow Caledonian University(GCU)-wide project intended to enhance feedback practices from both the student and staff perspectives; to ensure greater awareness of, and reflection upon, feedback by students; and to encourage greater use of feedback to inform future student learning. The design, implementation and evaluation of approaches to ‘Feedback for Future Learning’ are described with an emphasis on STEM disciplines. The conceptualisation, design and implementation of a range of student feedback tools and approaches aimed to develop understanding of learning processes, reinforce learning and improve performance. This was achieved through collaboration with the GCU Students’ Association and the establishment of the University Feedback Enhancement Group. A series of generic and bespoke seminars, workshops, individual programme interventions and competitions were used to enhance comprehension of the perception, experience and use of formative and summative assessment feedback by students.   Providing opportunities for reflection and evaluation together with qualitative and quantitative metrics have demonstrated 93% satisfaction with student feedback enhancement workshops, a trebling of engagement with memorable feedback survey initiatives and a 9% increase in National Student Survey assessment and feedback satisfaction. A 16% rise in student satisfaction with the promptness of feedback, a 14% improvement in satisfaction with the detailed comments received and an 8% increase in satisfaction with the helpfulness of comments received were achieved. The lessons learned inform the continuing and sustainable enhancement of the student learning experience for STEM students and the wider University community. Keywords: Feedback, future learning, dialogue, engagement, reflection, enhancement

scholarly journals The Impact of ESL Discussion Groups in an Undergraduate Counselling Psychology Course

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Sonya Corbin Dwyer
Keyword(s):  
International Students ◽  
Experiential Learning ◽  
Discussion Groups ◽  
Theory And Practice ◽  
Learning Activity ◽  
Esl Programs ◽  
Psychology Course ◽  
Intelligence Scores ◽  
The University ◽  
The Impact

This study aimed to understand the impact of an experiential learning activity in a third year undergraduate course on the theory and practice of counselling and psychotherapy at a small Canadian university campus. The experiential learning activity required students to participate in bi-weekly one-to-one discussion groups with international students participating in English as a Second Language (ESL) programs at the university. The results of two pre- and post-assessment measures demonstrated that the students’ cultural competence and cultural intelligence scores improved after participating in the course. Findings may encourage more university educators to develop experiential learning activities between domestic and international students.

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