scholarly journals SEMI-STRUCTURED DESIGN AND PROBLEM-BASED EXPERIENTIAL LEARNING IN A FIRST-YEAR BIOMEDICAL ENGINEERING LABORATORY COURSE

2020 ◽  
Author(s):  
Gabrielle Lam ◽  
Navjot Gill ◽  
Roza Ghaemi
Keyword(s):  
Experiential Learning ◽  
Engineering Design ◽  
Biomedical Engineering ◽  
Learning Experience ◽  
First Year ◽  
Immediate Feedback ◽  
Laboratory Course ◽  
Laboratory Courses ◽  
Design Skills ◽  
Scaffolding Strategy

A first-year biomedical engineering laboratory course was created using a problem-based approach, introducing students to the interplay of engineering design and biology in biomedical engineering. Open-ended problems were central to each laboratory module, and were designed to enhance students’ development of high-order learning skills. Although the value of problem-based learning in engineering laboratory courses has been recognized, its implementation in the first-year engineering program presents unique challenges for students who are unfamiliar with the unstructured approach and who are in their early stages of developing discipline-specific knowledge. Immediate feedback scaffolding strategies, including interactive pre-laboratory assessments and team-based quizzes, were implemented in the second iteration of the course to support students’ achievement of learning outcomes, and to improve their perception of their learning experience in a problem-based laboratory. According to preliminary survey results, students attributed the value of problem-based laboratory activities to the acquisition of technical skills, engineering design skills, as well as the development of self-directed ability, and a growth mindset. Results from the second iteration of the course also revealed that students perceived the interactive pre-laboratory assessments and team-based quizzes to be highly valuable. Taken together, our study thus far has underlined the importance of immediate feedback as an effective scaffolding strategy for supporting semi-structured experiential learning in a first-year engineering laboratory course. 

scholarly journals A DESIGN-CENTERED LABORATORY CURRICULUM FOR FIRST-YEAR BIOMEDICAL ENGINEERING STUDENTS

2019 ◽  
Author(s):  
Gabrielle Lam
Keyword(s):  
Experiential Learning ◽  
Student Performance ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
First Year ◽  
Learning Approach ◽  
Laboratory Course ◽  
Structured Design ◽  
Survey Results ◽  
Design Projects

A new first-year biomedical engineering laboratory course was created using a problem-based learning approach. Centered on four semi-structured design projects and experiments, the laboratory course was designed to facilitate meaningful experiential learning. Preliminary analyses of survey results suggest that the semi-structured nature of lab activities is viewed both positively and negatively by students, depending on their perception of preparedness for the project. Its correlation with student performance will be better understood with thorough study of other components of survey results.

scholarly journals A comparison of a first and third year UG enterprise unit: lessons from experiential learning and interdisciplinarity

2018 ◽  
Author(s):  
Veronica Sanchez-Romaguera ◽  
Robert A Phillips
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Interdisciplinary Education ◽  
First Year ◽  
University Curriculum ◽  
Enterprise Education ◽  
Growth Of Knowledge ◽  
The University ◽  
University Of Manchester

Drawing from several years of experience, this work describes lessons learnt in designing, delivering and assessing two interdisciplinary enterprise units offered undergraduate students from any discipline studing at the University of Manchester (UK). Both units are electives (optional). One unit is delivered to first year undergrdaute students whereas the other unit is delivered to third/fourth year undergraduate students. Experiential learning and interdisciplinary cohorts are core aspects of both units. Students work on ‘real-world’ projects to develop a credible and competitive solution within a tight dead-line. In this paper, findings are drawn from data collected from staff and teaching assistants observations, students’ reflective diaries and students’ feedback. Findings showed that in general, students at both levels, year 1 and year 3/4, regarded the experience challenging at first due to the ‘unusual’ learning environment when compared to the education that most students have experienced prior to the units here discussed. However, most students highly regarded the interdisciplinary experiential learning experience. The paper contributes to the growth of knowledge and aids understanding of how experiential learning and interdisciplinarity have been effectively combined and introduced in the university curriculum. Although this works focused on enterprise education the experience-based guidance here described is also applicable to a much wider range of situations and academic areas of study. Keywords: Enterprise and Entrepreneurship Education; Employability; Experiential learning; Interdisciplinary education;

A UAE case study: experiential learning through effective educational partnerships

2017 ◽  
Vol 9 (2) ◽  
pp. 304-312 ◽  
Author(s):  
Wasif Minhas ◽  
Jo Perret
Keyword(s):  
Experiential Learning ◽  
United Arab Emirates ◽  
Personal Development ◽  
Learning Experience ◽  
Learning By Doing ◽  
First Year ◽  
Educational Partnerships ◽  
Content Type ◽  
Public Sector Organization

Purpose One of the largest higher education institutes (HEI) in the United Arab Emirates (UAE) and another public sector organization (PSO) responsible for promoting heritage, history and culture in the tourism sector formed an informal partnership in 2012. The purpose of this paper is to give Emirati students an opportunity to undertake projects based on their heritage, communities and develop their skills by experiencing “learning by doing.” Design/methodology/approach Projects briefs were provided by the PSO and followed the curriculum requirements of first year bachelor programs. In February 2013, faculty from different departments within the HEI met with PSO representative to explore how both organizations could collaborate. The conversation also focused on how the PSO could take advantage of readily available resources of creativity and innovation at the HEI. An innovative, cross-discipline, joint-marketing project was developed in line with the curriculum and PSO needs. By June, 2013, all students had undertaken projects which led toward developing recommendations and materials to promote the brief from PSO of “Raising Awareness” and “Increasing Visitor Numbers.” Findings Students from different disciplines produced different elements to meet the brief; however, they all followed a similar approach of research, analysis and evaluation. Although such projects are difficult to manage, staff found they had a profound effect on students’ motivation, personal development and overall learning experience. Originality/value This case study provides an insight into how experiential learning can be fostered through educational partnerships in the UAE context and beyond. It also highlights the importance of technology and informal relationships between partnering institutions.

scholarly journals AN EXPERIENTIAL LEARNING ACTIVITY TO PROMOTE SKILL DEVELOPMENT IN FIRST YEAR ENGINEERING STUDENTS

2015 ◽  
Author(s):  
W. Bishop ◽  
A. Hurst ◽  
B. Mantin ◽  
S. Bedi
Keyword(s):  
Remote Control ◽  
Experiential Learning ◽  
Engineering Design ◽  
Engineering Students ◽  
Skill Development ◽  
Learning Activity ◽  
First Year ◽  
Hands On ◽  
Clinic Experience

This paper describes an experientiallearning activity to promote skill development infirst year engineering students. The exercise involvesthe assembly of a remote-control car using readilyavailable part kits. Students work in small teamsunder the mentorship of experienced faculty membersfrom a variety of engineering backgrounds. The goalof the exercise is to introduce engineering design intofirst year engineering by providing students with anengaging, hands-on experience. The exercise is oneof several new activities being incorporated into theIdeas Clinic Experience for engineering students atthe University of Waterloo.

scholarly journals Experiential Learning for First Year Engineering through Outreach with a Local Community Hospital

2013 ◽  
Author(s):  
Abbey Desjarlais ◽  
Robert V. Fleisig
Keyword(s):  
Experiential Learning ◽  
Engineering Students ◽  
Local Community ◽  
Learning Experience ◽  
Community Outreach ◽  
Occupational Therapists ◽  
First Year ◽  
Practice Experience ◽  
Industry Professionals ◽  
Mcmaster University

The lecture is the staple of university learning. It can be effective in the teaching of fundamental engineering subjects such as calculus and physics. However, it offers little in bringing students to understand the role of the engineering profession and its practice. With limited budgets, time and resources, and large first year classes, creating a poignant learning experience for our students is immensely challenging. Yet the university classroom offers an unparalleled opportunity given its diverse pool of talent, skill, and ambition. With guidance our students have the ability to not only meet our high academic expectations but also make a real difference for people in their local communities. At McMaster University, our entire first year engineering cohort is contributing to their local community through interactions with medical professionals and their clients. With an increased emphasis on design, experiential learning, and community outreach we at McMaster University have developed a unique first year course that involves the design of rehabilitation devices in collaboration with occupational therapists, researchers, industry professionals, and local volunteers. The project provides students with a rich and real-world practice experience as well as benefiting those clients with unique problems. This paper describes the successful collaboration between the Hand Therapy Clinic at Hamilton General Hospital and the Engineering 1 programme at McMaster University. The occupational therapists at the clinic presented 800+ first year engineering students with a challenge: design a dynamic elbow orthosis for the unique problems faced by two of their clients. Volunteers from the local community of occupational therapists, industry professionals, and biomedical researchers worked with the students to help them design, build, and test their designs. The paper highlights the challenges of teaching the large class using experiential learning and outlines the approaches for challenging students with unique problems that demand creativity.

scholarly journals Evidence-Based Course Modification to Support Learner-Centered and Student-Driven Teaching in A Pandemic: Leveraging Digital and Physical Space for Accessible, Equitable, and Motivating Experiential Learning and Scientific Inquiry in A First-Year Biology Course

2021 ◽  
Vol 10 (7) ◽  
pp. 96
Author(s):  
Lisa Robertson ◽  
Elizabeth Porter ◽  
M. Alex Smith ◽  
Shoshanah Jacobs
Keyword(s):  
Experiential Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Physical Space ◽  
Virtual Space ◽  
Course Delivery ◽  
First Year ◽  
Evidence Based ◽  
Guiding Principle ◽  
Course Rigor

The COVID-19 pandemic posed, and continues to pose, many challenges to teaching and learning, most notably the need to pivot from traditional in-person course instruction and experiences to entirely virtual course delivery while maintaining course rigor and quality. Our guiding principle for course modification was the critical need for an equitable, accessible, engaging, and motivating learning experience for students that maintained the learning outcomes and objectives of the course in a fully virtual and digitized format. This paper illustrates the evidence-based approach that the instructional team of a first-year biology experiential learning course took in response to the need for instruction to occur in virtual space and time for the Fall 2020 (September to December 2020) semester.

scholarly journals An Engineering Design-Oriented First Year Biomedical Engineering Curriculum

2020 ◽  
Author(s):  
Kay C. Dee ◽  
Patricia Brackin ◽  
Anneliese Watt ◽  
Alan Chiu ◽  
Glen Livesay ◽  
...  
Keyword(s):  
Engineering Design ◽  
Biomedical Engineering ◽  
First Year ◽  
Engineering Curriculum

Teaching Entrepreneurship to University Students through Experiential Learning

2013 ◽  
Vol 27 (6) ◽  
pp. 449-463 ◽  
Author(s):  
Colin Mason ◽  
Norin Arshed
Keyword(s):  
Experiential Learning ◽  
Positive Impact ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Entrepreneurial Intentions ◽  
First Year ◽  
Effective Learning ◽  
Entrepreneurial Intent ◽  
Facilitated Learning

The view that entrepreneurship education should be based on experiential approaches to learning is gaining ground. However, there is both little discussion in the literature on what form experiential education should take and a paucity of examples of experiential approaches to learning. This paper helps to fill these gaps. It provides a case study of an experiential learning assignment that formed an important part of a first-year entrepreneurship course in a Scottish university. It describes how the assignment was designed, what activities were undertaken by students and, using their learning reflections for evidence, identifies the learning outcomes and the effect on entrepreneurial intent, motivations and capabilities. The evidence suggests that the assignment was an effective learning experience for the students, complementing and reinforcing prior classroom learning through application. It facilitated learning about the real world of the entrepreneur, something which would otherwise not have been possible, and had a positive impact on entrepreneurial intentions.

Engineering Design and Education: A Case Study on Designing a Competition Fuel Efficient Vehicle Through Experiential Learning

2011 ◽  
Author(s):  
Wen Feng Lu ◽  
Hong Wee Lim ◽  
Kim Hoo Goh
Keyword(s):  
Experiential Learning ◽  
Engineering Design ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Design Problems ◽  
Engineering Programs ◽  
Education Environment ◽  
Engineering Design Problems ◽  
Hands On ◽  
National University

Engineering design involves a series of steps that lead to the creation of a product, a system, or a service to meet desired needs. The design and creation of innovative solutions to challenging engineering design problems require young engineers to be immersed in an education environment which challenges and nurtures the thought process and provides the necessary hands-on experience in design. There is increasing convergence in opinions that problem-based and experiential learning should be more integrated with the science-based engineering programs. Experiential learning is the key to engaging students to learn effectively. This paper describes an experiential learning experience for a group of undergraduate students in National University of Singapore (NUS) to design a competition fuel efficient vehicle. The students started with engineering design process and went through a series of steps to design, manufacture, assemble, test and compete in a specifically built prototype urban concept car for the competition with the experiential learning experience. Components of the competition vehicle, from chassis to diminutive parts, such as wheel uprights and motor mounts, have been carefully designed, properly analyzed and fabricated in a teamwork environment. The result is a futuristic fuel efficient urban concept car that won many awards in the competition. The team also took the initiative to promote eco-friendliness and raise awareness with the design of fuel efficient car to battle environmental issues like climate change, pollution, and energy crisis.

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