Nickel, A., & Farrell, J. K., & Domack, A. (2016, June), Science Fiction Literature Crossed with Nanotechnology: How Experiential Learning Enhances Engineering Education?  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26143

\bibitem{asee_peer_26143}
  Nickel, A., \& Farrell, J. K., \& Domack, A. (2016, June), \emph{Science Fiction Literature Crossed with Nanotechnology: How Experiential Learning Enhances Engineering Education?}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26143

Anne-marie Nickel, Jennifer Kelso Farrell, and Alicia Domack.  "Science Fiction Literature Crossed with Nanotechnology: How Experiential Learning Enhances Engineering Education?".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26143 Internet.  12 Jan, 2025

\bibitem{asee_peer_26143}
  Anne-marie Nickel, Jennifer Kelso Farrell, and Alicia Domack.
  "Science Fiction Literature Crossed with Nanotechnology: How Experiential Learning Enhances Engineering Education?".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26143 Internet.  12 Jan, 2025

@INPROCEEDINGS{asee_peer_26143
author = "Anne-marie Nickel, Jennifer Kelso Farrell, and Alicia Domack"
title = "Science Fiction Literature Crossed with Nanotechnology: How Experiential Learning Enhances Engineering Education?"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26143}
number = {10.18260/p.26143}
}

TY  - CPAPER
AB  - Educational pedagogy suggests that experiential learning should deepen and improve student-learning. Similarly interdisciplinary learning provides students the opportunity to connect course content to other aspects of their learning experiences which should result in greater learning. This paper describes the development and evolution of an interdisciplinary, experiential-learning activity that was used in two separate courses.  
The assignment exists in two different elective courses, Science Fiction and Nanoscience and Nanotechnology, offered to primarily engineering students (as well as some business and nursing students). Each course includes the topic, societal impacts of technology. In the nanotechnology course, societal impacts of nanotechnology are woven through the course. In the science fiction course multiple pieces of literature are used to explore the question “What is the author asking about the relationship between society and technology?” It is this topic that is critical for our students to consider as their careers and personal lives will be impacted by new technological advances. By involving students in both classes to engage in discussions surrounding these areas of overlap, student learning should be enhanced.
Specifically, an activity that involved interaction with students in the other course would enhance students’ mastery, depth of understanding, and interest. The common student project involved students in both electives where the each class developed presentations for the other class. They developed short, interactive presentations with table-top demonstrations that they could use to teach students from the other class. Our evaluation of the activity-based learning approach will be included in the paper.
AU  - Anne-marie Nickel
AU  - Jennifer Kelso Farrell
AU  - Alicia Domack
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Science Fiction Literature Crossed with Nanotechnology: How Experiential Learning Enhances Engineering Education?
UR  - https://peer.asee.org/26143
DO  - 10.18260/p.26143
ER  -