Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Félix Langevin Harnois, École de Technologie Supérieure; Jerome Harrison, École de Technologie Supérieure; Prasun Lala, École de Technologie Supérieure; Ghizlane El Boussaidi, École de Technologie Supérieure; Christian Desrosiers, École de Technologie Supérieure; Catherine Laporte, École de Technologie Supérieure

Tagged Divisions

Cooperative and Experiential Education

schedule but rathercollaborated with the lab members to find a balanced means of supporting students withoutoverloading them with too many activities. Their feedback and input were regularly used toadjust our offer to better fit their needs as the project evolved. This approach was judged moreappropriate for our goal of leveraging a community of practice that engaged students.The lab director selected a Master’s student (who is also a co-author of this article, and to whomwe will refer to as lab ambassador) to be responsible for the activities inside the lab and to workwith our team. The role of this student was key to the success of this project in that he helpedplan the schedule, developed activities with us, gathered feedback, and kept both our

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martha M. Snyder, Nova Southeastern University; Manuel Salinas, Nova Southeastern University; Molly J. Scanlon, Nova Southeastern University

Tagged Divisions

Cooperative and Experiential Education

,IfeltveryproudandhappyofwhatIhadaccomplished.Workingwiththeseprogramsandworkingonthisprojecthashelpedmeseemyfutureinengineeringandhasmadememoreexcitedthanever.”The faculty member reflected on his experience as well noting that students performed betterafter giving them ample time to work on their projects in class where the professor could guidetheir work. He hopes to create a better balance between homework and in-class project time nextsemester. He also noted the need for students to gain a more solid foundation of the facts,concepts, principles, rules, procedures associated with engineering graphics and requestedassistance on strategies for creating a more active learning atmosphere when teaching thesefoundational knowledge and skills. Conclusions and Next StepsThe ExEL program at our university is in its infancy. The first round of ExEL qualified courseswere delivered in fall 2017. The

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Bowers, Arizona State University; Michelle Jordan, Arizona State University; Kate Fisher; Zachary Holman, Arizona State University; Mathew D. Evans, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

engineeringfutures seen above. In the post program interview, more than half of the students explained howthey were supported or inspired by our program engineering staff. On student says of one of theengineering primary investigators (PI) that, “He is a real inspiration”. From observations, weknow that the PI described above interacted frequently with all of the participants. Hecontributed to the mode of belonging of imagination by acting as an inspiring role model(leadership) and through the connectivity exhibited in his willingness “to give time to students”. Exposure to these leaders were intentionally designed for in the program through learningprojects like the Friday lab meetings, where the entire cohort met and students would updatetheir peer

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tracy L. Ross, Actua; Lisa Romkey, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

, community engagement and research profile.Lisa Romkey, University of Toronto Lisa Romkey serves as Associate Professor, Teaching Stream and Associate Chair, Curriculum, Teaching and Learning with the Division of Engineering Science at the University of Toronto. In this position, Lisa plays a central role in the evaluation, design and delivery of a dynamic and complex curriculum, while facilitating the development and implementation of various teaching learning and assessment initiatives. Lisa teaches undergraduate courses in engineering & society, and graduate courses in engineering edu- cation. Her research interests include teaching and assessment practices in engineering. Lisa also serves as Associate Director for