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

Paper ID #21789Using Experiential Learning in Course Curriculum: The Case of a Core En-gineering Graphics CourseDr. Martha M. Snyder, Nova Southeastern University Martha (Marti) Snyder, Ph.D., PMP, SPHR teaches undergraduate and graduate courses in learning design and technology, design thinking, project management, and computing privacy and ethics. She also chairs doctoral student dissertations. Marti researches effective designs for teaching and learning in face-to- face, blended, online, mobile, and virtual learning environments; and issues relating to technology use among older adults. Her work crosses multiple

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amitava 'Babi' Mitra, Massachusetts Institute of Technology; Timothy Kassis, Massachusetts Institute of Technology; Yuan Lai, Massachusetts Institute of Technology; Justin A. Lavallee, Massachusetts Institute of Technology; Gregory L. Long PhD, Massachusetts Institute of Technology; Alice Nasto, Massachusetts Institute of Technology ; M. Mehdi Salek, Massachusetts Institute of Technology ; Rea Lavi, Massachusetts Institute of Technology; Rebecca Shepardson, Massachusetts Institute of Technology

Tagged Divisions

Cooperative and Experiential Education

at home or virtually, and without being in the same location as other students. o Examples: conducting a literature review, design a product/machine using CAD or other software, programming of remote/virtual machines, conducting simulations in virtual environments, and carrying out hands-on activities at home with mailed- in kits. • When viable, allow students more flexibility with their trajectory through the course or program they are enrolled in, including postponement to a later semester. • A comprehensive syllabus is helpful in helping students with understanding class requirements and instructor expectations, and is even more helpful in a situation where

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rylan C. Chong, Chaminade University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

notcomplete the surveys, and provided feedback that the self-efficacy section was too long and thestudy will have an attrition challenge with participants. In the next iteration, the number of self-efficacy questions was reduced as shown in Table 3. The questions were selected based on thecriteria that they aligned to traditional research competencies that students acquire throughresearch programs [44], the research items covered as many items of the research self-efficacysubscales from the literature, and the items covered the primary research activities on theINSuRE class syllabus illustrated in Table 1.An anonymous online pre-survey was distributed to students the week before the first researchactivity of the INSuRE class. Although there were a