Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Clifton L. Kussmaul, Green Mango Associates, LLC; Patricia B. Campbell, Campbell-Kibler Associates; Maria Torres-Demas, Westminster College of Salt Lake City; Chris Mayfield, James Madison University; Helen Hu, Westminster College of Salt Lake City

Tagged Divisions

Educational Research and Methods Division (ERM)

and in non-POGIL classes was even greater (87% vs 46%). This patternstayed relatively constant across instructors and the three sets of observations and reflectsPOGIL principles, which might be an indicant to construct validity.These preliminary findings were reflected in the student ratings. While ratings of the difficultyand length of POGIL and non-POGIL classes were similar (3.8 vs 4.0 on a scale of 1 “too easy”to 7 “too hard”; 4.0 vs 4.1 on a scale of 1 “too long” to 7 “too short”), students were much moreapt to rate the POGIL classes as more collaborative (5.8 vs 4.9), another POGIL principle. Againthere weren’t major differences across the three sets of observations. While there were expecteddifferences by instructor, there were minimal

Conference Session

Entrepreneurship and Inventive Thinking & Student Beliefs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ying Wang, Georgia Institute of Technology; Joy Harris; Karthik Ramachandran, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods Division (ERM)

which one’s self-efficacy belief is related to a specific situation or context.According to Bandura (1997), one’s self-efficacy is more accurately perceived when the contextis more specific. Accordingly, we adapted and created the ESE-E to reflect these threedimensions. In terms of the dimension of magnitude, the ESE-E scales included items that measuredentrepreneurial-related skills and activities at various difficulties, such as product ideation,business planning, and customer discovery. Furthermore, in terms of the dimension of generality,we adapted the items and created additional items based on the specific content topics taught inan entrepreneurship education course. In addition, in terms of the dimension of strength, eachESE-E

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 12: Resource Exchange

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lucy Brizzolara; Elizabeth Ann McNeela; Thomas Tran; Holly M. Golecki, University of Illinois at Urbana - Champaign

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

we draw inspiration from?or could not successfully leverage previously. • What can we do to personalize our actuator? • What are some steps we should take to test our brainstormed improvements?Materials needed• Bio-inspiration Worksheet (QR code)• Student actuators• Bio-Inspiration PresentationBefore• Gather photos/videos of animals and plants with useful features (ex: Giraffe tongue, crab claws, bird talons, webbed frog feet, elephant trunk)During• Display and discuss interesting features of plants and animals and how they allow for more mobility, grabbing, and strength.• Encourage students to reflect on the last

Conference Session

Computer Science Education and AI research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Na Zhao, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Cristina Diordieva, Nanyang Technological University

Tagged Divisions

Educational Research and Methods Division (ERM)

essential for developing an agile and adaptable mind in the 21st century, wheretechnology is ubiquitous. The importance of CT is reflected in the growing interest in exploringits potential role in various fields, including engineering. While CT in engineering education hasbeen discussed in previous research, there needs to be more understanding of how CT may differin the context of different engineering disciplines. Rich qualitative research on how studentsengage in CT and engineering can show how they can support each other [5]. Research has beenconducted to investigate the implementation of CT in middle school education internationally.The studies emphasize the importance of CT in interdisciplinary education to foster students'critical thinking

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Paul J Marchese, City University of New York, Queensborough Community College; Deborah Hecht, Center for Advanced Studyin Education

asked to reflect on potential lessons learned from thesesome form of disability (Okoro, 2018). The National Center the impact the pandemic had on their education, as well as their education. On average students with disabilities felt experiencesfor Education Statistics reports that 19.4% of undergraduate how responsive their instructors were to their needs as a that the pandemic had affected their education more thanstudents have a disability, yet they make up only 15% of

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Alexander John De Rosa, Stevens Institute of Technology (School of Engineering and Science); Frank T Fisher, Stevens Institute of Technology (School of Engineering and Science); Ashley Lytle

Tagged Topics

Diversity

that should be fostered in students if they are to meetthese criteria [4], [5].The term “expertise” is often used to define a person with the deep content knowledge necessaryto operate effectively in a given field [6]. Experts typically have: (1) knowledge that is greaterthan memorized facts or operations related to the field; (2) an ability to notice important patternsand features that is obscure to novices; (3) an organized knowledge structure reflecting their deepunderstanding, and (4) the ability to quickly and accurately retrieve their knowledge with lowcognitive effort. It is understood, however, that experts in the same discipline may exhibit thesecharacteristics to different degrees or differ in the manner in which they are able to

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Sarah E Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

materials 4. Application: Beginning to plan to flip your course a. Participants will consider one unit of their course b. Write objectives for that unit c. What activities will be ideal for doing in-class? d. What activities will be ideal for doing as homework? e. Participants will make their plan and then share in small break-out groups 5. Challenges of classroom flip and potential solutions 6. Question and answer time 7. Reflection: What will you take away from this workshop to use in your class?The workshop will be facilitated by Drs. Sarah Zappe and Stephanie Cutler from Penn State, bothof whom have led multiple previous workshops on classroom flip at various institutions

Collection

ASEE-NE 2022

Authors

Yiannis A. Levendis, Northeastern University

Source of Learning and Development, David A. Kolb states that “learning isthe process whereby knowledge is created through the transformation of experience” [11]. Heproposed an Experiential Learning Cycle (ELC) consisting of the following four processes: (i)active experimentation (planning and trying out what is learned); (ii) concrete experience (doingand having the experience); (iii) reflective observation (reviewing and reflecting on theexperience); (iv) abstract conceptualization (concluding and learning from the experience).Abdulwahed and Nagy applied this cycle directly to learning in a laboratory setting [12]. Theytested the effectiveness of the ELC by adding various elements to their educational laboratorythat corresponded with each

Collection

ASEE-NE 2022

Authors

Sarira Motaref P.E., University of Connecticut

strongly agreed with thisquestion. Students expressed that participating in strengths-based projects enabled them tocontribute something towards the classroom, as well as apply academic principles to real-lifesituations. Knowing that their projects will be used in future courses for demonstration purposesmake them feel even more important and enhance their feeling of belonging within theengineering field. Students reflected in their feedback that they were more creative with theirideas because they could choose projects which were aligned with their interests. One of thestudents mentioned“I think the SBP projects made me think deeper about the concepts we learned in class andapplying them to real life principles. It also made me more interested in

Collection

ASEE-NE 2022

Authors

Brian M Golliher, US Coast Guard Academy; Luke Henry Monaco, U.S. Coast Guard Academy; David Mazurek P.E., US Coast Guard Academy

these same loads, Table I shows theresults of the structural analysis for the members of panels 8 and 9; also included are the memberforces as documented by the original designers. As this table reflects, the outcome of the presentanalysis agrees rather closely with that of the bridge’s designers, with deviations well under 5%. Table I. Member Forces Due to O&W Specification Loads. Orig. Design Present Analysis Deviation Member (kips) (kips) (%) U7-U8 172.9 (comp.) 174.8 (comp.) +1.10

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

Surupa Shaw, Texas A&M University

Tagged Topics

Full Papers

] outlined the essential requirement of the application-based projects in complex tasksand learnings, as it requires scaffolding to help students engage in sense-making, managing their investigation& problem-solving processes, and encouraging them to articulate their thinking, while reflecting on theirlearning. However, a completely different perspective in terms of fighting social stigmatization amongstudents, using application-based projects was presented by K. Koutrouba et al. [6]. They held the application-based projects responsible for the successful acquisition of skills such as persistence, willingness,cooperativeness, creativity and self-starters, while the student’s personal experiences, traits, needs, interestsand objectives were

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dimantha Kottawa Gamage, Montana State University - Bozeman; Durward Sobek, Montana State University - Bozeman

% Level III Complete achievement of Learning Objective Score >=75%Students of cohorts B and C reflected upon their experience and gave feedback using a criticalincident questionnaire (CIQ) administered through the online learning management system at theend of each case study. The CIQ is an effective qualitative tool to assess student critical thinkingduring the process of learning and reflect on these findings as a source of professionaldevelopment [8]. Each CIQ consisted of five open-ended, qualitative questions. These questionsprompted students to reflect on a “critical event” that occurred, i.e., the case study. The CIQresponses were useful for understanding challenges students faced and the benefits they accruedduring the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ibrahim H. Yeter, Nanyang Technological University; Jeffrey Radloff; Cristina Diordieva, Nanyang Technological University

www.slayte.com Exploring the Presence of Engineering Indices in the Singaporean High School Physics Standards: A Content Analysis (work-in-progress) Abstract Singapore is one of the leading countries globally in industry indicators, ranking secondin the 2018 World Economic Forum’s Readiness for the Future of Production Report and firstout of 120 nations in the 2017 Danish Institute of Industry Global Industry 4.0 Readiness Index.This reflects Singapore’s robust and diversified industrial capacity, as well as its leadership insectors such as avionics, computing, biological engineering, and microelectronics. Underlyingthis global competitiveness is the Singaporean education system, which hinges on fosteringstudents’ engineering

Collection

ASEE Zone 1 Conference - Spring 2023

Authors

Mohammad-Reza Tofighi, Pennsylvania State University, Harrisburg

titled High Frequency Circuit Design (EET 402). It isoften offered along with a companion course Communication System Design (EET 408). EET402 provides students with concepts/specifications/terminology specific to RF/Microwave (highfrequency). They also learn the operation of related test equipment and computer aided design(CAD) tools/approaches. A non-exhaustive list of RF/microwave concepts/terminology/topicsincludes transmission lines, reflection coefficient, standing wave, impedance matching, SmithChart, insertion loss, return loss, coupling, scattering (S) parameters, path loss (antenna),microstrip, etc. In a typical EET or EE program, circuits and electronics courses are limited tolow frequency (Hz to low MHz), where students would see

Collection

ASEE Zone 1 Conference - Spring 2023

Authors

Elizabeth Marie Starkey, Pennsylvania State University; Sarah C Ritter, Pennsylvania State University; Jessica Dolores Menold, Pennsylvania State University, University Park; Jacquelyn Huff, Pennsylvania State University

parts in CAD, instructors make connections between the dimensions needed tobuild the part in the shop and the dimensions needed to fully define their parts in CAD. Aftercreating the parts in CAD, they then create digital dimensioned multiview drawings to be usedduring the shop build. After building the parts from wood in the shop, students then complete a3D printing activity using CAD to design a 3D printed component that must attach to theirwooden character without the use of any adhesives, emphasizing the importance of propertolerancing. Using both the wood shop and 3D printing for this activity is intended to showFigure 1: outline of two-week maker project activitiesstudents the value of CAD for different manufacturing methods – reflecting

Conference Session

Military and Veterans Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Rabb, The Citadel; Ronald Welch, The Citadel; Alyson Eggleston, The Citadel

instruction (pre-COVID) as the baseline (100% effective). None of the studentssurveyed specified what ‘Other’ instructional delivery they experienced, and very few answeredthis question. Only five students used a percentage over 100%, and these five data points wereacross all the instructional modalities, so no single delivery method was biased with ratings over100%. Active Duty and veterans did not quantify this mode. Additional survey questions focusedon four areas concerning the SWIVL-Hyflex instruction: initial reflection, distractors, reducingdistractions, and recording availability. A standard 5-point Likert scale was used to assess theirlevel of disagreement (1) to agreement (5). Active duty and veteran (ADV) students tended toagree with the

Conference Session

Civil Engineering Division - Integration of Engineering and/or Technical Rigor with Diversity, Equity, Inclusion and Justice (DEIJ)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shinae Jang, University of Connecticut

posture and actions whilemuted. The lecture was roughly structured with an active recitation (15-25 minutes) and activeproblem solving (60-70 minutes). Frequent stretch breaks and screen breaks are used about every10 - 15 minutes throughout the class – based on the course flow, and a one-time 3-minutetransition break was used between concept recitation and problem solving during onlinemeetings. In addition to this, students had opportunities to reflect on their efforts andperformance in class using self-reflection surveys (after two midterm exams). Smaller studenttutor sessions were provided for under-performing students based on their choices. Table 1. UD Principles and Implementation in the Statics course [14] UD Principles

Conference Session

DEED Technical Session 8 - Design Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Simon, Georgia Institute of Technology; Lauren Stewart, Georgia Institute of Technology; Wayne Li, Georgia Institute of Technology; Larissa Simoes Novelino, Georgia Institute of Technology

desire for increased focus on origami, while another four students suggestedimproved organization. The latter was understood by course instructors, and given it was thefirst time teaching the new approach, expected. In one instance, a lecture had to be completed inthe following session, resulting in an extension of one homework deadline. This was largely dueto the team formation activity running a few minutes over the budgeted time.Teaching Assistant FeedbackThe authors acknowledge their initial curiosity on how three disparate thrusts would marrytogether and were inspired by Daniello & Acquaviva’s [13] work on faculty-teaching assistantpartnerships in reflecting on courses delivered in a teaching education program. In their work,Daniello

Conference Session

Faculty Development Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Michael Johnson, Texas A&M University; Lance White, Texas A&M University; Sara Amani, Texas A&M University; Samantha Ray, Texas A&M University; Larry Powell, Texas A&M University; Tracy Hammond, Texas A&M University; Shawna Thomas, Texas A&M University; Robert Lightfoot, Texas A&M University; Rachelle Pedersen, Texas A&M University; John Moore, Texas A&M University

million in research funding from NSF, DARPA, Google, Microsoft, etc. Hammond mentored 17 UG theses, 29 M.S. theses, and 9 Ph.D. dissertations. Hammond is an ACM Distinguished Member, has received numerous best paper awards, and is the recipient of the 2022 TAMU Distinguished Achievement Award for Teaching, the 2021 ASEE Chester F. Carlson Award, the 2020 TEES Faculty Fellows Award, and the 2011 Charles H. Barclay, Jr. '45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, reflected in her publications, research, teaching, service, and mentoring. She has also been recently appointed as the Speaker-Elect of the Faculty Senate

Conference Session

Civil Engineering Division - The New Normal: Enduring Technology Improvements in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alyson Eggleston, The Citadel; Robert Rabb, The Citadel; Ronald Welch, The Citadel

face & Remote Civil 3.024 3.169 +0.145 3.019 3.113 +0.094 Electrical 2.891 3.071 +0.180 2.720 2.961 +0.241 Mechanical 3.113 3.086 - 0.027 3.091 3.190 +0.099In a subsequent Likert-scaled survey of faculty, many faculty members rated specific features ofthe Swivl offering comparatively low (overall average, 3.6), which likely reflects frustrationswith the documented increase in classroom management needs, time investment, and fluencywith technology to successfully run a Swivl classroom [1]. This initial investment is well knownin the literature, and many faculty across institutions respond similarly to initial

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joseph Holles, University of Wyoming

. Options include establishing (if not already existing) anoffice of some combination of Inclusion, Diversity, Community Engagement, Equity,Accessibility etc. This office often comes with a Vice President, Dean, or Chief X Officer typeof title.[3] Another approach (separate or under the above office) is developing committees toaddress these issues, perhaps under an “Inclusive Physical and Virtual Campus” initiative.[4] AtColorado State University for example, their initiative includes: • Universal Design and Physical Accessibility (sidewalk ramps, curb cuts, etc.) • All Gender Restrooms (including ADA, changing tables, etc.) • Electronic and Information Technology (digital content accessibility) • Lactation Rooms • Reflection

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Grenmarie Agresar, University of Michigan; John Callewaert, University of Michigan; Steve Skerlos, University of Michigan; Joanna Millunchick, University of Michigan

-centered teaching framework in engineering. These featuresinclude: ● Encouraging reflexivity: continuous and critical reflection about the broader social consequences of one’s practice. This requires the ability to become increasingly aware of biases, and to be willing to investigate the ways internal perspectives inform our interactions, relationships and behaviors [27] [28]. ● Critically analyzing past educational injustice[7]. ● Dismantling assumptions that STEM is an apolitical, unbiased meritocracy[1]. ● Recognizing intersectionality, or the fact that individuals may hold multiple identities simultaneously, and how that plays into educational success[8]. ● Learning about multicultural group dynamics

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University - Rayen School of Engineering

and do not necessarily reflect the views of the National ScienceFoundation.References[1] Bok, D. (2015). Higher education in America. Princeton University Press.[2] National Center for Education Statistics (NCES). (2014). Profile of undergraduate students:2011-12. Washington, DC.[3] Newbold, J.J., Mehta, S.S., & Forbes, P. (2011). Commuter students: Involvement andidentification with an institution of higher education. Academy of Educational Leadership Journal,15(2), 141-153.[4] Gefen, D.R., & Fish, M.C. (2013). Adjustments to college in nonresidential first-year students:The role of stress, family, and coping. Journal of the First-Year Experience and Students inTransition, 25(2), 95-115. [5] Krause, K.L. (2007). Social involvement

Conference Session

Faculty Development Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Grace Panther, University of Nebraska - Lincoln; Heidi Diefes-Dux, University of Nebraska - Lincoln; Lucy Atkinson, Swarthmore College

College of Engineering at UNL. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and reflection. © American Society for Engineering Education, 2022 Powered by www.slayte.com Behavioral Adaptability of Engineering Instructors Engaging in Emergency Remote Teaching During Three Semesters of the COVID-19 PandemicAbstractThe crisis-induced changes in instruction during the pandemic presented a unique opportunity tostudy instructor adaptability, a possible contributor

Conference Session

Civil Engineering Division - The New Normal: Enduring Technology Improvements in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Reza Abolhelm, University of Waterloo; Trevor Hrynyk; Rania Al-Hammoud, University of Waterloo

the bridge construction and testing stages, students must demonstrate communication skills asthey work together to build a scaled bridge model. After testing, students are asked to reflect ontheir designs and identify areas of improvement. Historically, all stages of the project werecompleted by in-person student teams, working in a design shop.In 2020, obstacles arose due to the COVID-19 pandemic, which made gathering students for in-person events impossible. As a result, an online version of the CivE Design Days was developedwith the primary goal being to achieve the same learning objectives in the online environment. In2021, subsequent changes were made and a hybrid version of the design project was introduced,with in-person and remote

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jinghua Zhang, Winston-Salem State University; Jinsheng Xu, North Carolina Agricultural and Technical State University (CoE); Xiaohong Yuan, North Carolina Agricultural and Technical State University (CoE)

opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of NSF.References[1] J. Zhang, X. Yuan, J. Johnson, J. Xu, M. Vanamala (2020), “Developing and Assessing a Web-Based Interactive Visualization Tool to Teach Buffer Overflow Concepts”, Proceedings of IEEE Frontier in Education Conference (FIE'20), Virtual Event, Uppsala, Sweden, October 21-24, 2020.[2] P. Weanquoi, J. Zhang, X. Yuan, J. Xu, and E. J. Jones (2021), “Learn Access Control Concepts in a Game”, Proceedings of IEEE Frontier in Education Conference (FIE'21), Lincoln, NE, October 13-16, 2021.

Conference Session

EMD Technical Session 2: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Emily Moore, University of Toronto; Andrea Chan; Lee Weissling; Dimpho Radebe, University of Toronto

contrast, engineers who view leadership as a collaborative process aremore likely to view their team orientation as a support. Shifting from personal to structuralbarriers, engineering workplaces differentially afford human, informational, and materialresources, decision-making authority, and professional autonomy to their employees makingeach of these items a leadership barrier for those with minimal access and a support for thosewith open access. As one member of our team eloquently noted, “barriers are the other side ofthe support coin.” Our Likert scale for questions investigating personal and professionalbarriers reflects this “two-sided coin” way of understanding leadership affordances.MethodologyOur paper draws on research supported by the

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marcia Mardis, Florida A&M University - Florida State University; Faye Jones, Florida A&M University - Florida State University

AM constitutes almost a quarter of the region’s total employment.From 2018-2028, of the available 4.6 million manufacturing jobs, less than half are likely to befilled due to talent shortages. This widening “skills gap” is attributed to many factors that rangefrom new technologies in the AM industry (e.g., artificial intelligence, robotics), a need fornewer recruiting methods, branding, and incentives in AM educational programs. Someprofessionals have even indicated that manufacturing industries and AM educational programsshould be aligned more to reflect the needs of the industry. Even in the wake of Covid-19, whenthere have been over 658,000 manufacturing jobs lost due to market conditions, many states stillhave jobs that go unfilled

Conference Session

Architectural Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sandeep Langar, The University of Texas at San Antonio; Arti Daga, SVKM's NMIMS University, Mumbai, India; Rachel Mosier, Oklahoma State University; Sanjeev Adhikari, Kennesaw State University

Telecommunications, Ministry of Communications. (2021). “Internet Subscriptions as percentage of Total Population in India from 2015-16 to 2019-20.” [11] Olweny, M.R.O. (2020). “Architectural Education in Sub-Saharan Africa: an investigation into Pedagogical Positions and Knowledge Frameworks.” The Journal of Architecture. V.25.N.6. p.717- 735. DOI: 10.1080/13602365.2020.1800794[12] Sundaresan, J. (2020). “Decolonial Reflections on Urban Pedagogy in India.” Area. V.52. N.4 p.722– 730.[13] Sahni, R. and Shankar, V.K. (2012). “Girls’ Higher Education in India on the Road to Inclusiveness: on Track but Heading Where?” Higher Education. V.63. p.237–256. DOI: 10.1007/s10734-011-9436- 9[14] Menon, N. (2009). “Sexuality, Caste, Governmentality

Conference Session

We Love our MOMs (Mechanics of Materials)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Casey Kidd, Louisiana Tech University; Ethan Hilton, Louisiana Tech University

presents ordemonstrates a concept, or set of concepts, through lecture and asks questions to test mastery,where constructivism is a student-centered approach that allows students to explore answers toproblems in a more open-ended education environment [2]. McLeod [3] discusses how Kolb’sdescription of experiential learning is separated into a four-stage cycle. First is concreteexperience, where the learner is introduced to a new experience or a reinterpretation of a previousexperience. Next is observation and reflection on that new experience. This leads to the third stageof abstract conceptualization where the learner’s reflection of their gives rise to new ideas. Thefinal stage is where the learner then actively experiments on those new ideas