Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
The undergraduate experience is important for developing competencies for the civil engineering workforce. In addition to the classroom experience, internships can be impactful for students’ learning opportunities to have hands-on experience, to apply their skills and knowledge, to experience a work environment, and to develop relationships with professionals. While internships have been studied in various disciplines, few studies have tried to understand how civil engineering students demonstrate their learning behaviors during an internship. Previous studies used Kolb’s experiential learning model as a theoretical framework to explore students’ learning styles as part of an internship experience. This study extends the use of Kolb’s model as a theoretical framework by focusing on civil engineering students to examine their internship experiences and apparent patterns of learning styles. Kolb’s experiential learning theory involves four learning modes: concrete experience, reflective observation, abstract conceptualization, active experimentation; and four learning styles: diverging, assimilating, converging, and accommodating. Taking a deductive qualitative approach, a priori codes from Kolb’s theory were used to analyze transcripts from interviews with 14 civil engineering students from four different US universities. This study contributes to an understanding of civil engineering students’ demonstration of learning behaviors in an internship. Internships provide a different context than classrooms, which can be valuable for student learning. Therefore, faculty members are encouraged to support students in seeking out internships to facilitate students’ exploration of learning styles in various learning contexts.
Bae, H., & Polmear, M., & Simmons, D. R. (2020, June), The Impact of Internships on Civil Engineering Students’ Exploration of Learning Styles Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35330
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015