Collaborative Research: Enhancing and Expanding Experiential Learning Modules across Disciplines and Institutions

该项目将研究在工程课程的核心中间年，学生采取大部分技术基础知识的经验学习的最佳实践的适应，实施和传播。 该研究将涉及两个系列的大三基础核心工程课程;一个在西北大学生物医学工程系教授，另一个在佛罗里达大学电气和计算机工程系教授。 课程序列使用类似的工具，并教授类似的主题，旨在培养在工程工作场所或研究生院取得成功所需的技能。 不同之处在于提供方法和所采用的体验式学习模块的类型。 使用混合方法的方法，本提案的主要目标是：1）根据人们如何学习来评估每个课程序列，并评估学生的经验和成果如何与每个课程的这些属性相关联; 2）增强和扩展有效的体验式学习模块，以便更广泛地采用和实施。 该项目将评估学生的学习偏好，学生的参与度，在各自的顺序，课程之间的可转移技能和课程概念的学习后续课程的材料保留。 这两所学校都有高度选择性的工程项目，但学生的人口统计数据不同。这些差异使人们有机会在评估课程和设计教材时考虑更多的人口因素，以利用多样性。 所获得的知识将指导今后设计或制定新的干预措施及其传播战略。

This project will study the adaptation, implementation, and dissemination of best practices in experiential learning in the core middle years of the engineering curriculum where students take the bulk of technical fundamentals. The study will involve two series of junior-year fundamental core engineering courses; one taught at Northwestern University's Department of Biomedical Engineering and the other taught at the University of Florida's Department of Electrical and Computer Engineering. The course sequences use similar tools and teach similar topics geared towards building skills needed for success in the engineering workplace or graduate school. The differences are in methods of delivery and the types of experiential learning modules employed. Using a mixed method approach, the main goals of this proposal are to 1) assess each course sequence in terms of How People Learn and assess how student experiences and outcomes are linked to those attributes of each course and 2) enhance and expand effective experiential learning modules for broader adoption and implementation. The project will evaluate student learning preferences, student engagement, retention of material in subsequent courses in their respective sequences, transferrable skills between courses and learning of course concepts. Both schools have highly selective engineering programs, but the student demographics differ. These differences give the opportunity to consider more demographic factors in assessing the courses and in designing materials to take advantage of diversity. The knowledge gained will guide future design or development of new interventions and their dissemination strategies.