Experiential Learning Opportunities Research Articles

A framework for integrating additive manufacturing into engineering education: perspectives of students and educators

ABSTRACT Additive manufacturing (AM) and 3D printing (3DP) offer unique opportunities for experiential learning and practical application in engineering education. In developed countries, AM is integrated into engineering education to train mechanical engineers. However, existing research has not investigated the integration of AM and 3DP into higher education in developing countries. Semi-structured interviews were conducted with students and educators from mechanical engineering programmes in Vietnam to examine AM usage in engineering education. Our study revealed that no curricula or policies to integrate AM into classrooms exist in the participating institutions. Engineering schools are attempting to introduce 3DP to students through short courses, but educators have inadequate training. The lack of consistent communication among institutions has hindered the growth of 3DP education. Therefore, to meet the standards of Industry 4.0, it is crucial to have policies and funding in place to promote AM growth among first-year engineering students.

HEIR APPARENT PREPAREDNESS AND SELECTED FAMILY BUSINESS SUSTAINABILITY IN LAGOS STATE NIGERIA

Family-owned businesses are extremely important to Nigeria's economy, creating jobs, generating income, and helping the country's GDP increase. However, the Heir Apparent's readiness to take on leadership responsibilities poses a threat to their sustainability. Myriads of research on family businesses and their sustainability exist, but little of it has looked at heir apparent as a factor of sustainability. By analyzing the relationship between heir apparent preparedness and the sustainability of selected family-owned firms in Lagos State, Nigeria, this study seeks to bridge the gap in literature. Drawing on a deductive methodology, the study employs a cross-sectional survey to gather quantitative data. Responses from 388 family-owned enterprises were obtained using a questionnaire. Data were analyzed by applying SPSS package, version 25. The findings reveal significant positive relationships between Heir Apparent Level of Education, Heir Apparent Experience, and Quality of Mentorship Received by Heir Apparent, and their joint effect with family business sustainability. It was thereby concluded that heir apparent level of preparedness impacts the sustainability of family businesses in Lagos State. The study recommends prioritizing formal education, providing diverse experiential learning opportunities, and establishing strong mentorship programs to enhance family business sustainability.

Assessing Learning in an Immersive Virtual Reality: A Curriculum-Based Experiment in Chemistry Education

Despite the recent advances in Virtual Reality technology and its use in education, the review of the literature shows several gaps in research on how immersive virtual environments impact the learning process. In particular, the lack of curriculum-specific experiments along with investigations of the effects of different content, activity, and interaction types in the current VR studies has been identified as a significant shortcoming. This has been more significant in STEM fields, where VR has the potential to offer engaging experiential learning opportunities. The study reported here was designed to address this gap by assessing the effect of authentic visualization and interaction types on learning a particular scientific concept. A use case scenario of “orbital hybridization” in chemistry education was selected to create this experiment and to collect data for analysis. We collected data on learning outcomes, task-completion efficiency, accuracy, and subjective usability. A combination of learning content and tasks designed based on the relevant educational theories was presented to three groups: 2D, VR interaction type 1 (hand gestures), and VR interaction type 2 (ray casting). The results showed that VR could improve learning and that interaction type could influence efficiency and accuracy depending on the task.

Forecasting Student Employment Trends in Colleges and Universities Education Using Time Series Analysis Algorithms

Student employment trends in colleges have been evolving, with a notable shift towards internships, co-op programs, and other experiential learning opportunities. Colleges are increasingly emphasizing the importance of gaining practical work experience alongside academic studies to enhance students' employability. This trend reflects the growing demand from employers for graduates who possess not only theoretical knowledge but also relevant skills and hands-on experience. This study investigates student employment trends within Colleges and Universities education through the application of time series analysis algorithms. Utilizing historical data spanning five years from 2019 to 2023, the study examines the dynamics of student employment rates and explores the effectiveness of forecasting methodologies, including ARIMA and Ranking with ARIMA (R-ARIMA). The findings reveal a consistent upward trend in student employment rates over the study period, indicating a favorable environment for student career opportunities within higher education institutions. Moreover, the accuracy of forecasting models is demonstrated through the close alignment between predicted and observed employment rates. Optimal ARIMA configurations are identified, providing insights for strategic planning and resource allocation to support student career development and success. The findings reveal a consistent upward trend in student employment rates over the study period, with the percentage of employed students increasing annually. For instance, the student employment rate rises from 65% in 2019 to 77% in 2023. This indicates a favourable environment for student career opportunities within higher education institutions. Moreover, the accuracy of forecasting models is demonstrated through the close alignment between predicted and observed employment rates. Optimal ARIMA configurations are identified, with the best-performing model achieving an AIC score of 95.3 and a BIC score of 99.8. These configurations provide insights for strategic planning and resource allocation to support student career development and success.

Science and language education: emergent bilinguals engage in modeling, explanation and argumentation for sense-making

This is a qualitative case study framed by a sociosemiotic theoretical framework to explore science and language instruction with three Emergent Bilinguals (EBs) in sixth grade. The study details the modeling and explanatory processes used by EBs to mediate science learning through evidence-based argumentation. A thematic analysis of students’ models, explanations and arguments was conducted. Three themes emerged from the analysis: (1) modeling and explanatory processes evolved from illustrative to causal purpose, (2) students engaged in discursive practices similar to scientific communities, and (3) students mediated science learning through evidence-based argumentation. The three themes revealed that when EBs are taught through integrated science and language instruction they are provided with opportunities to approximate the discipline-specific language register of science through three language functions: ideational, interpersonal and textual. Modeling and explaining scaffolded evidence-based argumentation tasks through which EBs critiqued each other’s models and explanations and revised their conceptual understanding of science concepts to increase sense-making. Implications suggest integrated content and language instruction to provide students with experiential learning opportunities while affording discourse and interactive opportunities on a larger scale and via other research methodologies to include a larger sample size of EBs.

A Local Case Competition Expands Meaningful Opportunities for Experiential Interprofessional Learning

A Local Case Competition Expands Meaningful Opportunities for Experiential Interprofessional Learning

Recurrent Chain Feedforward Bayesian Statistic Network (Rcf-Bsn) Model: A Fuzzy Based Approach to Recognize Entrepreneurship and the Imperative for Education to Adapt

Entrepreneurial methods and ability enhancement are crucial aspects of college education, empowering students to develop the skills and mindset necessary for success in the dynamic world of entrepreneurship. Through targeted initiatives and experiential learning opportunities, colleges strive to foster innovation, creativity, and entrepreneurial spirit among their students. These programs often include courses on business fundamentals, startup management, and market analysis, complemented by hands-on projects, mentorship programs, and networking events. This paper proposed innovative entrepreneurial methods and the enhancement of ability among college students in the new era, employing Bayesian statistics with the Recurrent Chain Feedforward Bayesian Statistic Network (RCF-BSN). Recognizing the evolving landscape of entrepreneurship and the imperative for education to adapt accordingly, this research aims to explore effective methodologies for fostering entrepreneurial skills and mindset among college students. Results from the study shed light on the effectiveness of different entrepreneurial methods, such as experiential learning, mentorship programs, and startup incubators, in fostering entrepreneurial abilities among college students. Additionally, the study identifies key factors contributing to entrepreneurial success in the new era, including adaptability, resilience, and creativity. Quantitative analysis using Bayesian statistics reveals that students who participated in experiential learning programs showed a 30% increase in entrepreneurial self-efficacy scores compared to those who did not participate. Additionally, students who received mentorship through startup incubators demonstrated a 25% higher likelihood of launching their own ventures within one year of graduation.

Framework for an interprofessional experience addressing health and disability for health professional students

Background and purposeA Health and Disabilities Interprofessional Education (IPE) course was implemented to join three healthcare disciplines together to collaboratively plan, implement, and reflect on professional roles and responsibilities. The goal and purpose of this course was to create an advancement of interprofessional education and practice within health science professions early in their students' programs utilizing innovative teaching methods working directly with individuals with disabilities. Educational activity and setting72 students were assigned to interprofessional teams of 10–11 people. Through asynchronous and synchronous learning activities, student teams worked together to plan and conduct community-based client interviews. FindingsQuantitative and qualitative evaluation methods were used to explore the impact of interprofessional experiential learning experiences. Qualitative data showed a greater awareness and understanding of the different roles and responsibilities in interprofessional teams as well as a greater appreciation for the value of interacting with persons with disabilities (PWD) during their training. Quantitative data showed a significant change in students' understanding of their roles and responsibilities as a member of an interprofessional team, their confidence with working with PWD in a future healthcare capacity, as well as their understanding of how the social determinants of health may influence the healthcare experience of a PWD. SummaryInterprofessional education and experiential learning opportunities are good ways to facilitate “real” patient care experiences and team roles and responsibilities. This enables healthcare students to practice communication, build relationships, and understand the lived experience of their patients.

CAN YOU FIND THE MARKETING IN THE MUSIC? AN INTERACTIVE CONCEPT-MATCHING ACTIVITY

ABSTRACT Student engagement is a growing challenge within higher education, especially as technology continues to evolve and competition for attention rises. As a business discipline, many marketing students struggle to connect with the theory presented in the classroom and seek interactive, experiential learning opportunities. The authors created the Find the Marketing in the Music playlist matching activity to address this challenge and provide students with an engaging application of marketing concepts. Music is a means of personal expression and broadens listeners’ perspectives. Music can help ignite or explain feelings, highlight complexities of social situations, and serve as a vehicle driving understanding and compassion. This featured activity reveals that by pairing songs that illustrate marketing concepts with information discussed in class, students could connect to the material in a new way. This exercise allows students to leverage the creative and grounded aspects of critical thinking by connecting something artistic with concrete marketing concepts. Students note that this activity helps them better relate to the material and that the relevancy of things discussed in the classroom takes on a new level when integrated into their everyday lives.

IJCM_247A: Perception of Medical Students on Family Adoption Programme; A Study conducted in a Medical College of Odisha.

Background: Community engagement in medical education gives the students an insight into the living conditions of the public and how they influence their health. Community Medicine department accomplish this through field practice and family health studies. The Family Adoption Programme (FAP), newly mandated for all medical undergraduate students, brings its own set of challenges and opportunities. Family Adoption Programme aims to provide an experiential learning opportunity to Indian medical graduates towards community-based health care and thereby equity in health Objectives: 1. To study the perceptions of Phase I MBBS Students on Family Adoption Program. 2. To determine the output of FAP implementation in MBBS curriculum. Methodology: A Cross-sectional study was conducted between August to November 2023 including 1st year MBBS students of MKCG Medical College, Berhampur, Odisha. A brief orientation was conducted by Dept. of Community Medicine on needs and competencies of FAP as recommended by the National Medical Commission(NMC). Students were sensitized to the FAP proforma prepared by the department. Periodic FAP visits for students in 4 groups was planned & conducted along with their assigned mentors at the selected nearby village. During these visits, students interacted with the families and details regarding health profile of the family were documented. Students perception & feedback was taken by Questionnaire using Google Form. A total 250 students were enrolled in FAP and 172 submitted their feedback. Data was analyzed using appropriate statistical tests and software. Results: The study included 172 1st year MBBS students with age range of 18-26 years & mean age of 20.58± 1.315 years. Among them, 66.9% were males & 33.1% were females.66.9% of students responded that FAP was a very good experience.55.2% of study participants were satisfied with their adopted family. Most of the students were interested to be a part of such activity throughout the professional years. Conclusion: Implementation of FAP requires meticulous planning, intersectoral co-ordination, good sensitization and training activities

WellNest: A Medical Student-Run Housing Support Program.

Being unhoused and facing housing insecurity contribute to poor health outcomes. Medical school curricula may include social determinants of health (SDOH) topics. However, experiential learning opportunities allow students to better contextualize how SDOH impact patients. The WellNest Housing Support Program (WellNest) was conceived and developed by Duke University medical students to learn from and support community members with a history of housing insecurity. Under the supervision of community organizations providing housing assistance services, WellNest was created in April 2020. Medical student-volunteers (MSVs) call clients, who are referred to WellNest by the community organizations, to plan move-ins. Local experts provide trainings on topics relevant to health care for individuals experiencing loss of housing. MSVs source and move furniture and clients' belongings into the new homes. Following move-in, MSVs are paired with clients to provide longitudinal tenancy support for at least one year. Student-volunteers contemplate their experiences and learning takeaways through debriefing sessions and an optional online survey. From fall 2021 to spring 2023, 83 student-volunteers from across the university participated in WellNest. Student-volunteers were generally medical students (37, 45%), and 16 MSVs served on the leadership team. WellNest facilitated 29 move-ins, and 26 clients requested to be paired with MSVs for longitudinal tenancy support. Following participation in WellNest, student-volunteers reported increased comfort, awareness, knowledge, and motivation related to caring for, discussing, and advocating for individuals experiencing housing insecurity. As students from other programs are also interested in WellNest, there is potential for interprofessional education. Student-volunteers will be encouraged to participate in additional opportunities for reflection and advocacy activities. The impact of WellNest on clients will be explored through a questionnaire and narrative interviews. Long-term financial support was secured from community donations and partnering community organizations.

Effects of a Standardized Patient-Based Delirium Care Education Program

Background and Purpose:An education program to improve the delirium care competency of nurses is important as they play an integral role in caring for patients with delirium. This study aimed to examine the effects of a standardized patient (SP)-based delirium care education program on new graduate nurses’ performance and self-confidence.Methods:A waitlist control group with a crossover design was adopted. The SP-based delirium care education program was designed, implemented, and evaluated. Generalized estimating equations were used to analyze differences in performance and self-confidence scores between the intervention and waitlist control groups.Results:The education program was found to significantly affect rater-assessed performance, SP-assessed performance, and self-confidence when controlled for gender and age.Implications for Practice:An SP-based delirium care education program improved new graduate nurses’ performance and self-confidence in caring for patients with delirium. Nurse educators should provide experiential learning opportunities to ensure that recent nurse graduates have achieved optimal delirium care competency.

Computer simulation and hands-on labs: A case study of teaching robotics and AI

When teaching robotics, instructors face the challenge of finding an effective approach to bridge theoretical concepts and practical applications. Both computer simulations and hands-on laboratory experiments provide learners with opportunities for active, immersive, and experiential learning. As students progress from introductory to advanced topics and from theory to practice, their performance is contingent upon earlier knowledge and may increase, remain unchanged, or decrease. The question that arises is whether computer simulation can serve as a viable foundation for fostering an understanding of theory that enables the subsequent grasp of advanced practical concepts in robotics. Put another way, when students are introduced to the field of robotics through computer simulation, how will they perform when presented with advanced hands-on tasks involving the construction of physical robots to solve problems in physical space? To answer this question, we examined undergraduate student performance ( n = 107) across two robotics courses—an introductory course using computer simulation (Robot Operating System, Rviz, and GAZEBO) and an advanced course using physical hardware (Puzzlebot), leveraging the hardware's capability for AI tasks such as machine vision (Nvidia Jetson Nano development kit). Our findings suggest that student performance increased as they progressed from using computer simulation to engaging with hardware in the physical environment, further suggesting that teaching with computer simulations provides an adequate foundation to learn and complete more advanced tasks.

Using a genre‐based approach to teach writing to elementary ESL students: A boon or a barrier?

AbstractA genre‐based approach to second language (L2) writing instruction has received traction due to its impact on helping L2 students improve their writing skills. This approach to teaching writing is particularly useful for young English language learners (ELLs), as it simultaneously focuses on their English language and writing skills development. Despite this, the genre‐based approach is often criticized for its apparent prescriptiveness. In this article, we make the case that a genre approach to writing instruction is a boon not a barrier to ELLs in elementary contexts. Drawing on the scholarship in early childhood literacy and L2 writing, we posit that a genre approach to writing instruction is helpful to elementary ELLs for the following reasons: (a) it is a phased approach, (b) it provides experiential learning opportunities, (c) it is goal‐oriented, and (d) it helps make students self‐efficacious and autonomous. Using these reasons as reference points, we also discuss implications for teaching and learning.

‘First, do no harm’: systematic program evaluation of an equine veterinary service-learning initiative with Indigenous communities in Canada

BackgroundVeterinary students have historically lacked meaningful experiential learning opportunities in equine medicine. At the same time, there are barriers to accessing veterinary care in Indigenous communities stemming from colonial injustices. In 2018–2019, a partnership was initiated where University of Calgary students began to provide equine veterinary services to Indigenous communities. As the first-documented equine veterinary service-learning initiative in Indigenous communities embedded in a veterinary curriculum, the purpose of the study is to systematically evaluate the program for its potential impact as part of a formative process for improvement.MethodsMultiple parties in the program were engaged in a convergent, parallel, mixed-methods systematic program evaluation to explore the main program outcomes: (1) equine veterinary care; (2) clinical experiential student education; (3) cultural training of veterinary professionals and students; and (4) education of community members. The hypothesis was that ethical development using the “first, do no harm principle” would lead to benefits including a healthy horse population, a technically and culturally competent veterinary community, and an educated horse clientele.ResultsThe program had a positive impact on accessibility to veterinary care and self-reported improvement in veterinary and cultural competency. In addition to the hypothesized program outcomes, additional program outcomes and effects were identified, including reciprocal learning and relationship building with the Indigenous community, leading to trust and equity-building. The students learned from both the in-community programming as well as the Indigenous community members they worked with.ConclusionProgram evaluation of an equine service-learning initiative in Indigenous communities reveals multiple and profound impacts including improved patient health status, wider scope of veterinary and cultural learning, strengthened relationships, and reciprocal learning with partnering Indigenous communities.

From Promise to Practice: How Health Researchers Understand and Promote Transdisciplinary Collaboration.

There is an increasing emphasis on transdisciplinary research to address the complex challenges faced by health systems. However, research has not adequately explored how members of transdisciplinary research teams perceive, understand, and promote transdisciplinary collaboration. As such, there is a need to investigate collaborative behaviors, knowledge, and the impacts of transdisciplinary research. To address this gap, we conducted a longitudinal realist evaluation of transdisciplinary collaboration within a 5-year National Health and Medical Research Council-funded Center of Research Excellence in Transdisciplinary Frailty Research. The current study aimed to explore researchers' perceptions and promotion of transdisciplinary research specifically within the context of frailty research using qualitative methods. Participants described transdisciplinary research as a collaborative and integrative approach that involves individuals from various disciplines working together to tackle complex research problems. However, participants often used terms like interdisciplinary and multidisciplinary interchangeably, indicating that a shared understanding of transdisciplinary research is needed. Barriers to transdisciplinary collaboration included time constraints, geographical distance, and entrenched collaboration patterns. To overcome these challenges, participants suggested implementing strategies such as creating a shared vision and goals, establishing appropriate collaboration systems and structures, and role modeling collaborative behaviors, values, and attitudes. Our findings underscore the need for practical knowledge in developing transdisciplinary collaboration and leadership skills across different career stages. In the absence of formal training, sustained and immersive programs that connect researchers with peers, educators, and role models from various disciplines and provide experiential learning opportunities, may be valuable in fostering successful transdisciplinary collaboration.

An Experiential Learning Opportunity in Norway: Computation for Bioengineering and Mechanical Engineering Students.

The global learning initiative at Northeastern University is focused on fostering intercultural communication skills. The Dialogue of Civilization (DOC) program serves as a mechanism to achieve such a goal by offering faculty-led international experiences. In this paper, we have presented a detailed account of a DOC program that took place in Norway. The primary objective of the program was to teach mechanical engineering and bio-engineering students computational skills while stimulating critical thinking about the cultural and social aspects of technology and engineering in Norway. The program focused on two courses: a technical course and a special topics course. The technical course introduced students to finite element analysis, with practical applications and site visits in Norway to enhance experiential learning. In the special topics course, the interplay between modern technologies, like green energy, state policies, and the rights and traditions of the indigenous Sámi people was explored. The course highlighted both the progressive social policies in Norway and the historical discrimination against the Sámi. Student feedback was positive and experiential learning components such as guest lectures and site visits were particularly appreciated. Additional surveys showed that students' self-confidence was higher following the DOC program. In addition, female-identifying students had higher confidence in their future success after completion of this program as compared to their male-identifying counterparts. Our paper is expected to serve as a resource for educators seeking to integrate technical education with intercultural experiences and discussions on social and cultural impacts in engineering.

Organizational culture and leadership development: A human resources review of trends and best practices

In the contemporary business landscape, the symbiotic relationship between organizational culture and leadership development has become increasingly pivotal for sustained success. This paper delves into an insightful exploration of current trends and best practices in these crucial domains, offering a comprehensive overview for human resources professionals seeking to foster a thriving workplace environment. The essence of organizational culture lies in the shared values, beliefs, and behaviors that define the identity of a company. As organizations recognize the profound impact of culture on employee engagement, innovation, and overall performance, the focus on cultivating a positive and inclusive culture has intensified. This paper analyzes the trends driving this cultural evolution, including the rise of remote work, diversity, equity, and inclusion initiatives, and the integration of technology in fostering a collaborative and adaptable organizational ethos. Simultaneously, effective leadership development has emerged as a linchpin for organizational success. This review scrutinizes the evolving landscape of leadership development, emphasizing the shift from traditional hierarchical models to more agile and emotionally intelligent leadership styles. It explores the incorporation of data-driven approaches, mentorship programs, and experiential learning opportunities as integral components of contemporary leadership development strategies. Furthermore, the paper emphasizes the interconnectedness of organizational culture and leadership development, recognizing that a robust culture nurtures effective leadership, while effective leadership, in turn, shapes and reinforces the desired organizational culture. Best practices in aligning these two facets are explored, emphasizing the need for strategic alignment, continuous feedback loops, and a commitment to ongoing learning and development initiatives. This paper provides a nuanced perspective on the dynamic interplay between organizational culture and leadership development, serving as a valuable resource for human resources professionals navigating the evolving landscape of workplace dynamics. By embracing current trends and implementing best practices, organizations can forge a path towards a resilient and thriving future.

Fostering Global Competence in Teacher Education: Curriculum Integration and Professional Development

In an increasingly interconnected world, global competence in teacher education is paramount. This qualitative study delved into the perspectives of teacher education students, exploring their insights and experiences regarding integrating global competence into educational practice. Through in-depth interviews and thematic analysis, several key themes emerged, shedding light on the multifaceted nature of global competence. Participants emphasized the necessity of understanding diverse languages, cultures, histories, and geographical landscapes, highlighting their role in fostering intercultural empathy and appreciation. Moreover, the study elucidated the challenges faced in promoting global competence within the educational system, including curriculum constraints and limited opportunities for experiential learning. However, amidst these challenges, participants identified various strategies and recommendations for enhancing global competence in teacher education. These recommendations included integrating cross-cultural content into the curriculum, providing experiential learning opportunities, investing in professional development for educators, and fostering partnerships with international educational institutions. By addressing these recommendations, educators and policymakers could pave the way for a more inclusive and globally-minded educational system, equipping students with the skills and knowledge necessary to thrive in an interconnected world.

Growing Medical Educators from Medical Students by Supporting Self-directing Learning Opportunities Born Out of Cadaveric Dissection

AbstractThis study focuses on a subset of medical students who participated in an anatomy dissection program and undertook an additional self-directed learning (SDL) project investigating incidental findings of cadaveric pathology. The value of SDL activity is explored as a means of enhancing medical student education, particularly its student perceived value in preparing and developing them as future medical educators. It was assessed whether the project advanced student interest in medical education by analyzing their motivations for participation. The results of the study highlight the potential of SDL as an experiential learning opportunity for medical students and the role of anatomic pathology in connecting multiple domains of medical education.