Using Experiential Learning in Course Curriculum: The Case of a Core Engineering Graphics Course

Abstract

This work-in-progress paper overviews how an experiential education program was established at a private, non-profit university in the southeast, describes the process for certifying experiential courses using a formal course review process and qualification rubric, and details the case of a freshman engineering graphics course.

Grounded in the early works of Dewey, Lewin, and Piaget, experiential learning theory has become increasingly popular in higher education. Experiential learning serves as a foundation for lifelong learning and the development of the whole self as a citizen, family member and human being (Kolb, 2015). Austin and Rust (2015) define experiential learning as “‘hands-on’ learning and may involve any of the following activities: service learning, applied learning in the discipline, co-operative education, internships, study abroad, and experimental activities” (p. 143). These opportunities help students gain real-world experiences in their profession (Jacoby, 2015).

In Fall 2017, our university launched its experiential education and learning program (ExEL). Students earn ExEL credits through curricular and co-curricular experiences including internships, study abroad, community service, faculty-led research, and ExEL-designated courses (i.e., first year seminar, capstones, and discipline-specific courses). With commitment from our president and guidance from a grassroots, faculty-led experiential education advisory council, a plan for experiential education was underway. Comprised of ten faculty from undergraduate-serving colleges and five professional staff from student affairs, the purpose of the council was to create a structure within which ExEL would be successful at the university. Over twelve months, the council developed the mission and goals of the program, decentralized ExEL to 18 colleges and 18 operational units, identified existing experiential opportunities including co-curricular and curricular, established an ExEL qualification process, created an ExEL website and marketing plan, and oriented the incoming class of 2021.

The purpose of this work-in-progress paper is to first offer a theoretical foundation supporting the value of experiential education in higher education and engineering, in particular. Next, we will discuss how we launched the ExEL program at our university and gained faculty commitment and involvement. A case involving the collaboration of an ExEL faculty champion and an engineering professor will be shared. Details will be presented regarding the roles and responsibilities of the faculty champions, their preparation and support, as well as, how they work with faculty across campus to inform, educate, and motivate them to deliver their courses in an active and experiential way.

Details will be shared relating to quality control of ExEL course curriculum through a formal course review process and qualification rubric. This qualification rubric was designed using National Society of Experiential Education’s (NSEE) Eight Principles of Good Practice for All Experiential Learning Activities. These principles include intention, preparedness and planning, authenticity, reflection, orientation and training, monitoring and continuous improvement, assessment and evaluation, and acknowledgement (NSEE, 1998).

The design of GENG1012: Engineering Graphics, will be described along with how the qualification rubric was used to guide the design. This class covers the foundation of computer aided graphics, setup of engineering drawings, annotation and implementation, and introduction to Ansys software. Formative feedback regarding course design from the course professor and students will be discussed.