Students Perspectives of Experiential Learning in a Technical Education Program

Abstract

This paper discusses students’ perspectives of the impact that hands-on experiential learning laboratories have on both technical understanding and soft skill development. The hands-on experiential learning laboratory exercises provided opportunities for teams of students to build assemblies outside the classroom on full-scale projects by applying knowledge first learned in class. These exercises have been designed to reinforce course comprehension by combining them with additional instructional delivery methods allowing students to “learn by doing.” Each hands-on experiential exercise followed a lecture and incorporated concepts learned in class; these exercises included wood and steel stud framing, exterior systems, door and window flashing and installation, and concrete. A survey was conducted to determine student’s perspectives on how these exercises impacted and reinforced both technical skills and soft skills, including an increased understanding of systems and assemblies and greater appreciation for trades, interpersonal relationships and increased confidence. The results of the student surveys are presented and discussed. This information may assist technical education programs that are interested in developing hand-on experiential laboratory exercises to prepare students for careers.



Author Information
Andrew Kline, California Polytechnic State University of San Luis Obispo, United States
Scott Kelting, California Polytechnic State University of San Luis Obispo, United States
Stacy Kolegraff, California Polytechnic State University of San Luis Obispo, United States

Paper Information
Conference: IICEHawaii2020
Stream: Teaching Experiences

This paper is part of the IICEHawaii2020 Conference Proceedings (View)
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Posted by amp21