This is a work-in-progress paper submitted to the ASEE Cooperative & Experiential Education Division. As part of a recent strategic vision process in the College of Engineering at the University of Michigan (U-M), faculty, staff, and students are engaged in a process for considering the role of experiential learning beyond the existing academic, technical, and disciplinary graduation requirements. The goal of the initiative (the Experiential Learning Framework) is to provide students with a framework to intentionally explore learning opportunities, engage meaningfully in experiences, reflect on what they have learned, and communicate the value of the core competencies they have developed. As most Michigan Engineering undergraduate students participate in experiential activities, the framework aims to provide students with richer and more meaningful experiences and more intentional engagement and reflection. This paper provides an overview of activities to date, key challenges, and possible paths forward.
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jun 22 2020|
|Event||2020 ASEE Virtual Annual Conference, ASEE 2020 - Virtual, Online|
Duration: Jun 22 2020 → Jun 26 2020
All Science Journal Classification (ASJC) codes