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

• Published in: Journal of biomechanical engineering 2024-05, Vol.146 (5)
• Main Authors: Clarin, Julia, Vargas, Ana I., Jennings, Turner, Salinas, Samuel D., Amini, Reza, Tjiptowidjojo, Yustianto, Yelle, Benjamin, Jacobsen, Mojgan Y., Eide, Trine, Udberg-Helle, Cecilie, Olsen, Torjer A., Crossen, Jonathan, Prot, Victorien, Skallerud, Bjørn, Amini, Rouzbeh
• Format: Article
• Language: English
• Subjects: Bioengineering; Eastern European People; Female; Humans; Learning; Male; Problem-Based Learning; Students
• ISSN: 0148-0731; 1528-8951; 1528-8951
• DOI: 10.1115/1.4064791

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.