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dc.creatorAllen, Lenae
dc.creatorMcGuire, Victoria
dc.creatorPlant, Heather
dc.creatorWarhol, Breanne
dc.date.accessioned2018-07-24T20:19:14Z
dc.date.available2018-07-24T20:19:14Z
dc.date.created2016-05
dc.date.issued2015-11-13
dc.date.submittedMay 2016
dc.identifier.urihttp://hdl.handle.net/1969.1/167929
dc.description.abstractThe purpose of this research is to answer two primary questions regarding education and a student's engagement in the classroom: does depth of experience influence student engagement, and does sequence of experience influence student engagement. Qualitative and quantitative data were collected in a previous study from students in two classroom sequences: one, a traditional classroom setting, and the other a field experiment on the west coast of the U.S. Bandura's social cognitive theory was used to understand the relationship between students, their behavior, and different learning environments. Observations, journals and test scores were sources of data implemented to understand student's critical thinking ability and learning styles after the overall experience.en
dc.format.mimetypeapplication/pdf
dc.subjectengagementen
dc.subjectexperienceen
dc.subjectclassroomen
dc.titleExperiential Learning in Undergraduate Researchen
dc.typeThesisen
thesis.degree.disciplineAgricultural Scienceen
thesis.degree.grantorUndergraduate Research Scholars Programen
dc.contributor.committeeMemberMcKim, Billy R
dc.audience
dc.type.materialtexten
dc.date.updated2018-07-24T20:19:15Z


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