Experiential learning at the university level: a US case study

Discusses the authors’ approach to experiential learning in a two‐semester “engineering physics” course at a large metropolitan university in the USA. A student‐centered methodology stressing teamwork while incorporating individual creativity is used in an interdisciplinary course setting. Students practice transferable skills relevant to today’s technological workplace. Discusses the methodology and lessons learned in the context of higher education in the USA and abroad.