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Simulations have been used in training and education for years to aid students in gaining the skills needed to complete a task in a low risk environment. However, students can have trouble connecting the skills used in the simulated working environments to skills that are needed to be applied in the real-world environment, referred to as adaptive transfer. The simulations referred to in this study are simulated environments that mirror students kill application, not a simulation of an event that is meant to aid students in the development of concept knowledge around the demonstrated event. This study examines students' ability to transfer skills learned during a simulation activity to that of a real-world application setting. The study is situated within an introductory engineering computing course in which students are required to work within MyITLab to gain familiarity with using Microsoft Office Software, specifically Microsoft Excel. In this setting, students are expected to use high fidelity simulations, complete online course work based upon these simulations, and then complete a comprehensive exam to demonstrate skills learned with the real-world application. Guided by Kolb's experiential learning theory, end of course surveys were implemented to investigate student self-efficacy, the adaptive transfer process, and students' perceived ability to successfully use this software for real world productivity outside of the classroom environment. Survey questions focused upon the student experience when working with simulation software and how using the software enabled them to use Microsoft Excel effectively. Survey results were correlated with course grades from preparation simulation activities and the final application exam. The implementation of simulated activities within the course was found to reflectively engage students with the content of the activity and provide students with a true experimental environment in order to create a real-world project. By ga

Over the past several years, there has been a call in higher education to move from traditional lecturing to a more active classroom. However, many faculty members face multiple challenges when attempting to make a large lecture (over 100 students) an active learning environment. One way researchers have suggested engaging a large lecture is through Concept Tests and Peer Instruction, which can require additional resources to be purchased by students, such as electronic response systems or "clickers." This study will investigate the applicability of utilizing the free software PollEverywhere, which can be accessed using student cell phones (Text messages and Twitter) or personal laptop computers (www.pollev.com), as a potential method to improve student engagement by open-ended, reflective, multiple-choice, and content specific questions in a more efficient manner as perceived by students in a large-lecture classroom. The purpose of this study is to investigate the impact of implementing polling software (PollEverywhere) on student engagement in an introductory computer science large lecture classroom (n = 291). The ease of use of this technology can help with the adoption of this active learning strategy. Research needs to be done to measure the impact of this software. During the fall semester of 2013, a pilot study was completed in an introductory computing course for non-computer science majors. During lecture, students were regularly asked to use the PollEverywhere software to respond to open-ended, reflective, multiple-choice, and content specific questions. At the end of the semester, students were asked to complete the survey to gauge if using the PollEverywhere software specifically changed their views of the course or about using response systems int he class. The results were generally positive with many of the students stating they enjoyed using PollEverywhere and felt more engaged when PollEverywhere was used. More students felt more engaged with the op