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Full-Text Articles in Mechanical Engineering
Work In Progress - Role Of Faculty In Promoting Lifelong Learning, Jonathon Stolk, Susan M. Lord, Candice Stefanou, John Chen, Katharyn E. K. Nottis, Michael J. Prince
Work In Progress - Role Of Faculty In Promoting Lifelong Learning, Jonathon Stolk, Susan M. Lord, Candice Stefanou, John Chen, Katharyn E. K. Nottis, Michael J. Prince
Michael J. Prince
Students’ development of self-directed and lifelong learning capacities is vital for their success in today’s engineering environment. Instructors play a critical role in influencing outcomes related to self-directed learning (SDL) through their design of courses that support students’ transitions from controlled to autonomous learning behaviors. Yet there is a critical lack of research examining how instructor choices promote self-directed (and eventually lifelong) learning development in undergraduate engineering students. In this work in progress, we introduce a project that explores how instructor choices affect a range of student outcomes related to their development as self-directed and lifelong learners. Drawing on existing …
Work In Progress - Role Of Faculty In Promoting Lifelong Learning: Initial Findings, John Chen, Susan M. Lord, Katharyn Nottis, Michael Prince, Candice Stefanou, Jonathon Stolk
Work In Progress - Role Of Faculty In Promoting Lifelong Learning: Initial Findings, John Chen, Susan M. Lord, Katharyn Nottis, Michael Prince, Candice Stefanou, Jonathon Stolk
Michael J. Prince
Calls for educational reform emphasize the need for student-centered learning approaches that foster lifelong learning. To be a lifelong learner includes characteristics consistent with those of self-directed learners, such as being curious, motivated, reflective, analytical, persistent, flexible, and independent. Instructor support of students’ self-directed learning (SDL) development relies on understanding and balancing these factors in the classroom. Engineering educators play a critical role in influencing outcomes related to SDL through their design of courses that support students’ transitions from controlled to autonomous learning behaviors. This study will examine a variety of engineering courses and pedagogical approaches. Each will be characterized …
Role Of Faculty In Promoting Lifelong Learning: Characterizing Classroom Environments, Susan M. Lord, John Chen, Katharyn E. K. Nottis, Candice Stefanou, Michael J. Prince, Jonathon Stolk
Role Of Faculty In Promoting Lifelong Learning: Characterizing Classroom Environments, Susan M. Lord, John Chen, Katharyn E. K. Nottis, Candice Stefanou, Michael J. Prince, Jonathon Stolk
Michael J. Prince
Calls for educational reform emphasize the need for student-centered learning approaches that foster lifelong learning. To be a lifelong learner includes characteristics consistent with those of self-directed learners, such as being curious, motivated, reflective, analytical, persistent, flexible, and independent. Educational research has shown that the building of these aptitudes involves a complex interplay among nearly every aspect of human development. Instructor support of students’ self-directed learning (SDL) development relies on understanding and balancing these factors in the classroom. Engineering educators play a critical role in influencing outcomes related to SDL through their design of courses that support students’ transitions from …