Gewirtz, C., & McNair, L. D., & Davis, K. A., & Benitez, R. (2017, June), Self Authorship and Reflective Practice in an Innovation Minor  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28815

\bibitem{asee_peer_28815}
  Gewirtz, C., \& McNair, L. D., \& Davis, K. A., \& Benitez, R. (2017, June), \emph{Self Authorship and Reflective Practice in an Innovation Minor}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28815

Chris Gewirtz, Lisa D. McNair, Kirsten A. Davis, and Ramon Benitez.  "Self Authorship and Reflective Practice in an Innovation Minor".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28815 Internet.  02 Jun, 2024

\bibitem{asee_peer_28815}
  Chris Gewirtz, Lisa D. McNair, Kirsten A. Davis, and Ramon Benitez.
  "Self Authorship and Reflective Practice in an Innovation Minor".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28815 Internet.  02 Jun, 2024

@INPROCEEDINGS{asee_peer_28815
author = "Chris Gewirtz, Lisa D. McNair, Kirsten A. Davis, and Ramon Benitez"
title = "Self Authorship and Reflective Practice in an Innovation Minor"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28815}
number = {10.18260/1-2--28815}
}

TY  - CPAPER
AB  - This project describes a minor in Innovation that is being introduced in an engineering department as a part of a new general education curriculum initiative. The minor connects three existing courses from different colleges to form the core course sequence.  The theories of self-authorship (Baxter-Magolda, Three elements of self-authorship 2008) and reflective practice (Schön 1987) served as guiding principles for an ethnography of each of the classes. These theories are meaningful to students of many disciplines, are relevant to the development of innovators, and have implications for the future design and effectiveness of the minor. Furthermore, the structure of the minor will be situated in a framework of “academic plans in sociocultural context,” as described by Lattuca and Stark (Lattuca and Stark 2011). This framework models the interactions between faculty, learners, instructional resources, assessments and other factors relevant to the “shape of the curriculum” within an educational environment. We chose this framework to situate the findings from an ethnographic study of the three core courses.
A protocol that references reflective practice and Baxter Magolda’s Learning Partnerships Model, which is based on self-authorship, was developed for ethnographic classroom observation. The collected data will help us better understand the educational environment and educational processes (Lattuca and Stark 2011), as well as the actors situated within them. In this paper, we offer an analysis of pilot data to better understand how the classes might align with desired outcomes - such as student development of self-authorship, reflective practice, and capacity for innovation. Using this analysis, we identify possible implications for (a) adjustment of academic plans, and (b) evaluating and adjusting the educational environment, both described by Lattuca & Stark’s model.

AU  - Chris Gewirtz
AU  - Lisa D. McNair
AU  - Kirsten A. Davis
AU  - Ramon Benitez
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Self Authorship and Reflective Practice in an Innovation Minor
UR  - https://peer.asee.org/28815
DO  - 10.18260/1-2--28815
ER  -