Conference Session

Continuing Professional Development Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wendy K Tang, Stony Brook University; Pao-Lo Liu, University at Buffalo, SUNY; Charles R. Westgate Sr. P.E., Binghamton University; Kim A. Scalzo, State University of New York, HQ

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

these factors, it is common for themto interrupt their academic progress for a semester or two, and pick it up later (or even drop it). Inaddition, these students can only take one or two courses each semester. However, for those whopersevere, they are usually more motivated and often possess a genuine interest to learn theengineering concepts. Furthermore, the online learning environment is conducive to a morereflective mode of learning in which students take time to reflect and relate course materials totheir own professional and life experience [12,13]. Many of our colleagues with long careers inengineering education feel that these students are a joy to teach and some are their best students.Another triumphs of the program is the use of

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Lynna J. Ausburn PhD, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

findings relating to these questions in a framework ofimplications for further research and for instructional practice in continuing engineeringeducation.Learner PreferencesTwo aspects of learner preferences are considered next: learning strategy preference and verbal-visual preference.Learning Strategy PreferenceOne way to address individual differences in how students learn and to personalize learningoptions is through the concept of learning style. Learning style (also referred to as psychologicaltype6,8) refers to how students preferentially perceive (e.g., sensory vs. intuitive and verbally vs.visually), organize (e.g., inductive vs. deductive), process (e.g., actively vs. reflectively), andprogressively understand (e.g., sequentially vs