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Changing Student Behavior through the Use of Reflective Teaching Practices in an Introduction to Engineering Course at a Two-Year College

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Enhancing Student Success in Two-Year Colleges

Tagged Division

Two Year College Division

Tagged Topic

Diversity

Page Count

19

DOI

10.18260/p.26476

Permanent URL

https://peer.asee.org/26476

Download Count

126

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Paper Authors

biography

Richard Brown Bankhead III Highline College

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Richard B Bankhead III is the engineering department coordinator at Highline College. At Highline Colleg,e Richard is committed to developing the behaviors of successful engineering students in transfer students as well as preparing them academically for the challenges of junior level engineering courses. Richard has taught at Highline since 2004 and was awarded the Faculty of the Year Award at Highline College for the 2009-10 school year and the ASEE Pacific Northwest Section Outstanding Teaching Award in 2014.

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biography

Tessa Alice Olmstead Highline College

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Tessa holds a bachelor’s degree in Bioengineering from the University of Washington, and a second bachelor’s degree in Dance. She is currently researching the use of reflective practices to improve engineering education at Highline College. She also serves as a research scientist for the Department of Neurosurgery at the University of Washington.

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Judy Mannard PE Highline Community College

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Abstract

First-year engineering students are often underprepared for success in preparatory core classes. To support aspiring student engineers on their path towards degree completion, student behaviors and attitudes conducive to success as engineering students are developed through the use of reflective teaching practices in an Introduction to Engineering course. With a progressive series of student assignments, in-class activities, and weekly retrospective writing assignments, students are guided to reflect on class experiences. These tasks help students to use classroom learning to inform future decisions. Recognizing the diverse strengths and backgrounds of our students, the assignments emphasize multiple modes of reflective output, including written text, drawings, and both audio and video recordings. A culminating student project is also presented. The project is a reflective work centered on helping students to plan their personal development towards becoming a “world class engineering student” through the use of gap analysis.

Bankhead, R. B., & Olmstead, T. A., & Mannard, J. (2016, June), Changing Student Behavior through the Use of Reflective Teaching Practices in an Introduction to Engineering Course at a Two-Year College Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26476

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