Empowering Engineering Students to Learn How To Learn

Farrokh Mistree; Dirk Ifenthaler; Zahed Siddique

Download Paper | Permalink

Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: Design in Engineering Education (DEED) Engineering Poster Session
Tagged Division: Design in Engineering Education
Page Count: 31
Page Numbers: 23.480.1 - 23.480.31
Permanent URL: https://peer.asee.org/19494
Download Count: 73

Request a correction

Paper Authors

biography

Farrokh Mistree University of Oklahoma

visit author page

Farrokh Mistree holds the L.A. Comp chair and is the director of the School of Aerospace and Mechanical Engineering at the University of Oklahoma in Norman, Oklahoma.
Mistree’s current research focus is on learning to manage uncertainty in multi-scale design (from molecular to reduced order models) to facilitate the integrated design of materials, product and design process chains. His current education focus is on creating and implementing, in partnership with industry, a curriculum for educating strategic engineers—those who have developed the competencies to create value through the realization of complex engineered systems.

visit author page

author page

Dirk Ifenthaler University of Freiburg

biography

Zahed Siddique University of Oklahoma

visit author page

Dr. Siddique is currently a professor at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interests are in areas of product design, product platform design, and engineering education. He is the faculty advisor of the Sooner Racing Team (FSAE) and coordinator of the Mechanical Engineering Capstone Program.

visit author page

Download Paper | Permalink

Abstract

EMPOWERING ENGINEERING STUDENTS TOLEARN HOW TO LEARNA Competency-based ApproachFarrokh Mistree and Zahed Siddique. School of Aerospace and Mechanical Engineering.Janet K. Allen and Randa L. Shehab. School of Industrial and Systems Engineering.Deniz Eseryel. College of Education.Dirk Ifenthaler. University of Freiburg, Germany.AbstractWith increasing globalization and 21st century trends such as the commoditization of technology, individuals are required to continuouslyrefresh and adapt their competencies and keep their knowledge current. It is well documented that the changing environment and thediverse learning needs of individuals demand a change in the existing paradigm of engineering education. What is needed is a moreflexible, learner-centric paradigm that, among other things, instills in individuals the habit of becoming self-directed, life-long learners.Our learner-centric paradigm is anchored in three constructs, namely, mass customization, learning organization and Bloom’s taxonomy.Over the past few years we have developed the course content and assignments and instantiated our learner-centric paradigm in agraduate course AME5740 Designing for Open Innovation. Different facets of this course have been described in several publications –most recently in [1, 2].Foundational to our learning-centric paradigm is the notion of mental models. We recognize that students develop mental models thatrepresent their understanding of subject matter. These mental models differ from person to person, especially among people fromdifferent engineering disciplines and from different universities. In Fall 2012, we received IRB approval to investigate in AME5740 theimpact of individual mental models on the shared (team) mental model (and vice versa), how individual mental models change over thecourse of a semester and how students with different mental models prepare themselves to learn how to learn in an increasingly wired,interconnected and culturally diverse world.In this paper, we plan to describe the salient features of AME5740 – Designing for Open Innovation and our initial findings from thestudy.References1. Siddique, Z., Panchal, J.H., Schaefer, D., Haroon, S., Allen, J.K. and Mistree, F., 2012, “Competencies for Innovating in the 21st Century,” ASME International Conference on Design and Design Education, Chicago, IL. Paper Number DETC2012-71170.2. Hawthorne, B., Sha, Z., Panchal, J.H. and Mistree, F., 2012, “Developing Competencies for the 21st Century Engineer,” ASME International Conference on Design and Design Education, Chicago, IL. Paper Number DETC2012-71153.

Citation
Format

Mistree, F., & Ifenthaler, D., & Siddique, Z. (2013, June), Empowering Engineering Students to Learn How To Learn Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19494

TY - CPAPER
AB - EMPOWERING ENGINEERING STUDENTS TOLEARN HOW TO LEARNA Competency-based ApproachFarrokh Mistree and Zahed Siddique. School of Aerospace and Mechanical Engineering.Janet K. Allen and Randa L. Shehab. School of Industrial and Systems Engineering.Deniz Eseryel. College of Education.Dirk Ifenthaler. University of Freiburg, Germany.AbstractWith increasing globalization and 21st century trends such as the commoditization of technology, individuals are required to continuouslyrefresh and adapt their competencies and keep their knowledge current. It is well documented that the changing environment and thediverse learning needs of individuals demand a change in the existing paradigm of engineering education. What is needed is a moreflexible, learner-centric paradigm that, among other things, instills in individuals the habit of becoming self-directed, life-long learners.Our learner-centric paradigm is anchored in three constructs, namely, mass customization, learning organization and Bloom’s taxonomy.Over the past few years we have developed the course content and assignments and instantiated our learner-centric paradigm in agraduate course AME5740 Designing for Open Innovation. Different facets of this course have been described in several publications –most recently in [1, 2].Foundational to our learning-centric paradigm is the notion of mental models. We recognize that students develop mental models thatrepresent their understanding of subject matter. These mental models differ from person to person, especially among people fromdifferent engineering disciplines and from different universities. In Fall 2012, we received IRB approval to investigate in AME5740 theimpact of individual mental models on the shared (team) mental model (and vice versa), how individual mental models change over thecourse of a semester and how students with different mental models prepare themselves to learn how to learn in an increasingly wired,interconnected and culturally diverse world.In this paper, we plan to describe the salient features of AME5740 – Designing for Open Innovation and our initial findings from thestudy.References1. Siddique, Z., Panchal, J.H., Schaefer, D., Haroon, S., Allen, J.K. and Mistree, F., 2012, “Competencies for Innovating in the 21st Century,” ASME International Conference on Design and Design Education, Chicago, IL. Paper Number DETC2012-71170.2. Hawthorne, B., Sha, Z., Panchal, J.H. and Mistree, F., 2012, “Developing Competencies for the 21st Century Engineer,” ASME International Conference on Design and Design Education, Chicago, IL. Paper Number DETC2012-71153.
AU - Farrokh Mistree
AU - Dirk Ifenthaler
AU - Zahed Siddique
CY - Atlanta, Georgia
DA - 2013/06/23
PB - ASEE Conferences
TI - Empowering Engineering Students to Learn How To Learn
UR - https://peer.asee.org/19494
ER -