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Learning Journals As A Cornerstone For Effective Experiential Learning In Undergraduate Engineering Design Courses

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2006 Annual Conference & Exposition


Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006



Conference Session

Teaching Design

Tagged Division

Design in Engineering Education

Page Count


Page Numbers

11.875.1 - 11.875.11



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Paper Authors

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Carolyn Conner Seepersad


Matthew Green LeTourneau University

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MATTHEW G. GREEN is an assistant professor of Mechanical Engineering at LeTourneau University, Longview. His objective is to practice and promote engineering as a serving profession, with special recognition of opportunities to improve the quality of life for people with physical disabilities and in developing countries. Topics include the design of affordable transportation, training engineers to design for marginalized populations, needs assessment in frontier design environments, assistive devices for persons with disabilities, and remote power generation. Contact:

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Kathy Schmidt University of Texas-Austin

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KATHY J. SCHMIDT is the director of the Faculty Innovation Center for the College of Engineering at The University of Texas at Austin. In this
position, she promotes the College of Engineering's commitment to enriched teaching and learning. Dr. Schmidt works in all aspects of
education including curriculum design, faculty development, learner support, and evaluation.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Learning Journals as a Cornerstone for Effective Experiential Learning in Undergraduate Engineering Design Courses

Carolyn Conner Seepersad,* Matthew G. Green,† and Kathy J. Schmidt‡ College of Engineering The University of Texas at Austin


Learning journals are implemented in undergraduate engineering design courses to encourage students to reflect actively on what they can learn from their personal experiences with team projects, lectures, and assignments. These journals are intended to catalyze student reflection and thus enhance student understanding, retention, and capacity for future application of course content. An invaluable side-effect of the journals is continuous feedback that enables real-time adjustments to course schedule and pedagogy. Implementation details are reported in this paper, including sample reflective prompts, grading rubrics, and sample journal entries with the corresponding instructor feedback provided. Results of student opinion surveys are also discussed. As described in this paper, our experiences and observations throughout the semester- long course motivate us to continue implementing refined versions of this pedagogical tool in design courses.

* Corresponding Author. Asst. Prof. of Mechanical Engineering. Phone: (512) 471-1985. Email: † Currently, School of Engineering & Engineering Technology, LeTourneau University, Longview, TX. ‡ Faculty Innovation Center

Seepersad, C. C., & Green, M., & Schmidt, K. (2006, June), Learning Journals As A Cornerstone For Effective Experiential Learning In Undergraduate Engineering Design Courses Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--653

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