Learning Journals As A Cornerstone For Effective Experiential Learning In Undergraduate Engineering Design Courses
- Conference
- Location
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Chicago, Illinois
- Publication Date
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June 18, 2006
- Start Date
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June 18, 2006
- End Date
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June 21, 2006
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Design in Engineering Education
- Page Count
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11
- Page Numbers
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11.875.1 - 11.875.11
- DOI
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10.18260/1-2--653
- Permanent URL
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https://peer.asee.org/653
- Download Count
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507
Paper Authors
Carolyn Conner Seepersad
Matthew Green LeTourneau University
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: MatthewGreen@letu.edu.
Kathy Schmidt University of Texas-Austin
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.
Abstract
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
Abstract
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: ccseepersad@mail.utexas.edu † 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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