| About this Abstract |
| Meeting |
MS&T23: Materials Science & Technology
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| Symposium
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Curricular Innovations and Continuous Improvement of Academic Programs (and Satisfying ABET along the Way): The Elizabeth Judson Memorial Symposium
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| Presentation Title |
Reflective Learning for Engineering Students |
| Author(s) |
Natalie CT Van Tyne |
| On-Site Speaker (Planned) |
Natalie CT Van Tyne |
| Abstract Scope |
Reflection is a continuous examination of knowledge in view of supporting evidence, and can be applied to reinforce learning for retention and transfer. Engineering students can learn to use reflection to explore knowledge on a deeper level, by discovering and exploring relationships among items of current and prior knowledge.
Educators expect their students to integrate the current and prior course content into a cohesive body of knowledge that they will remember in the future and be able to use to solve problems in the engineering workplace. Engineering students want to succeed in their courses, and find meaning and relevance in what they spend a lot of time and energy to learn. Both of these goals can be facilitated through reflection. I will share several types of in-class and homework assignments using reflection with thought-provoking questions, through which students enhance their learning to make it more meaningful and useful to them.
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