Self-Regulation in Undergraduate Engineering Courses

• In Event: Poster Session 18
  In Poster Session: College Student Learning and Outcomes Poster Session 1

Abstract

Helping students become lifelong learners challenges educators to understand how effective their instruction is at doing so. Alumni surveys provide one measure of lifelong learning; however, they don’t provide information on which learning experiences lead to the development of the strategic skills demonstrated by lifelong learners, skills similar to those associated with self-regulated learning. Educators would benefit from a more nuanced understanding of the effects of specific classroom designs and practices on the process of lifelong learning skill development so as to better gauge their effectiveness at promoting such skills. This study attempts to characterize the attitudes and skills of developing lifelong learners in undergraduate engineering classrooms which vary in their use of student-centered pedagogies.

Authors

• Candice R. Stefanou, Bucknell University

• Jonathan Stolk, Franklin W. Olin College of Engineering

• Michael J. Prince, Bucknell University

• John Chen, California Polytechnic State University

• Susan M. Lord, University of San Diego

• Jennifer Nichole Walter, Bucknell University