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Presentation
Work in Progress - Role of Faculty in Promoting Lifelong Learning: Initial Findings
Proceedings of the 40th ASEE/IEEE Frontiers in Education Conference: Washington, DC
  • John Chen, California Polytechnic State University, San Luis Obispo
  • Susan M. Lord, University of San Diego
  • Katharyn Nottis, Bucknell University
  • Michael Prince, Bucknell University
  • Candice Stefanou, Bucknell University
  • Jonathon Stolk, Olin College
Publication Date
10-27-2010
Abstract
Calls for educational reform emphasize the need for student-centered learning approaches that foster lifelong learning. To be a lifelong learner includes characteristics consistent with those of self-directed learners, such as being curious, motivated, reflective, analytical, persistent, flexible, and independent. Instructor support of students’ self-directed learning (SDL) development relies on understanding and balancing these factors in the classroom. Engineering educators play a critical role in influencing outcomes related to SDL through their design of courses that support students’ transitions from controlled to autonomous learning behaviors. This study will examine a variety of engineering courses and pedagogical approaches. Each will be characterized using instructor course information, recorded observations of instructorstudent and student-student interactions, student and instructor responses to surveys, and focus groups. Finally, the students’ capacity for SDL will be measured using the Motivated Strategies for Learning Questionnaire. This approach should provide for rich, contextualized descriptions of what instructors and learners do, how instructors and students relate to each other, and how students view their classrooms. This work-in-progress paper will describe our initial work in this multiyear study.
Number of Pages
2
Publisher statement
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Citation Information
John Chen, Susan M. Lord, Katharyn Nottis, Michael Prince, et al.. "Work in Progress - Role of Faculty in Promoting Lifelong Learning: Initial Findings" Proceedings of the 40th ASEE/IEEE Frontiers in Education Conference: Washington, DC (2010)
Available at: http://works.bepress.com/michael_prince/4/