Case for reflection in engineering education- and an alternative

Mina, Mani; Cowan, John; Heywood, John S.

doi:10.1109/fie.2015.7344252

Cited by 18 publications

(14 citation statements)

References 19 publications

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“…In our extensive experiences as engineering and design educators we have observed that design students are more adaptable to the reflective process, while engineering students need more time to adjust. Our experience indicates that dedicated practice and instructor encouragement can improve engagement for all students (Cowan, 2006;Mina et al, 2015;Mina, 2015;Cowan, 2004). Learning and design experiences are iterative processes and can be constructively linked to reflective activities leading to reasoned judgements.…”

Section: The Review Of the Cyclesmentioning

confidence: 98%

Promoting Graduate and Professional Attributes by Coordinating Kolbian Reflections for Industrial Design and Engineering Students

Mina

Cowan

Fila

et al. 2020

Proc. Des. Soc.: Des. Conf.

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This work features challenges of using integrated reflections in undergraduate Industrial Design and Engineering. Reflection activities can be challenging for the students and hard to implement in design and engineering classes. This report has two goals. The first is to introduce a process for more successful engagement for the students in problem solving and design. The second is to show that the process has validity and usefulness for Industrial Design students who are in a College of Design.

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Section: The Review Of the Cyclesmentioning

confidence: 98%

Promoting Graduate and Professional Attributes by Coordinating Kolbian Reflections for Industrial Design and Engineering Students

Mina

Cowan

Fila

et al. 2020

Proc. Des. Soc.: Des. Conf.

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“…It is important to distinguish the dictionary definition of reflection, from cognitive reflection that occurs within academic settings [16]. Early origins can be traced back over a century to early writings by John Dewey who emphasized the importance of making experiences meaningful through connection and thinking backward and forward [19].…”

Section: Reflection In Engineering Educationmentioning

confidence: 99%

Impact of Integrating Mental Wellness and Personal Learning Reflections Into First-Year Undergraduate Engineering Courses

Paul

Adeyinka

Boyce

et al. 2021

PCEEA

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Student stress and anxiety in engineering continues to be overwhelming, and students are asking for more support for their mental wellness. At the University of Calgary, we developed and implemented a program to provide first-year students with regular modules and reflection on their mental wellness and personal learning. This work is important to foster resiliency in engineeringstudents. At CEEA 2020, we summarized the pilot year of\ the program [17], and we now have an update on the program implementation as well as preliminary research results. We provide an overview of the importance of this kind of programming, specifically in breaking down theemotional-rational dualism that exists within engineering to support the de-stigmatization of mental health topics. We then provide an overview of the modules presented in this academic year, as well as a high level of summary of the research results from last year’s data.

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“…Mina, Cown, and Heywood's overview of the use of reflection in engineering education includes theoretical foundations and distinguishes between two different contexts for reflection --to explore larger questions such as "Who am I?" and to explore the method of engineering to improve design [8]. The former is most related to our work on vocation.…”

Section: Education About Vocationmentioning

confidence: 99%

Vocation In the Engineering Curriculum: Challenging Students to Recognize Their Values

Chen¹,

Peters²,

Hoople³

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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Mark Peters received a Bachelors degree in Economics from Georgetown University and then pursued a business career in New York City, working in many of the major business disciplines. Over the past twenty years, Mark has worked and consulted for large corporations, professional organizations, hospitals, churches, and universities. Dr. Peters earned a Masters Degree from the Boston College School of Theology and Ministry and a Ph.D. in Leadership Studies from the University of San Diego. He has taught in a variety of disciplines including: Business Management, Organizational Leadership, Economics, Ethics, and Leadership Studies, at the undergraduate and graduate levels. Dr. Peters has twice served on the Faculty of Semester at Sea teaching courses in Social Entrepreneurship, Global Development, and International Management.Mark enjoys integrating travel into his teaching and research, most recently designing study abroad courses in Latin America and Africa in sustainable development and social entrepreneurship. After completing his dissertation study on creating a culture of vocational exploration on college campuses, Mark completed a world tour researching micro-finance institutions and visiting universities in Latin America, Africa, and Asia. During previous world travels, Mark has worked in Italy, Mexico, El Salvador, and Costa Rica, and spent a summer traveling through India.

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Case for reflection in engineering education- and an alternative

Cited by 18 publications

References 19 publications

Promoting Graduate and Professional Attributes by Coordinating Kolbian Reflections for Industrial Design and Engineering Students

Promoting Graduate and Professional Attributes by Coordinating Kolbian Reflections for Industrial Design and Engineering Students

Impact of Integrating Mental Wellness and Personal Learning Reflections Into First-Year Undergraduate Engineering Courses

Vocation In the Engineering Curriculum: Challenging Students to Recognize Their Values

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