"Work in Progress - Role of Faculty in Promoting Lifelong Learning: Ini" by John Chen, Susan M. Lord et al. * Home * Search * Browse Collections * My Account * About * Digital Commons Network™ Skip to main content * Home * FAQ * About * My Account * < Previous * Next > * * Home > * Research > * Faculty Research > * College of Engineering > * Mechanical Engineering > * 67 Mechanical Engineering Work in Progress - Role of Faculty in Promoting Lifelong Learning: Initial Findings Author Info * John Chen , California Polytechnic State University, San Luis Obispo Follow * Susan M. Lord , University of San Diego * Katharyn Nottis , Bucknell University * Michael Prince , Bucknell University * Candice Stefanou , Bucknell University * Jonathon Stolk , Olin College Recommended Citation Postprint version. Published in Proceedings of the 40th ASEE/IEEE Frontiers in Education Conference: Washington, DC , October 27, 2010. The definitive version is available at https://doi.org/10.1109/FIE.2010.5673345 . 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. Disciplines Mechanical Engineering Copyright 2010 IEEE . Number of Pages 2 Publisher statement Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. Download DOWNLOADS Since August 16, 2011 Included in Mechanical Engineering Commons Share COinS URL: https://digitalcommons.calpoly.edu/meng_fac/67 Search Enter search terms: Select context to search: in this series in this repository across all repositories Advanced Search * Notify me via email or RSS Browse * Disciplines * Collections * Authors Author Corner * Submit LINKS * Cal Poly, San Luis Obispo * Robert E. Kennedy Library * Mechanical Engineering Department Elsevier - Digital Commons Undergraduate Research Commons | Cal Poly Website Accessibility Statement | bepress Accessibility Statement Privacy Copyright