Student Assessed Integrated Learning: SAILing to a Holistic Design of Holistic Engineering Education

被引：0

作者：

Talgar, Cigdem P. ^{[1
]}

Wankel, Laura A. ^{[1
]}

Lehmann, Jennifer ^{[1
]}

English, Mary ^{[1
]}

Seeley, Kaleena ^{[1
]}

Scheer, Jillian ^{[1
]}

Hoger, Brooke ^{[1
]}

Irmiter, Kimberly ^{[1
]}

Ambrose, Susan A. ^{[1
]}

Zastavker, Yevgeniya V. ^{[1
,2
]}

机构：

[1] Northeastern Univ, Boston, MA 02115 USA

[2] FW Olin Coll Engn, Needham, MA USA

来源：

2017 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) | 2017年

关键词：

holistic education; reflection; first-year students; self-regulation; self-directed learning; EMPATHY;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This Work-in-Progress paper presents a framework for students' holistic learning, growth, and development recently created at and for Northeastern University. The Student Assessed Integrated Learning (SAIL) initiative was introduced for the first time to 179 first-year students who had not designated their major prior to entering the University. Our preliminary data indicate that most students felt the SAIL framework informed how they viewed their past experiences and helped them to shape their academic, personal, and/or professional goals. Further data collection and analyses to investigate the SAIL framework's effectiveness in helping students articulate and shape holistic learning is ongoing.

引用

页数：5

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