An educational framework to promote self-authorship in engineering undergraduates

Authors

Laura Fiss, Michigan Technological UniversityFollow
Lorelle A. Meadows, University of MichiganFollow
Mary Raber, Michigan Technological UniversityFollow
Kari B. Henquinet, Michigan Technological UniversityFollow
Richard Jason Berkey, Michigan Technological UniversityFollow

Document Type

Conference Proceeding

Publication Date

6-19-2019

Department

Pavlis Honors College

Abstract

In this paper, we share an educational framework built on the theories of adult development self-authorship and self-determination, as well as our curriculum which is designed to build capacity for self-authorship in our students. We will outline the innovations that this has introduced to our program including creating an honors program that does not use GPA or standardized test scores for admission or retention. We will share our rubric for assessment of self-authorship using reflection assignments and offer case studies of engineering students who reveal increasing levels of self-authorship capacity and preparation as flexible professionals, ready to enter the rapidly changing world and engineering work force.

Publisher's Statement

© American Society for Engineering Education, 2019. Publisher’s version of record: https://peer.asee.org/32058

Publication Title

2019 ASEE Annual Conference & Exposition

Recommended Citation

Fiss, L., Meadows, L. A., Raber, M., Henquinet, K. B., & Berkey, R. J. (2019). An educational framework to promote self-authorship in engineering undergraduates. 2019 ASEE Annual Conference & Exposition.
Retrieved from: https://digitalcommons.mtu.edu/michigantech-p/1007