A learning model that develops students´ active learning and reflective practices

As the ABET criteria indicate, undergraduate engineering education is undergoing a radical change to learner-centered pedagogy characterized by student teamwork and integrative curricula. However, this shift will require that faculty understand more about not only how diverse learners construct their knowledge, but also how learners find meaning, develop awareness of how they think and learn, develop intellectual curiosity that is broad-based, and practice their capacity for self-assessment and reflection. In other words, how can faculty help students learn for life? A learning model of three interdependent and mutually reinforcing components is presented that is based on current learning theory, practice and research. Evidence of how these components impact student learning is cited, along with suggestions for faculty development