2023 ASEE Annual Conference & Exposition

Learning-Journal, a Transformative Learning Tool for First-year Engineering Students

Presented at First-Year Programs Division (FYP) - Technical Session 5: Supporting Success 2

This paper will showcase and discuss the different components of a physical learning journal customized for first-year engineering students. The journal designed for a single semester featured the academic calendar in various formats (semester at a glance, monthly, and weekly) and information pertinent to students transitioning from high school to university. Besides these main aspects, the journal included exercises to help students set goals for each week, track their habits, schedule appointments, and calculate their GPA. The journal incorporates interactive elements to appeal to students through the integration of multimedia and augmented reality (AR) content. The AR content primarily shows examples of fulfilling prompts and using specific learning tools. For instance, many students need to learn how to create a weekly schedule; seeing how classes, study times, and other commitments are slotted in a timetable helps them create their own. Moreover, QR codes are spread throughout the journal providing online resources, including informative and motivating TED talks and short videos showing support staff (Admissions, Academic Services, Student Affairs, Records, etc.) appeal to the students’ need for building relationships in addition to lowering the barrier to ask questions or seek help. Besides helping students keep track of their deadlines and assignments, journaling allows students to benefit from a deeper level of learning. The learning journal helps students navigate their first year through the following prompts responding to student needs at certain times of the academic semester. A typical prompt may ask a student to set a goal at the beginning of the week and then reflect on the outcomes at the end of the week. Reflecting on successes and failures in their learning helps students identify their limitations and will help them keep track of their overall progress. This project addresses the necessity of creating a tool to support student transition from high school to university and ignite their desire to become lifelong learners.

Authors

Ms. Sahar Mari Northwestern University in Qatar [biography]

Sahar Mari is a seasoned learning assistance professional, workshop facilitator, and instructor with over 10 years of experience in higher education. With a passion for creating holistic student experiences and helping students develop healthy learning habits, Mari has earned a reputation as a trusted mentor and advisor. As an academic adviser at Northwestern University in Qatar, she provides comprehensive support to students navigating the academic landscape, drawing on her diverse expertise in tutoring, teaching, coaching, and design. Through designing numerous innovative programs and initiatives, Mari has helped countless students achieve academic success. Her commitment to lifelong learning is evident in her ongoing pursuit of new technologies, teaching methods, and learning trends. Mari's collaborative approach and leadership skills have earned her the respect and admiration of her colleagues and students alike. Mari earned an M.F.A. in Graphic Design and Visual Experience from Savannah College of Art and Design after completing two B.F.A. degrees, one in Graphic Design and one in Fashion Design, from Virginia Commonwealth University School of the Arts in Qatar. With her unwavering dedication to student success, her innovative approach to program design, and her collaborative spirit, Sahar Mari is a true asset to the field of student support services.
Ms. Sara AlBanna SLB [biography]

Sara AlBanna is a recent graduate from Texas A&M University at Qatar with a degree in petroleum engineering. She currently works as an field engineer at SLB. As a dedicated engineer, she is passionate about creating positive change in the industry. Her diverse undergraduate research projects, ranging from the impacts of migration on education to the development of multilateral wells, reflect her interests in multidisciplinary pursuits.
AlBanna is a multifaceted individual, identifying as an author, artist, and petroleum engineer. She deeply cares about language and promoting cultural exchange through finding innovative innovative ways to gamify learning in education. As an experienced field engineer, she serves as a trusted mentor and advisor to junior engineers in local and international engineering societies. AlBanna advocates for women in engineering, through serving in engineering societies focusing on women mentorship and coaching. Her passion for promoting diversity and inclusivity in the engineering industry makes her an inspiring figure for future generations.
Dr. Nayef Alyafei http://orcid.org/0000-0002-3510-9642 Texas A&M University at Qatar [biography]

Dr. Nayef Alyafei received his Ph.D. in Petroleum Engineering from Imperial College London in 2015 and joined Texas A&M University as a faculty member in 2015. Dr. Alyafei is known for his passion for teaching with a unique teaching style. He received several teaching awards such as the Teaching Excellence Award 2019, Faculty of the year 2019, and the Distinguished Achievement College-level Award for Teaching. In addition, Dr. Nayef has recently launched his educational YouTube channel Petrohow, along with his textbook on Fundamentals of Reservoir Rock Properties.

Download paper (1.6 MB)

Are you a researcher? Would you like to cite this paper? Visit the ASEE document repository at peer.asee.org for more tools and easy citations.

» Download paper

« View session