The Four‐Domain Development Diagram: A Guide for Holistic Design of Effective Learning Experiences for the Twenty‐first Century Engineer |
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| Authors: | Linda Vanasupa Jonathan Stolk Roberta J. Herter |
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| Affiliation: | 1. Materials Engineering Department California Polytechnic State University;2. Linda Vanasupa is a professor of materials engineering at the California Polytechnic State University. Her recent research interests include designing engineering learning environments that promote innovation and social justice, and the development of sustainable structural materials.;3. Olin College of Engineering;4. Jonathan Stolk is an associate professor of mechanical engineering and materials science at Olin College of Engineering. His recent work emphasizes the application of self‐directed learning theory and user‐centered design methodologies to the development of engineering curricula.;5. College of Education California Polytechnic State University;6. Roberta Herter is a professor of education in the College of Education, Department of Graduate Studies, at the California Polytechnic State University. Her research interests include faculty development, teaching for equity and social justice, assessment and evaluation. |
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| Abstract: | The twenty‐first century challenges engineering educators to design learning experiences to strategically and holistically target students' development, including cognitive, psychomotor, social and affective domains. We propose a guide for the design process. The Four‐Domain Development Diagram (4DDD) is a synthesis of learning theory and empirical data. This guide maps the relationships among the major factors that influence learning and presents them in the form of a causal loop diagram, a tool used by systems dynamicists to show how changes in important factors affect other factors within the system. In this paper, we present the theoretical and empirical basis of the 4DDD. We also describe how the 4DDD can be used as a design guide for instructional changes that promote more effective learning experiences for the broader cognitive, social, affective, and psychomotor development required of today's engineering graduate. |
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| Keywords: | models of learning student‐centered development holistic learning design |
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