Jennifer Wegner is an Assistant Director in Engineering Student Affairs at the University of Michigan, with responsibilities including student organization development, leading unit strategic objectives, and supporting university and college co-curricular initiatives. Her teaching and facilitation experiences include a mentorship/leadership course, LeaderShape R , first year seminars, and a university course on social psychology in residence settings. She is a member of the NASPA Center for Women National Board and co-founded the University of Michigan Women in Student Affairs chapter. Jennifer's research interests include the culture of busy, the intersection of women's higher education career ascension and professional development, and women's leadership development. She is currently a doctoral student at New England College and holds her M.Ed. in Higher Education Student Affairs from the University of Vermont and a B.A from Oakland University. Learning from Experiences: Examining Self-Reflections in Engineering Design Courses AbstractThis work assessed student reflective learning outcomes during a final Leadership/Mentorship course, after their participation in significant, experiential design projects in the University of Michigan's Multidisciplinary Design Program in the College of Engineering. Throughout the course, class discussions and assignments prompted students to reflect and examine their personal experiences in engineering design projects, their learning (both technical and professional), leadership, and team styles as well as understand group development and dynamics.A feature of the projects was the integration of students from diverse disciplines in engineering with other programs such as: Art, Architecture, Primary Sciences, Kinesiology, and Business. The diverse teams provided a rich environment but also created the complexity of multiple paradigms within the project teams. This course utilized the construct of Kolb's Experiential Learning Model 1 and Kavanagh's reflection exercises 2 to promote active reflection on students' team based engineering design project experiences. The in-class discussions and self-reflection based assignments not only helped students to more fully understand the technical aspects of engineering design, but also contributed to a greater understanding of working as a team and as competent, adaptive professionals.In a final reflection assignment, students described self-identified critical moments/milestones in their development (i.e., including design projects, classes, extracurricular activities, employment, etc.) and how the experience gained from those moments is important to their development as practicing professionals, effective mentors, and strong leaders. From these milestones, we identified common themes and experiences, including the impact on students' cognitive and professional identity development.Milestones were identified based on the forum for the experience such as classroom coursework, university-sponsored projects, extracurricular activities, stud...

in Engineering Education, earning her doctorate from Purdue University's Engineering Education program in 2008. Her research focuses on the investigation and application of complex professional skills, specifically design ideation, innovation practices, and creative processes within engineering, outside of engineering, and cross disciplinarily. Her research includes an emphasis on the translation of research to practice in the form of pedagogy, curriculum development, and faculty support and programming in implementing evidence-based best practices in teaching and learning.