Papers by Rebecca Komarek
2017 ASEE Annual Conference & Exposition Proceedings
Boulder. She has taught in the areas of educational research and leadership development and serve... more Boulder. She has taught in the areas of educational research and leadership development and served as a design team adviser. She is earning her PhD in engineering education with a focus on leadership development.
2018 ASEE Annual Conference & Exposition Proceedings
2016 ASEE Annual Conference & Exposition Proceedings, 2000
Boulder. She also serves as the Managing Director of Catalyze CU, the university startup accelera... more Boulder. She also serves as the Managing Director of Catalyze CU, the university startup accelerator. She has taught topics such as educational research and leadership development and served as a design team advisor. She is also a PhD student in engineering education with a focus on engineering leadership development.
2015 ASEE Annual Conference and Exposition Proceedings, 2015
is a PhD student in civil engineering at the University of Colorado Boulder with research in extr... more is a PhD student in civil engineering at the University of Colorado Boulder with research in extracurricular learning and the sophomore year. She has co-taught topics such as educational research and leadership development and served as a design team advisor. She served as a statics instructor at CU-Denver and is the Assistant Director of the Idea Forge at CU-Boulder.
IABSE Symposium Report, 2009
Government and industry depend on educational institutions to play a pivotal role in preparing th... more Government and industry depend on educational institutions to play a pivotal role in preparing the future workforce for
careers in innovation. Yet students learn how to innovate through practice, and opportunities for practice are limited in
higher education. This paper addresses this challenge by presenting a new student-led approach to innovation education
called Extracurricular Design-Based Learning. This model allows students to practice innovating solutions to authentic,
pro-social, and local challenges in an extracurricular setting. This paper provides an overview of the model and its
implementation in Design for America at Northwestern University. Findings from surveys, daily diaries, interviews, and
observations suggest that students build innovation self-efficacy through successful task completion, social persuasion,
and vicarious learning in communities of practice with clients, peers, industry professionals, and faculty. Further, students
report achievement in learning outcomes outlined by the Accreditation Board for Engineering and Technology.
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Papers by Rebecca Komarek
careers in innovation. Yet students learn how to innovate through practice, and opportunities for practice are limited in
higher education. This paper addresses this challenge by presenting a new student-led approach to innovation education
called Extracurricular Design-Based Learning. This model allows students to practice innovating solutions to authentic,
pro-social, and local challenges in an extracurricular setting. This paper provides an overview of the model and its
implementation in Design for America at Northwestern University. Findings from surveys, daily diaries, interviews, and
observations suggest that students build innovation self-efficacy through successful task completion, social persuasion,
and vicarious learning in communities of practice with clients, peers, industry professionals, and faculty. Further, students
report achievement in learning outcomes outlined by the Accreditation Board for Engineering and Technology.
careers in innovation. Yet students learn how to innovate through practice, and opportunities for practice are limited in
higher education. This paper addresses this challenge by presenting a new student-led approach to innovation education
called Extracurricular Design-Based Learning. This model allows students to practice innovating solutions to authentic,
pro-social, and local challenges in an extracurricular setting. This paper provides an overview of the model and its
implementation in Design for America at Northwestern University. Findings from surveys, daily diaries, interviews, and
observations suggest that students build innovation self-efficacy through successful task completion, social persuasion,
and vicarious learning in communities of practice with clients, peers, industry professionals, and faculty. Further, students
report achievement in learning outcomes outlined by the Accreditation Board for Engineering and Technology.