Engineering Undergraduates and Their Self-Reported Confidence and Proficiency Levels in Lifelong Learning (A12)

Abstract

This paper reports on what we found when we surveyed second-year students in a Technical Communication class, once at the beginning of the semester and again at the end, and then when we surveyed two senior capstone design classes, one in Mechanical Engineering, one in Electrical and Computer Engineering, and one in Civil Engineering. In all these iterations, we asked students to indicate their levels of confidence and proficiency in their writing and speaking skills (communication skills), teamwork and personal skills development (lifelong learning). When we surveyed our second-year students, they indicated that they were only moderately confident in their communication skills (the aggregate was mostly 3 or slightly more on a scale of 5). At the end of the semester, when we asked them what they believed would be the competency level expected of them in these areas when they graduated, that number jumped to 4.5 on average. These students, however, were also decidedly more confident in their teamwork and lifelong learning skills, where the average hovered close to 3.5. On average, the capstone students were likewise confident in these areas, even slightly more so (3.87). Given the rapidity with which technical information grows and the complexity of the world around us, engineering students must be more prepared than ever to develop the drive to keep learning so that, as practicing professionals, they are equipped to maintain their competence and contribute to the advancement of knowledge.

A Research Operations, Management, and Strategy Fellowship for Life Sciences PhD Graduates

“…However, for future cohorts, we are implementing assessment tools to capture qualitative and quantitative data to measure acquired skills and how program components contribute to professional development and career placement. These evaluations will enable us to better track the progress of professional competency development 10 . Additionally, we will conduct longitudinal follow-up with program alumni to track longer-term outcomes and career pathways.…”

“…These evaluations will enable us to better track the progress of professional competency development 10. Additionally, we will conduct longitudinal follow-up with program alumni to track longer-term outcomes and career pathways.The inherent flexibility of the ROMS Fellowship makes it adaptable for other institutions.…”

Systems Theory Framework for Embedding Lifelong Learning Holistically in Undergraduate Engineering Education

“…Likely the result of these difficulties, many engineering students lack an accurate understanding of what lifelong learning is [11]. Furthermore, while they may recognize that lifelong learning is important [17] and feel confident in their competence for gaining more knowledge, engineering students are shown to be less sure about their ability to work on their learning weaknesses [18]. This suggests the need for further development of various lifelong learning traits, including metacognition.…”

A structured professional development curriculum for postdoctoral fellows leads to recognized knowledge growth

“…The controlled assessments, comparing participants' perceived knowledge and growth to that of non-participants in the same time frame, was developed based on a method used in medical settings such as clinical trials. Self-perceived knowledge and growth reporting which convey awareness and confidence, but do not directly test competence, are components of lifelong learning [23][24][25]. Similarly, awareness contributes to conceptual understanding by allowing learners to review and reconstruct their understanding of a skill.…”