Lifelong Learning Is an Ethical Responsibility of Professional Engineers: Is School Preparing Young Engineers for Lifelong Learning?

Froehle, Kamryn; Phillips, Adam R.; Murzi, Homero

doi:10.1061/(asce)ei.2643-9115.0000045

Cited by 2 publications

(7 citation statements)

References 9 publications

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“…This suggests the need for further development of various lifelong learning traits, including metacognition. In fact, engineering professionals are explicit in their recommendation that university professors focus more on providing opportunities for students to self-evaluate how they are learning and their choice of strategies to acquire new knowledge and skills [19].…”

Section: Challenges In Teaching and Assessing Lifelong Learningmentioning

confidence: 99%

“…Moreover, the simple act of self-reflecting on their own learning could encourage their future use of these learning strategies [21]. Students can be given the opportunity to reflect on how they worked on their assignments or how they feel about test results, for example [19]. Inventories that allow students to self-assess their learning development can support them in gaining a deeper understanding of their metacognitive processes [6].…”

Section: Course Designmentioning

confidence: 99%

“…Instruction that explicitly teaches students about the learning process is also necessary [5]. It is suggested that even the first week of class can be utilized to teach students about self-directed learning strategies [19].…”

Section: Course Designmentioning

confidence: 99%

“…Engineers often encounter difficulties and errors in their work and must learn how to deal with these independently or through seeking help from peers. Similarly, course assignments should provide opportunities for students to correct their mistakes and to engage in peer feedback [19]. Recommendations include providing graduated scaffolding, where students in earlier years receive more structured problems and support from instructors, with later years leading to more complex group projects where fewer resources are provided [4][5] [32].…”

Section: Experiential Learningmentioning

confidence: 99%

“…The links between lifelong learning and other graduate attributes are clear. Froehle and colleagues [19] discuss how commitment to lifelong learning should be viewed as an ethical responsibility since the field of engineering has major effects on public safety, illuminating a direct link to the ethics and equity GA. When engineers discuss how they have utilized their lifelong learning skills, in addition to learning new technical information and skills, they have had to continue developing their teamwork, management, and other skills relevant to the graduate attributes [31].…”

Section: Lifelong Learning As Overarching Graduate Attributementioning

confidence: 99%

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

Saxe

Mahmoud²,

Razavinia³

2022

PCEEA

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The new educational imperative is to empower students to manage their own learning in a variety of contexts throughout their lifetimes. This is particularly true for fields that rely on fast-changing technology, like engineering. As such, lifelong learning is gaining increased recognition. This paper describes a holistic framework for addressing lifelong learning in undergraduate engineering programs. The authors draw on existing literature to support this novel framework which consists of: 1) course design that intentionally aligns lifelong learning outcomes, teaching strategies, and assessment methods, 2) experiential learning opportunities that scaffold students’ development of lifelong learning in authentic and relevant ways, 3) instructor commitment to their own lifelong learning, and 4) conceptualization of lifelong learning as an overarching graduate attribute that can be incorporated alongside the others.

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Section: Challenges In Teaching and Assessing Lifelong Learningmentioning

confidence: 99%

Section: Course Designmentioning

confidence: 99%

Section: Course Designmentioning

confidence: 99%

Section: Experiential Learningmentioning

confidence: 99%

Section: Lifelong Learning As Overarching Graduate Attributementioning

confidence: 99%

See 3 more Smart Citations

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

Saxe

Mahmoud²,

Razavinia³

2022

PCEEA

View full text Add to dashboard Cite

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What does it mean to be “prepared for work”? Perceptions of new engineers

Deters,

Paretti,

Perry

et al. 2023

J of Engineering Edu

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BackgroundEngineering education seeks to prepare students for engineering practice, but the concept of preparedness is often ill‐defined. Moreover, findings from studies of different populations or in different contexts vary regarding how well new graduates are prepared. These variations, coupled with the lack of clarity, suggest the need to better understand what it means to be prepared for engineering work.PurposeThis study contributes to research on workplace preparation by exploring how new graduates describe being prepared for engineering work.MethodApplying secondary analysis to data from the multi‐institution Capstone To Work (C2W) project, we used thematic analysis to explore new engineers' descriptions of preparedness. We analyzed written responses to structured questions about the school‐to‐work transition collected weekly during participants' first 12 weeks of work; 105 graduates drawn from four universities provided 956 responses, with a mean of 9 (out of 12 possible) responses per participant.ResultsParticipants' descriptions of preparedness included applying concrete skills, recognizing familiar situations, and having strategies for approaching challenging tasks even when they lacked relevant knowledge or skill.ConclusionOur findings suggest that although many discussions about workplace preparation implicitly focus narrowly on mastery of skills and knowledge, that focus may not fully capture new graduates' experiences, and may limit discussions about the ways in which school can (and cannot) prepare students for work. A more expansive understanding may better support both student learning and workplace onboarding, though more research is needed across stakeholders to establish shared understanding.

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Lifelong Learning Is an Ethical Responsibility of Professional Engineers: Is School Preparing Young Engineers for Lifelong Learning?

Cited by 2 publications

References 9 publications

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

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

What does it mean to be “prepared for work”? Perceptions of new engineers

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