Embedding Lifelong Learning Skills into a First-Year Engineering Course through Introduction of an Independent Research Project and Information Literacy Skills

Abstract

He is responsible for coordinating assessment efforts for the School of Engineering, including the mandatory cooperative education program. His research interests include first-year engineering program development, effective assessment of engineering education, and transition to and from the engineering educational environment, particularly to the workplace. Prof. Plouff is a registered Professional Engineer in Michigan. Deborah Morrow, Grand Valley State University Deborah Morrow, Senior Librarian, has been employed as an academic librarian at Michigan Technological University and Grand Valley State University (Michigan) since completing her Masters Degree in Library Science (MS-LIS) at the University of Illinois Urbana-Champaign in 1983. For two decades she served as Systems Librarian at each institution, implementing and managing new technologies for library management and user access. Since 2009, Morrow has moved over to the "public side" of academic library work, and currently serves as Liaison Librarian to the Padnos College of Engineering & Computing at Grand Valley State University.

Assessing ‘lifelong learning’ through the capstone design project of BSc in EEE Programme

“…After completing their works, they need to discuss, write, present and defend their works before the board of examiner finally and prove or validate their results by comparing with the results of other researchers. This is a kind of self-assessment via written reflections (Plouff & Morrow, 2011; Santelli, Besterfield-Sacre, Shuman & Siewiorek, 2010). Through these writing practices, the students get the opportunities to learn and practice assessing the information gaps and then filling those gaps as much as possible.…”