Teaching and Assessing “Lifelong Learning” in Engineering Communication Courses

Patterson, Laura; Labun, Carolyn; Eikenaar, Jannik Haruo

doi:10.24908/pceea.v0i0.6525

Cited by 5 publications

(7 citation statements)

References 4 publications

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“…Recently, an online version has been explored as well. I2E introduces students to core concepts that will support their academic and professional success: individual and teamwork skills, professionalism, ethics and equity, and lifelong learning [3].…”

Section: Introductionmentioning

confidence: 99%

Self Perceptions of Students’ Humanities-Based Skills in an Engineering Program: Overview of First Year Results

Patterson

2019

PCEEA

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Demonstrating and improving assessment of humanities-based graduate attributes can be challenging, as there are no easy metrics in order to do so. Engineering programs offer curricular and co-curricular programming in order to improve these attributes in their students and still find it challenging to determine if those initiatives are in fact effective. To those ends, in order to assess engineering accreditation humanities-based skills, a threeyear longitudinal study was implemented at a medium sized engineering school at a large research university. In particular, the survey focuses on engineering students selfperceptions of teamwork, communication skills, engineering ethics, professionalism, and lifelong learning in order to gather quantitative data that can be analysed for trends. This paper overviews the data gathered in the first year of the longitudinal study and offer preliminary explanations of those results and what they can offer to our understanding of humanities-based graduate attributes offered in our engineering programs.

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Section: Introductionmentioning

confidence: 99%

Self Perceptions of Students’ Humanities-Based Skills in an Engineering Program: Overview of First Year Results

Patterson

2019

PCEEA

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“…This attribute is oftentimes simply not taught at all and assumed to be learned implicitly throughout one's degree [15]. Assessments of lifelong learning traits are typically conducted in capstone design classes, where the opportunity to work on skills with which students need more support is not possible given that they are already at the end of their programs [16].…”

Section: Challenges In Teaching and Assessing Lifelong Learningmentioning

confidence: 99%

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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“…CDP courses are one such example that may be assimilated into students' fourth year of study that permits for the formative assessment of students' lifelong learning abilities and must be addressed and emphasised properly. Through these courses, the students may get individualised formative feedback on lifelong learning issues (Patterson, Labun & Eikenaar, 2016).…”

Section: Curricular Initiativesmentioning

confidence: 99%

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

Bhuyan

2021

IJLT

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Engineering education accreditation agencies have prepared a list of skills called programme outcomes (POs) or graduate attributes that a graduate must attain before his graduation from any engineering discipline. Of these POs, one of the important outcomes is lifelong learning. This skill is one of the most perplexing skills that graduates require in their professional careers. While most of these outcomes are measurable through the accustomed techniques, assessing lifelong learning is more challenging for faculty members and educators. Selecting a course to teach and assess lifelong learning is also a difficult job. The capstone design project (CDP) course may be an excellent means of transferring and strengthening the skills and proficiencies associated with lifelong learning. This paper explores how ‘lifelong learning’ as one of POs can be delivered, supervised, assessed and evaluated through the three CDP courses (EEE492, EEE494 and EEE496) integrated into the Bachelor of Science in Electrical and Electronic Engineering programme at Southeast University. Furthermore, this paper discusses about developing an appropriate assessment plan and rubrics to ascertain the achievement of these three courses in fulfilling this component of the accreditation. Evaluation data of the lifelong learning, assessed by the board of examiners during the final defence, is presented. Based on this, their achievements of the PO related to lifelong learning are discussed. Keywords: Capstone design project, lifelong learning, OBE, PO assessment.

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Teaching and Assessing “Lifelong Learning” in Engineering Communication Courses

Abstract: -

Cited by 5 publications

References 4 publications

Self Perceptions of Students’ Humanities-Based Skills in an Engineering Program: Overview of First Year Results

Self Perceptions of Students’ Humanities-Based Skills in an Engineering Program: Overview of First Year Results

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

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

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