June 23, 2013
June 23, 2013
June 26, 2013
Educational Research and Methods
23.521.1 - 23.521.9
Engineering Students’ Development as Lifelong LearnersIt is widely accepted that one goal of higher education is to instill in students the need for and thepractice of lifelong learning. All major stakeholders of higher education – graduates, employers,faculty and accrediting agencies – agree that this outcome is critically important given the rapidpace of change of society, especially in engineering and technology. Our graduates must adaptto this change in order to remain productive contributors. Indeed, it can be argued that much – oreven most – of what an engineering graduate needs to know several years after obtaining his orher degree will not have been learned in school but will need to be acquired through independentlearning outside of formal instructional settings. Given the importance of lifelong learning, it issurprising that there is a paucity of methods to assess this outcome in students. Two recentlydeveloped assessment instruments (Kirby et al., 2010; Macaskill & Taylor, 2010) purport tomeasure various facets of this outcome in college students. We use these instruments to assessfor differences between engineering students at a large, public university in the western UnitedStates, and also to compare the results between the two instruments as a check on congruence.Engineering students from the first through senior year of study in a variety of disciplines weresurveyed using both instruments. The sample (n=390) also included a fair representation byfemales and minority groups. Analysis of variance was used to assess for differences betweenthe various subgroups of students.
Chen, J. C., & Lord, S. M., & McGaughey, K. J. (2013, June), Engineering Students' Development as Lifelong Learners Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19535
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