Identifying curriculum factors that facilitate lifelong learning in alumni career trajectories: Stage 1 of a sequential mixed-methods study

Nikita Dawe; Amy Bilton; Kimia Moozeh; Lisa Romkey

Download Paper | Permalink

Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: ERM: Conceptualizations of Engineering and Engineering Education
Page Count: 21
DOI: 10.18260/1-2--41117
Permanent URL: https://peer.asee.org/41117
Download Count: 314

Request a correction

Paper Authors

biography

Nikita Dawe University of Toronto

visit author page

PhD Candidate, Department of Mechanical & Industrial Engineering and Collaborative Specialization in Engineering Education, University of Toronto

visit author page

author page

Kimia Moozeh is a Research Associate in Engineering Education at Queen's University, Canada and a Chemistry instructor at Durham College, Canada. She earned a B.S. and M.Sc. in Chemistry from University of Toronto, and a PhD in Engineering Education also from University of Toronto. Her research interests focus on lab-based learning, metacognitive skills and student motivation. She is also the cofounder of ladderane.com, a platform to create customizable chemistry virtual experiments.

visit author page

Download Paper | Permalink

Abstract

This research paper presents the results of the first stage of a sequential mixed-methods study exploring the impact of undergraduate curriculum on lifelong learning outcomes in alumni career trajectories. Engineering graduates need a lifelong learning mentality and skillset that will enable them to address complex sociotechnical challenges (some of which have yet to be predicted) and navigate a changing labour system. Fostering these lifelong learning competencies through curriculum design has been a challenge in engineering programs. While scholars have documented curriculum and pedagogy intended to develop lifelong learning skills in students, assessment methods are typically short-term. On the other hand, studies of alumni have provided some insight into career trajectories and workplace learning, but rarely connect these outcomes back to undergraduate experiences.

To span these broad and complex concepts, we are performing a sequential mixed-methods study that aims to contribute to a better understanding of curriculum factors that facilitate lifelong learning in the career trajectories of engineering graduates. This first exploratory, qualitative stage is guided by three research questions: RQ1: What role does lifelong learning (specifically informal, self-directed learning) play in alumni career trajectories? RQ2: How do alumni characterize the influence of the undergraduate curriculum on their lifelong learning motivations and strategies? RQ3: What other individual or program factors do alumni identify as influential for lifelong learning?

Semi-structured interviews were performed with 24 program alumni to understand their experiences of the program and their career trajectories. Thematic analysis identified lifelong learning outcomes including the ability to learn quickly and independently and confidence in these abilities. Curricular features of interest for lifelong learning include breadth of content, an emphasis on math and science fundamentals, and high workload. A literature review identified theories and instruments related to the concepts under study. The interview and literature findings were synthesized into a conceptual framework intended to serve as the basis for a subsequent survey.

The interview findings and resulting framework provide several contributions to engineering education research. The conceptual framework constructed for this work provides a structure of high-level relationships that could apply to a range of alumni studies, threading together many disparate areas of research. It also begins to identify where there are gaps in the literature in respect to these relationships.

Citation
Format

Dawe, N., & Romkey, L., & Bilton, A., & Moozeh, K. (2022, August), Identifying curriculum factors that facilitate lifelong learning in alumni career trajectories: Stage 1 of a sequential mixed-methods study Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41117

TY  - CPAPER
AB  - This research paper presents the results of the first stage of a sequential mixed-methods study exploring the impact of undergraduate curriculum on lifelong learning outcomes in alumni career trajectories. Engineering graduates need a lifelong learning mentality and skillset that will enable them to address complex sociotechnical challenges (some of which have yet to be predicted) and navigate a changing labour system. Fostering these lifelong learning competencies through curriculum design has been a challenge in engineering programs. While scholars have documented curriculum and pedagogy intended to develop lifelong learning skills in students, assessment methods are typically short-term. On the other hand, studies of alumni have provided some insight into career trajectories and workplace learning, but rarely connect these outcomes back to undergraduate experiences.

To span these broad and complex concepts, we are performing a sequential mixed-methods study that aims to contribute to a better understanding of curriculum factors that facilitate lifelong learning in the career trajectories of engineering graduates. This first exploratory, qualitative stage is guided by three research questions:
RQ1: What role does lifelong learning (specifically informal, self-directed learning) play in alumni career trajectories?
RQ2: How do alumni characterize the influence of the undergraduate curriculum on their lifelong learning motivations and strategies?
RQ3: What other individual or program factors do alumni identify as influential for lifelong learning?

Semi-structured interviews were performed with 24 program alumni to understand their experiences of the program and their career trajectories. Thematic analysis identified lifelong learning outcomes including the ability to learn quickly and independently and confidence in these abilities. Curricular features of interest for lifelong learning include breadth of content, an emphasis on math and science fundamentals, and high workload. A literature review identified theories and instruments related to the concepts under study. The interview and literature findings were synthesized into a conceptual framework intended to serve as the basis for a subsequent survey.

The interview findings and resulting framework provide several contributions to engineering education research. The conceptual framework constructed for this work provides a structure of high-level relationships that could apply to a range of alumni studies, threading together many disparate areas of research. It also begins to identify where there are gaps in the literature in respect to these relationships.

AU  - Nikita Dawe
AU  - Lisa Romkey
AU  - Amy Bilton
AU  - Kimia Moozeh
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Identifying curriculum factors that facilitate lifelong learning in alumni career trajectories: Stage 1 of a sequential mixed-methods study
UR  - https://peer.asee.org/41117
DO  - 10.18260/1-2--41117
ER  -