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Student Development of Lifelong Lear...

Dawe, Nikita,

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Student Development of Lifelong Learning Orientations Within and Beyond Undergraduate Engineering Programs /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Student Development of Lifelong Learning Orientations Within and Beyond Undergraduate Engineering Programs // Nikita Dawe.
作者:	Dawe, Nikita,
面頁冊數:	1 electronic resource (292 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
Contained By:	Dissertations Abstracts International86-05A.
標題:	Higher education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31562332
ISBN:	9798342762243

Student Development of Lifelong Learning Orientations Within and Beyond Undergraduate Engineering Programs /
Dawe, Nikita,

Student Development of Lifelong Learning Orientations Within and Beyond Undergraduate Engineering Programs /Nikita Dawe. - 1 electronic resource (292 pages)

Source: Dissertations Abstracts International, Volume: 86-05, Section: A.

Competency as a lifelong learner can enable engineering students to exercise agency in their careers. Despite the prominence of the graduate attribute in accreditation processes, undergraduate programs are still trying to understand how curriculum can support lifelong learning. Large-scale alumni surveys rarely investigate learning throughout careers, or the lasting influences of different elements of the undergraduate experience on these journeys. Studies have seldom investigated longer-term effects of engineering curriculum especially for individuals' attitudinal characteristics (lifelong learning orientations).This mixed-methods study of University of Toronto alumni aimed to identify program-level curriculum practices that facilitate or hinder lifelong learning in career trajectories. In the first stage, exploratory semi-structured interviews (n = 24) were used to apply integrated research lenses to the local setting and narrow the scope of curricular practices and lifelong learning characteristics for further investigation. In the second stage, a broader alumni survey (n = 279) measured relationships between lifelong learning orientations, curriculum factors, and individual characteristics including comparisons across different engineering programs. In the third stage, interviews with survey participants (n = 12) were implemented to understand individual learning journeys.Sequential and mixed analyses identified subtle differences in lifelong learning patterns for alumni of different programs, overshadowed by individual differences. 28% of alumni across programs reported increased interest-driven motivation and 43% reported reduced failure-avoidant motivation in the present compared to the undergraduate setting. Alumni are also motivated to achieve mastery and/or make a positive impact. Careers demand contextual adaption of problem-solving or design-related skills, further development of professional competencies, and, notably, an ability to make sense of physical and social systems by applying lenses that extend beyond traditional engineering paradigms.Curriculum content and learning experiences need to be re-envisioned from day one to incentivize connective understanding across different disciplinary perspectives. This will ensure alumni can self-direct their learning towards addressing all facets of sociotechnical problems, engage in interdisciplinary workplace collaborations, and manage career challenges and changes. Relying on entrenched curricula to develop lifelong learners does not serve all students; engineering programs need to make adjustments and coach students deliberately to develop beneficial lifelong learning orientations.

English

ISBN: 9798342762243Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Curriculum

Student Development of Lifelong Learning Orientations Within and Beyond Undergraduate Engineering Programs /
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