scholarly journals Intrapersonal Communication As a Lifelong Learning Skill in Engineering Education

2018 ◽  
Vol 8 (1) ◽  
pp. 68-77
Author(s):  
Tanju Deveci ◽  
Roger Nunn
Keyword(s):  
Engineering Education ◽  
Lifelong Learning ◽  
Intrapersonal Communication ◽  
Learning Skill ◽  
Lifelong Learning Skill

scholarly journals LEARNING THE LIFE SKILL: CEAB LIFELONG LEARNING GRADUATE ATTRIBUTE

2018 ◽  
Author(s):  
Sadegh Babaii Kochekseraii ◽  
Libby Osgood
Keyword(s):  
Lifelong Learning ◽  
Goal Setting ◽  
Engineering Students ◽  
Learning Experience ◽  
Learning Goals ◽  
Engineering Programs ◽  
Course Materials ◽  
Learning Skill ◽  
Core Course ◽  
Lifelong Learning Skill

 Abstract –The focus of this paper is to present a baseline to a proposed longevity project for enhanced introduction of lifelong learning skill to engineering students. Lifelong learning is one of the twelve graduate attributes identified and evaluated by CEAB in the accreditation process of Canadian engineering programs. ENGN 326: Materials, Mechanics and Manufacturing is a third year core course with a broad scope of topics Students’ learning experience could be enriched if they adopt a proactive learning effort of setting weekly learning goals that could go beyond the set of topics given in the course syllabus. From their weekly submissions and their subsequent reflections, we tried to answer how realistic goals were set by the students and how much they were related to course materials. Comparisons to a similar study [1], presented in CEEA16 by the authors, have been made to show the effectiveness of SMART goal setting intervention to be given in an appropriate time before the first mid-term.

scholarly journals Learning to Learn: Defining an Engineering Learning Culture

2019 ◽  
Author(s):  
Marnie Vegessi Jamieson ◽  
John M. Shaw
Keyword(s):  
Engineering Education ◽  
Lifelong Learning ◽  
Design Education ◽  
Learning Culture ◽  
Engineering Practice ◽  
Learning To Learn ◽  
Graduate Attributes ◽  
Engineering Design Education ◽  
Functional Learning ◽  
Cultural Construct

Learning is a cultural construct. Beliefs, perceptions and values regarding learning shape the culture of a classroom and a program of study. A framework for engineering education grounded in the Canadian Engineering Accreditation Board (CEAB) Graduate Attributes and engineering practice is proposed. Methods and activities to shape a learning culture in engineering design education consistent with a community of practice and lifelong learning are also proposed. This transformational approach offers an opportunity to teach lifelong learning and integrate engineering practice and engineering education, while entrenching graduate attributes more deeply in the engineering curriculum. Accountability, engagement, recognition, motivation, appreciation, credibility, and continual improvement are key elements of a functional learning culture. Learning moments are a concise way to make learning to learn a relevant part of each session and encourage student reflection and metacognition.  

A description of New Horizons Band assistants’ perceptions and experiences

2020 ◽  
Vol 13 (3) ◽  
pp. 333-344 ◽  
Author(s):  
Debbie Rohwer ◽  
Don D. Coffman ◽  
William Dabback
Keyword(s):  
Teacher Training ◽  
Lifelong Learning ◽  
Student Teacher ◽  
Teaching Assistant ◽  
Skill Transfer ◽  
Training Experience ◽  
New Horizons ◽  
Teacher Assistants ◽  
Learning Skill

The purpose of the current study was to describe the perceptions and experiences of New Horizons Band assistants in terms of learning, skill transfer and pedagogical preparation. The participant population for this study was 35 past student teacher-assistants from three New Horizons bands, one in Texas, one in Florida and one in Virginia. There were ten open-ended items on the questionnaire that asked about student assistant perceptions and experiences. Participants noted the growth they experienced from serving as a band teaching assistant in a New Horizons programme, describing their appreciation for lifelong learning, exposure to the complexity of how to teach to a variety of learners, and experience with the challenges of pacing with adults and blunt feedback from programme participants. The article concludes with a discussion of possible collegiate preparatory experiences that could broaden the teacher training experience for college programmes.

scholarly journals Engineering Education, Moving into 2020s: Essential Competencies for Effective 21st Century Electrical and Computer Engineers

2020 ◽  
Author(s):  
Junaid Qadir ◽  
Kok-Lim Alvin Yau ◽  
Muhammad Ali Imran ◽  
Ala Al-Fuqaha
Keyword(s):  
Engineering Education ◽  
Lifelong Learning ◽  
21St Century ◽  
State Of The Art ◽  
Modern World ◽  
The Third ◽  
Turbulent Times ◽  
Meta Learning ◽  
Engineering State ◽  
Uncertain Future

As we move into the third decade of the 21st century, the 2020s, the unprecedented rate of technological disruption and the short-lived nature of the specifics of engineering state-of-the-art require us to carefully evaluate what it takes to be an effective engineer and what this entails for engineering education and their lifelong learning. While it is true that certain basics of engineering will not change, there will be an increased premium for some skills (such as lifelong learning, meta-learning, collaboration, creativity, critical thinking, communication skills, and cultural/global literacy). 21st-century skills are, as such, timeless skills: it is paradoxically the volatile nature of the modern world that has forced us from ephemeral vocational fads back to these permanently valuable skills. In this work, after reporting on the skills that policy tanks and thought leaders deem necessary for the 21st century, we provide a synthesis in which we describe the pulls and pushes that learners and educators will face in the turbulent times of 2020 and beyond, and how they can thrive in the uncertain future through holistic well-rounded engineering education.

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