Student Development of Lifelong Learning Orientations Within and Beyond Undergraduate Engineering Programs
Notice bibliographique
Résumé
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.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».