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Lifelong Learning Program for Engineering Student

Conference Paper · April 2012


DOI: 10.1109/EDUCON.2012.6201072

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Lifelong Learning Program for Engineering Students
Catalina Martínez-Mediano Susan M. Lord
Dept. of Research Methods and Diagnosis in Education I
Spanish University for Distance Education (UNED) Department of Engineering,
Madrid, Spain University of San Diego (USD)
cmarme@edu.uned.es San Diego, California, USA.
slord@sandiego.edu

students to continue learning throughout their lives [4].


Abstract—Lifelong Learning (LLL) is critical for Lifelong learning competencies are often included in program
engaged citizens of the modern knowledge economy. goals for higher education. For example, lifelong learning is an
Development of such generic or key competencies should explicit part of the outcomes in the European Higher
be integrated throughout curricula along with specific Education Area (EHEA) where all university graduates must
competencies in the disciplines such as engineering. This is “have developed those learning skills that are necessary for
a common educational goal in higher education in the USA them to continue to undertake further study with a high degree
and in Europe inside the Bologna Process. To enhance the of autonomy” [5]. In the United States of America (USA),
capability of students to articulate their lifelong learning ABET, the accreditation body for engineering and technology
competencies, we developed a “Lifelong Learning [6], includes the requirement that engineering graduates should
Competencies for Engineers” program. This was presented have “a recognition of the need for, and an ability to engage in
as a workshop in a senior design course at the University of lifelong learning”. Also the Qualifications Framework in the
San Diego. The workshop includes presentations on European Higher Education Area [7] states as a learning result
lifelong learning competencies and specific ‘to be able to indentify their own training need in his/her study
recommendations for engineers as well as an active field and labour and professional environments, and
learning exercise that helps students recognize their management his/her one learning with a high autonomous
lifelong learning competence developed throughout their grade, in every context (well or bad structured).”
undergraduate career. After the workshop, the students
improved their awareness of the importance of LLL for II. LIFELONG LEARNING COMPETENCIES
their future careers. Since lifelong learning spans
disciplinary and national boundaries, this program could Lifelong learning is defined as “intentional learning that
be adopted by other engineer educators and adapted by people engage in throughout their lives for personal and
educators from a variety of fields. professional fulfillment and to improve the quality of their
lives” [8]. The major characteristics of LLL are contained in
Key words: Lifelong Learning; Key Competencies, its name: ‘Lifelong’ from cradle to grave and ‘Learning’, not
Engineering Education; Professional Development instruction; learners are responsible for their own learning
processes [9]. Educators play a critical role in the complex
process of the development of students as lifelong learners.
I. INTRODUCTION Their pedagogical choices can have significant impacts on
For decades, international organizations have promoted students’ future as learners [10].
lifelong learning (LLL) as important for engaged citizens in the
knowledge economy. For example, the United Nations (U.N.) Competence-based education requires creating a learning
Educational, Scientific and Cultural Organization (UNESCO) setting in which the transfer of knowledge, supported by a
popularized the term “lifelong learning” in the context of reflective practice, can occur in situations that allow
economic development and social growth [1, 2]. The European individuals to mobilize their knowledge, combine it, and go
Union designated 1996 as the “year of lifelong learning” [3]. beyond it [11]. Competencies are based on domain-specific
The Organization for Economic Cooperation and Development knowledge that is to be applied in present and, more
(OECD) [4] emphasizes that lifelong learning is important for importantly, in future practice. Thus what and how one has to
economic development as well as equity especially in
learn should result from requirements of practice, not from
developing countries.
tradition or authoritative principles. Competence-based
learning is often described in terms of transfer from learning to
Universities play a critical role in promoting lifelong practice, situated learning, and tacit knowing [12].
learning through research on the topic, training of teachers to
believe in the importance of lifelong learning and serve as role
models, and providing learning experiences which encourage
There are two main types of competencies: Specific engineering programs must achieve. Thus engineering
Competencies which include concrete “technical” knowledge educators throughout the world have been grappling with how
in a specific area i.e. Engineering, Medicine or Education; and to help their students develop as lifelong learners and how to
Key Competencies also known as generic, transdisciplinary or assess this growth [14, 15, 16, 17, 18]. Continuing
transversal competencies which are shared by all professionals professional development for engineers is also a topic of
such as communication, teamwork, or information technology research and activity by engineering professional societies
literacy. Because of the increasing amount and the changing such as the Institute for Electrical and Electronics Engineers
nature of technical knowledge, the need to keep up with (IEEE) [19, 20, 21, 22]. John Meredith, a former president of
change is even more critical today. According to the OECD IEEE USA, has written a useful resource with specific
Definition and Selection of Competencies (DeSeCo) Project, practical guidelines to help students develop as professionals
[13] key competencies may be classified in 3 broad categories: in the field of engineering [23]. The focus on a career in
industry as an engineer overlaps with many students’ goals
1) Individual Competencies- to be able to interact and helps make this book relevant. Key ideas from this book
effectively with the environment (Socio-cultural such are summarized here and were included in the “LLL
as the use of language and Physical such as Competencies for Engineers” program.
Information Technology).
2) Relational Competencies - to be able to engage with Meredith strongly recommends taking an active role in
others and interact in heterogeneous groups. ensuring that one is a lifelong learner by developing a Personal
3) Autonomous Competencies - to responsibly manage (and professional) Development Plan (PDP) early in one’s
one’s own life in the broader social context. career. This plan should be frequently updated and serve as a
guide for achieving career and personal goals. Meredith
These three categories are interrelated and form a basis for describes the process as
identifying and mapping key competencies. The need for
individuals to think and act reflectively is central to this 1. Perform an assessment of your knowledge, skills and
framework. Being reflective involves not just the ability to social network against the requirement of your new
routinely apply a formula or method for confronting a job.
situation, but also the ability to deal with change, learn from 2. Identify important gaps that you will need to fill in
experience and think and act with a critical stance. Lifelong the initial phase of your professional career.
learning underlies these key competencies defined in OECD’s 3. Prepare a checklist of learning and development tasks
DeSeCo project. Thus those three broad categories may be with time goals.
considered as a framework for demonstrating lifelong learning 4. Check your progress periodically to ensure your
competencies. continued career development.
5. Update your plan focusing on key generic
III. LIFELONG LEARNING COMPETENCIES FOR ENGINEERS competencies and specialized and technical training.

As students make the transition from the university to the In the work environment, being organized can greatly
workplace, it is important for them to recognize that their assist one’s development. This includes organizing one’s
employability in the modern global economy is rooted in their office and personal computer so that they support daily work
ability to adapt to a variety of different job requirements activities. It is also very important to organize physical and
throughout their careers. Those who can best display such computer filing systems to maximize efficient retrieval of
lifelong learning competence are likely to be most successful. information. Developing abilities to share information with
Today, individual employees are expected to show initiative, colleagues is beneficial to one’s PDP and future success.
independence, and critical thinking skills. To be competent is
to be able to learn to adapt and respond to new situations i.e. to For practicing engineers, is important to improve key
continue to learn throughout one’s life [11]. One who competencies such as the following: oral presentations, writing
possesses professional competency has knowledge, skills, reports and memos, organizing meetings, interpersonal
attitude and values necessary to practice a profession, can relations, project management and planning and budgeting,
solve professional problems in an independent and flexible among others. Reading technical literature is one of the most
way, and has the capability to collaborate in his/her effective ways to keep current.
professional environment, using and transmitting information
to others. Working in collaborative groups with colleagues who are
interested in the same subject can also help with professional
Lifelong learning is particularly important for complex development. In collaborative work, all team members share
fields with rapid technological change such as engineering. their efforts to achieve the team’s goal, contribute to solve
Engineering leaders have recognized this and included lifelong problems, improve work, and innovate. Such collaborations
learning in the ABET accreditation outcomes that graduates of provide valuable synergies.
To improve competence on the job, Meredith Part I: Lifelong Learning Competencies Development
recommends seeking out and working on challenging leading- The outline of this presentation of the theory of lifelong
edge projects. By identifying resources, one can find data and learning based on the material in Section II was
information for future projects. Advice from experts can be
very valuable. Engineers should seek out mentors including 1. Introduction and USD Goals
previous professors and colleagues. 2. Lifelong Learning Concept
3. Competence Concept
To be current, it is important to join relevant technical 4. Key Competencies
professional societies. For engineers, this includes societies 5. Summary: Intentional Lifelong Learning
such as the IEEE, the American Society of Mechanical
Engineers (ASME) [24] and the Society of Women Engineers Part II. Active learning exercise
(SWE) [25]. Professional organizations offer many
opportunities to network with other professionals and to attend
For Part II, the students performed a think-pair-share
technical and professional development activities (i.e.
exercise using the worksheet shown in Figure 5. Students
conferences, meetings) as well as tutorials to learn about
related key competencies for LLL to what they have learned
emerging technologies and other technical topics. during their career at USD. This was intended to help them
articulate the LLL that is imbedded in the academic
In summary, lifelong learning requires engineers to take curriculum and take responsibility for their personal and
responsibility for their own development, and developing professional development.
habits to improve learning effectiveness.
Part III. Lifelong Learning for Engineers
IV. A LIFELONG LEARNING PROGRAM FOR ENGINEERS The third part of the workshop was about specific
STUDENTS competencies working as an engineer, related to generic or key
competencies. The outline of this presentation followed
Important information about lifelong learning Meredith’s book as described in Section III:
competencies and specific recommendations for engineers
were used to design the “Lifelong Learning Program for 1. The Importance of Lifelong Learning
Engineers Students”. To enhance student learning, an active 2. Plan for Continuing Professional Development
learning exercise was also included [26]. Unlike other 3. Organize Your Work Environment
approaches, this program focused on helping students to learn 4. Working as an Engineer
about the concept of lifelong learning and to be better able to 5. Enhance Your Competencies On-the-Job
demonstrate their lifelong learning skills developed throughout 6. Improve your Learning Process
their undergraduate curriculum. More information about this 7. Graduate School?
program is available in [27]. 8. Memberships in Professional Societies
9. Summary: Lifelong learning never ends.
The program was delivered as a 1.5 hour workshop in
April 2011 to the 21 students enrolled in ELEC 492, Electrical V. EVALUATION OF THE PROGRAM EFFICACY AND
Engineering Design and Practice II, a senior design course for STUDENTS’ SATISFACTION
electrical and mechanical engineering students at the A. Evaluation Methods
University of San Diego (USD). This course was chosen by
the USD Electrical Engineering faculty to provide
The evaluation of the program efficacy, students’
demonstration materials for ABET assessment, faculty review, satisfaction, and impact was done using a mixed-methods
and program improvement. Specifically, students must
approach with statistical analysis of Likert-scaled questions on
demonstrate achievement of most ABET outcomes including
pre- and post-surveys as well as content analysis of open-
lifelong learning via a portfolio. Thus this course was an
ended questions on the surveys and on the students’ portfolios.
appropriate place to implement the “Lifelong Learning
Since there were only 21 students in our study, analysis of the
Competencies for Engineers” program. The program was
qualitative data is particularly important to add validity to the
offered a week before the deadline for students to submit a
quantitative results [28].
draft of their portfolio and consisted of three parts: Part I - a
presentation on lifelong learning competencies development,
Part II - an active learning exercise, and Part III - a B. Results of Data Analysis and Discussion
presentation on lifelong learning competencies for engineers
based on the topics from Meredith’s book. 1. Quantitative Analysis: Likert-scaled survey questions

The results of the descriptive analysis of the Likert-scaled


questions on the pre- and post-surveys are shown in Table 1.
The highest agreement in the pre-survey was on items 2 2 Qualitative Analysis: Open-ended questions
“Lifelong learning is important for engineers” and 3 “I believe
general competencies are important for success in my career.” Five open-ended questions were asked on the pre- and
Item 2 obtained the highest agreement on the post-survey post-surveys:
rising to 4.91 (from 4.68 in the pre-survey), very close to the
maximum possible value of 5.0. The second highest agreement • How do you define “Lifelong learning”?
on the post-survey was for item 1 “Learning to learn is an
important concept for personal development” which had been • How do you define “professional competency”?
third in the pre-survey. For the post-survey, Item 3 became the • What is the purpose of a self-assessment?
third highest item tied with Items 4, 5, and 10.
• What are the main advantages of collaborative work?
In the post-survey, we observed higher agreement in the • Please briefly summarize “your current personal
students’ responses to all but one of the questions asked. This development plan”.
suggests that the workshop on lifelong learning helped the
A summary of the content analysis of student responses to
students learn about this topic. Only item 3 had a lower value
these questions is shown in Table 2 for the pre-survey and
in the post-survey (4.64 vs. 4.68) but it is a very small
Table 3 for the post-survey.
difference and might be attributed to the students’ responding
more honestly when they better understood the meaning of the TABLE 2. CONTENT ANALYSIS ON THE PRE-SURVEY (N=16)
term “general competencies” after the workshop. Question 7
“I have some clear ideas about how to prepare my personal Concept No Answer Incomplete Good
development plan” received the lowest agreement in the pre- Lifelong learning 0 6 10
Professional competency 1 8 7
survey as well as in the post-survey. However, in both cases, it
Self-assessment 0 9 7
was above the neutral value of 3, and the increase from pre to Collaborative work 0 6 10
post that suggests students gained knowledge of personal Personal development plan 1 10* 5
development plans as result of the workshop. The students’
Total 2 39 39
evaluation of the workshop itself on items 11 and 12 on the
* Includes 6 responses of “I don’t have one [personal development
post-survey indicates a high level of satisfaction with the plan]”
workshop and how they could apply the information presented.
TABLE 3. CONTENT ANALYSIS ON THE POST-SURVEY (N=12)
TABLE 1. COMPARISON OF THE PRE AND POST SURVEYS
Pre- Post- No Still
Concept Incomplete Improved
Survey Survey Answer Good
(N=16) (N=12) Lifelong learning 3 0 4 5
Question Mean Mean Professional competency 3 2 4 3
1. Learning to learn is an important concept for Self-assessment 3 2 3 4
4.62 4.73
personal development. Collaborative work 3 0 3 6
2. Lifelong learning is important for engineers. 4.68 4.91 Personal development
3 3 1 5
3. I believe general competencies are important for plan
4.68 4.64
success in my career. Total 15 7 15 23
4. Reflecting about my current knowledge can help
me to improve my future performance in my 4.37 4.64
career.
In summary, 49% of the responses provided by the sixteen
5. Organizing my computer filling system could students who participated in the pre-survey demonstrated good
4.25 4.64 knowledge on the topic of lifelong learning. On the post-
contribute to my professional success.
6. Collaborative work is important to solve complex
4.37 4.55 survey, 38% of the responses showed an improvement after
problems. the workshop and 25% were good before and after the
7. I have some clear ideas about how to prepare my
personal development plan.
3.31 4.00 workshop. The remaining students provided either no response
8. The Internet offers many opportunities for learning. 4.31 4.55 or an incomplete response. Note that four students completed
9. My USD education has prepared me to be a only the pre-survey and three students provided no responses
4.06 4.36
lifelong learner. to the open-ended questions on the post-survey. Considering
10. Personal development is the responsibility of all only those 9 students who provided open-ended answers to
4.50 4.64
professionals.
11. I expect to improve my professional competencies both surveys, 51% of the responses improved after the
by using some of the ideas presented in this 4.27 workshop and an additional 33% of the responses were good
workshop. before and after the workshop. These results suggest that the
12. Overall, I am satisfied with how easy the ideas students started with a good foundation on the topic of lifelong
presented in this workshop apply in my personal 4.18
development.
learning competencies from their careers at USD. However,
the workshop was helpful for many of them with about one- Susan Lord 31/1/12 01:13
third of the survey respondents (5 out of 16) demonstrating Comentario: I like having the table all in
improvement in their knowledge after the workshop. (Note one column not split across 2 columns.
that this is 24% of the entire class - 5 out of 21 students.)
Consistent with the quantitative results, the qualitative data Students had the opportunity to apply what they learned in an
also show that the workshop was particularly beneficial for exercise where they connected the discussion of LLL
imparting knowledge about personal development plans. “I strategies and key competencies to their own experiences. This
don’t have one” was the most common response before the helped them to take responsibility for their personal and
workshop but most students who responded on the post-survey professional development.
had a good response in summarizing their PDP.
A limitation of this work is that it has only been done with
one group of students at one institution in one country.
3. Portfolios Incorporating the suggestions from this first group of students,
we intend to repeat this workshop with several groups at
Our content analysis of the portfolios confirmed the different universities in different countries including Bulgaria
results of the surveys and showed that the workshop had a and Spain. Increasing the sample size will improve the validity
significant impact on the participants. The students were able and generalizability of the results.
to articulate their LLL competencies developed throughout
their university career using terms that were used in the VI. CONCLUSIONS AND RECOMMENDATIONS
workshop. Notably, twenty of the 21 students (95%) In a multidisciplinary and international collaboration
specifically or implicitly included some information from the between an education professor from Spain and an engineering
workshop in their portfolios. Three students used the three professor from the USA, we developed a “Lifelong Learning
broad categories of key competencies described in the Competencies for Engineers” program presented to the students
workshop to organize their demonstration materials. These in a workshop. This consisted of presentations on lifelong
students used examples that were discussed during the active learning competencies and specific recommendations for
learning exercise of Part II of the workshop. For example, one lifelong learning for engineers as well as an active learning
student mentioned learning to use tools such as ProEngineer exercise. The workshop was implemented in a senior design
Wildfire 5.0, interacting in heterogeneous group with people course at USD in Spring 2011 with 21 electrical and
from different cultures, and attending a leadership training mechanical engineering students.
seminar and graduate student technical conference as evidence
of actual and future commitment to lifelong learning. The data analysis results show an improvement in the
students’ knowledge of lifelong learning competencies after the
Ten students highlighted the importance of being a workshop. In the post-survey, the largest improvement was in
member of professional societies such as IEEE or ASME to their knowledge of personal development plans. The students
find opportunities for training and establish professional recognized that lifelong learning is important for their
relationships and networks worldwide. Seven students professional development as engineers and their agreement is
mentioned topics that were discussed in the workshop stronger after the workshop.
including the importance of staying current as an engineer, the
importance of lifelong learning, continued learning, remaining The evaluation of the qualitative data from students’
a strong member of the work force, learning never stops, responses to open-ended questions confirms that the workshop
technology changes rapidly, and the value of mentors as well was beneficial. Although many students did have good
as working collaboratively in groups to share experiences, knowledge about lifelong learning and professional
knowledge, and develop relationships. competencies by the time they are seniors at USD, about a
third of respondents showed improvement in their
4. Discussion demonstration of this knowledge after the workshop. Also they
reported satisfaction with the workshop experience and
This program on LLL competencies for engineers was activities particularly the interactivity and focus on key
effective. The students gained information after the workshop competencies. Finally, an important measurement of the
and expressed satisfaction with the contents and activities. program’s impact was reflected in their portfolio submitted
Students gained a better understanding of the importance of one week after the workshop. 20 of 21 students mentioned the
LLL concepts throughout the world and their individual need workshop or its contents in their description of achieving the
to develop their generic competencies in addition to their ABET outcome related to lifelong learning.
specific technical competencies. The program emphasized the
importance of improving competencies, including generic In summary, the ‘Lifelong Learning Competencies for
competencies, and the impact of information and Engineers’ program worked well. Such a workshop could
communication technologies on the way people work and complement other efforts embedded in the curriculum. It is
learn and as a factor for collaborative exchange and beneficial for students to reflect about their lifelong learning at
construction of knowledge. The program helped students’ the end of their undergraduate curriculum as they prepare to
conceptualization about LLL strategies based on key enter the workforce where they will continue to use these LLL
competencies for personal and professional development. skills. Other educators in engineering and a variety of fields
could adapt this workshop to help educate their students about [11] P. Sloep, J. Boon, B. Cornu, M. Klebl, P. Lefrere, A. Naeve, P. Scott,
and L. Tinoca, A European research agenda for lifelong learning, Int.
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citizens of the modern global world and that individuals [13] D. S. Rychen, L. H. Salganik, and M. E. McLaughlin, (Eds.), pp. 97-99.
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and professional development. We hope that this work Competencies) Symposium, Swiss Federal Statistical Office, Neuchâtel,
2003.
contributes to helping students realize these goals.
[14] D. Briedis, Developing Effective Assessment of students Professional
Outcomes, Journal of Engineering Education, 18(2), 2001, pp 208-216.
ACKNOWLEDGMENTS [15] N. J. Mourtos, Defining, Teaching and Assessing Lifelong Learning
Skills, Proceedings of the 2003 ASEE/IEEE Frontiers in Education
The authors gratefully acknowledge the cooperation of the Conference, Boulder, CO, November, 2003.
students in ELEC 492 at the University of San Diego in this
[16] L. J. Shuman, M. Besterfield-Sacre, and J. McGourty, The ABET
research as well as the assistance of John Meredith and IEEE “Professional Skills” – Can They Be Taught? Can They Be Assessed?
USA Press in providing copies of his book for the students. The Journal of Engineering Education, 94(1), 2005, pp. 41-55.
Spanish author also thanks the Spanish Ministry of Education, [17] D. Riley and L. Claris, 2008, Developing and Assessing Students’
the National University for Distance Education, and the Ability to Engage in Lifelong Learning, International Journal of
University of San Diego for their support during her sabbatical. Engineering Education, 24(5), 2008, pp 906-916.
[18] J. Stolk, R. Martello, M. Somerville, and J. Geddes, Engineering
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