Collaborative Research: Research Initiation: Defining 21st Century Lifelong Learning Skills for Engineering Practice

合作研究：研究启动：定义21世纪工程实践的终身学习技能

• 批准号: 1925964
• 负责人: Homero Murzi
• 金额: $ 3.33万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-15 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1925964&HistoricalAwards=false
• 关键词: Collaborative; Research; Initiation; Defining; 21st

Lifelong learning is critical for the engineering field because of technological advancements, changing regulations, interpretation and synthesis of massive data, and a host of other factors. Furthermore, the Accreditation Board for Engineering and Technology, professional licensure boards, and engineering education research have identified that lifelong learning needs to be promoted to better meet industry needs. Currently, educators do not have a clear, and data proven, picture of what skills require additional study post-graduation, how practitioners engage in lifelong learning, or how student perceptions of lifelong learning may differ from practitioner's reality. The goal of this research is to investigate practitioner experiences and perceptions of lifelong learning to determine the skills developed and methods of learning utilized. The research will also investigate how those skills and methods change throughout career progression and how closely they match student perceptions of lifelong learning. A better fundamental understanding of what and how practitioners study and develop skills as they progress through their career will inform the engineering education community about what learning abilities are required to be prepared for lifelong learning as professional engineers.This study seeks to understand three research questions: 1) What skills are most developed by practitioners at different career positions, 2) How do practitioners find and consume information on the skills they want to develop, and 3) What perceptions do undergraduate students have about the skills they will need to develop throughout their career and how do they think they will develop those skills? A research plan has been developed to investigate and answer these questions first by conducting qualitative analysis of semi-structured interviews of practicing engineers in the Pacific Northwest. Interview recordings and transcripts will be analyzed using interpretative phenomenological analysis to obtain a rich understanding of practitioner perspectives of lifelong learning. Then, the project will conduct quantitative analysis of lifelong learning survey results of practicing engineers and undergraduate students. Lastly, researchers will compare the practitioner and student survey results to identify differences in perceptions about lifelong learning. The outcomes of the mixed-methods study will quantify lifelong learning skills developed during engineering practice and their relationship to career position, which will increase our fundamental understanding about what skills practitioners study as they progress through their career. Identifying gaps in knowledge and perceptions between student beliefs about lifelong learning and the realities of practice will provide insight to the engineering education field about what skills may be lacking or less developed and how future work could further improve engineer formation and preparation.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

终身学习对于工程领域至关重要，因为技术进步，不断变化的法规，大量数据的解释和综合以及许多其他因素。 此外，工程和技术认证委员会、专业执照委员会和工程教育研究已经确定，需要促进终身学习，以更好地满足行业需求。 目前，教育工作者没有一个明确的，数据证明，什么技能需要额外的研究毕业后，从业人员如何从事终身学习，或如何终身学习的学生的看法可能与从业者的现实不同的图片。 本研究的目的是调查从业人员的经验和对终身学习的看法，以确定开发的技能和使用的学习方法。 该研究还将调查这些技能和方法在整个职业发展过程中如何变化，以及它们与学生对终身学习的看法有多接近。 更好地了解从业人员在职业生涯中学习和发展技能的内容和方式，将告知工程教育界需要为终身学习做好准备的学习能力。本研究旨在了解三个研究问题：1）在不同的职业岗位上，从业者最能发展什么技能，2）从业者如何找到和消费关于他们想要发展的技能的信息，3）本科生对他们在整个职业生涯中需要发展的技能有什么看法，他们认为他们将如何发展这些技能？ 一个研究计划已经制定调查和回答这些问题，首先进行定性分析的半结构化面试的执业工程师在太平洋西北地区。 访谈录音和成绩单将使用解释现象学分析进行分析，以获得终身学习从业者的观点丰富的理解。 然后，本项目将对实习工程师和本科生的终身学习调查结果进行定量分析。 最后，研究人员将比较从业者和学生的调查结果，以确定对终身学习的看法差异。 混合方法研究的结果将量化在工程实践中开发的终身学习技能及其与职业地位的关系，这将增加我们对从业者在职业生涯中学习什么技能的基本理解。 确定学生对终身学习的信念和实践的现实之间的知识和看法的差距，将为工程教育领域提供关于哪些技能可能缺乏或发展不足以及未来工作如何进一步改善工程师培养和准备的洞察力。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响进行评估来支持审查标准。

项目成果

Understanding Lifelong Learning and Skills Development: Lessons Learned from Practicing Civil Engineers

了解终身学习和技能发展：实践土木工程师的经验教训

• DOI: 10.1061/(asce)ei.2643-9115.0000068
• 发表时间: 2022
• 期刊: Journal of Civil Engineering Education
• 影响因子: 1.6
• 作者: Froehle, Kamryn;Dickman, Logan;Phillips, Adam R.;Murzi, Homero;Paretti, Marie
• 通讯作者: Paretti, Marie

Lifelong Learning Is an Ethical Responsibility of Professional Engineers: Is School Preparing Young Engineers for Lifelong Learning?

终身学习是专业工程师的道德责任：学校是否正在为年轻工程师做好终身学习的准备？

• DOI: 10.1061/(asce)ei.2643-9115.0000045
• 发表时间: 2021
• 期刊: Journal of Civil Engineering Education
• 影响因子: 1.6
• 作者: Froehle, Kamryn;Phillips, Adam R.;Murzi, Homero
• 通讯作者: Murzi, Homero