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An Integrated Engineering Model for Advising
... Addressing these challenges requires a supportive educational environment that offers resources for academic support, personal development, and professional growth. Institutions can help students overcome these hurdles by providing mentoring programs, academic advising, mental health services, and opportunities for hands-on learning and realworld problem-solving [16], [22], [23], [24], [25], [26]. This paper introduces the design and implementation of City Tech's 'Exploring Engineering Technology' course, which aims to address some of the challenges mentioned above. ...
Internationally, engineering education is finding that students need more skills with regard to learning, and that graduates require improved skills to function effectively in the workplace. Emotional intelligence (EQ) covers a range of skills, including self-awareness, self-regulation, motivation, empathy and social skills. EQ also makes a considerable impact on communication skills, including that from an intercultural aspect, as well as on the learning abilities of students. However, EQ should not be considered as substitute for intellect, but rather as an enhancer for work skills and employment opportunities. For these reasons, engineering educators should seriously consider the integrating the facilitation of EQ skills in the engineering curricula. Some basic recommendations are made in the article as to how EQ skills can be incorporated into engineering education. Declining EQ skills in students affect their performance and may lead to higher drop out rates; in turn, this affects the calibre of the engineering graduate in the workplace. The article concludes by making a recommendation that universities seize the opportunity to shape the modern engineer and advance the standing of engineering in the new millennium.
Lifelong learning is the lifewide, voluntary and self-motivated pursuit of knowledge for not only personal but professional reasons as well. It does not only enhance social inclusion, active citizenship and individual development, but also increases competitiveness and employability. The importance of Lifelong Learning has been increasing for some important reasons. These are increasing of life expectancy, increasing the "old-age dependency" ratio, to desire for increasing the life quality, and trying to keep themselves in good physical and mental condition by humans. Due to these reasons, the importance of Lifelong Learning has been increasing.
Students' multiple goals and motivations for engaging in school learning are discussed. Our discussion is organized around two divisions of student motivation: intrinsic-extrinsic motivation and future-present orientation. In the case of future-present orientation, an extensive review of both the history of this concept and several studies that provide insight into the relation of Future Time Perspective (FTP) to human motivation is provided. A brief review of literature on intrinsic motivation and goal theory is also provided. We consider the possibility that intrinsic motivation and FTP can be integrated in a meaningful way. We believe that providing a theoretical base for understanding this interaction will contribute toward developing a multidimensional picture of student motivation.
Background
Preparing students to solve complex problems is an identified area of need in engineering education. Despite the documented influence of motivation on learning, little research exists that examines how motivation and problem solving in engineering interconnect.
Purpose
This study explores how engineering students perceive problem solving tasks, the future, and the connections between the two.
Methods
Interviews with engineering students (n = 9) about engineering problems, problem solving processes, their futures, and interactions between their futures and problem solving tasks were analyzed using interpretative phenomenological analysis (IPA). Analysis of the resulting transcripts identified and clustered units of meaning into themes, first by participant and then across participants.
Results
Three themes emerged from the IPA: participants perceived engineering as being primarily a problem solving process; participants reported using different problem solving processes depending on how well the task aligned with their future goals; and participants' perceptions of their future drove the problem solving processes they report using.
Conclusions
This work supports and extends engineering problem solving literature by making explicit the connections students describe between their problem solving processes and their future‐oriented motivations. Additionally, this work furthers our understanding of how future‐oriented motivations are conceptualized by engineering students.
This study examined the relationships among attachment, psychological well-being (PWB), life satisfaction, and concerns about the transition out of college among a sample of college seniors. A path analysis was conducted predicting that PWB and life satisfaction would mediate the relationships between attachment and 3 types of graduation transition concerns: career, change and loss, and support. Significant mediation effects affecting career concerns and change and loss concerns were discovered. Implications for college counseling are discussed.
Advances in Engineering Education (AEE); the American Society for Engineering Education (ASEE) journal Special Issue #1: Emerging and Current Leading Innovative Engineering Education ProgramsWorldwide
- R Ulseth
- B Johnson
- C Kennedy
Ulseth, R., Johnson, B, &; Kennedy, C. (2021), "Iron Range Engineering", Advances in
Engineering Education (AEE); the American Society for Engineering Education (ASEE)
journal Special Issue #1: Emerging and Current Leading Innovative Engineering
Education ProgramsWorldwide. April 2021.
Parental influence on exploratory students' college choice, major, and career decision making
- J L Workman
J. L. Workman. Parental influence on exploratory students' college choice, major, and career
decision making. College Student Journal, 49(1), 2015, 23+.