ENGINEERING UNDERGRADUATES AND THEIR SELF-REPORTED CONFIDENCE AND PROFICIENCY LEVELS IN LIFELONG LEARNING (A12)

Abstract

This paper reports on what we found when we surveyed second-year students in a Technical Communication class, once at the beginning of the semester and again at the end, and then when we surveyed two senior capstone design classes, one in Mechanical Engineering, one in Electrical and Computer Engineering, and one in Civil Engineering. In all these iterations, we asked students to indicate their levels of confidence and proficiency in their writing and speaking skills (communication skills), teamwork and personal skills development (lifelong learning). When we surveyed our second-year students, they indicated that they were only moderately confident in their communication skills (the aggregate was mostly 3 or slightly more on a scale of 5). At the end of the semester, when we asked them what they believed would be the competency level expected of them in these areas when they graduated, that number jumped to 4.5 on average. These students, however, were also decidedly more confident in their teamwork and lifelong learning skills, where the average hovered close to 3.5. On average, the capstone students were likewise confident in these areas, even slightly more so (3.87). Given the rapidity with which technical information grows and the complexity of the world around us, engineering students must be more prepared than ever to develop the drive to keep learning so that, as practicing professionals, they are equipped to maintain their competence and contribute to the advancement of knowledge.