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

    Source: Journal of Civil Engineering Education:;2022:;Volume ( 148 ):;issue: 004::page 04022007
    Author:
    Kamryn Froehle
    ,
    Logan Dickman
    ,
    Adam R. Phillips
    ,
    Homero Murzi
    ,
    Marie Paretti
    DOI: 10.1061/(ASCE)EI.2643-9115.0000068
    Publisher: ASCE
    Abstract: Civil engineering is rapidly evolving as research discoveries, technological evolution, and changing regulations alter the state of practice. To adapt to the advancement of the field, engineers must have the ability to be lifelong learners. While a number of studies have focused on developing lifelong learning skills among undergraduates, far fewer empirical studies have examined such learning in engineering workplaces. Further, additional context-specific research on the skills and knowledge required for success in civil engineering is needed. This study begins to address these gaps through an exploratory study of current practitioners using 19 semistructured interviews with a purposeful sample of civil engineers in the Pacific Northwest. Subsequent thematic analysis of the interview transcripts revealed four themes of skill and knowledge groups, namely technical, communication, professional, and business skills and knowledge, plus the methods of learning used to develop those skills. The findings from this study were placed into context within the existing literature. As has been mirrored in studies across several engineering disciplines, this study revealed that communication skills remain critical for professional practice, especially nonformal modes of communication such as email. Discipline and region-specific technical skills, such as seismic design and the use of specialized analysis software, were revealed to be important for both entry-level engineers and engineers in management and senior roles. Other important findings of this study also showcased the need for self-directed learning, learning through mentorship and asking questions, and learning through experience. Finally, several implications of the research findings on civil engineering education were discussed, such as greater emphasis on metacognitive activities that encourage students to reflect on how they learn.
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      Understanding Lifelong Learning and Skills Development: Lessons Learned from Practicing Civil Engineers

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    contributor authorKamryn Froehle
    contributor authorLogan Dickman
    contributor authorAdam R. Phillips
    contributor authorHomero Murzi
    contributor authorMarie Paretti
    date accessioned2022-08-18T12:13:20Z
    date available2022-08-18T12:13:20Z
    date issued2022/06/29
    identifier other%28ASCE%29EI.2643-9115.0000068.pdf
    identifier urihttp://yetl.yabesh.ir/yetl1/handle/yetl/4286226
    description abstractCivil engineering is rapidly evolving as research discoveries, technological evolution, and changing regulations alter the state of practice. To adapt to the advancement of the field, engineers must have the ability to be lifelong learners. While a number of studies have focused on developing lifelong learning skills among undergraduates, far fewer empirical studies have examined such learning in engineering workplaces. Further, additional context-specific research on the skills and knowledge required for success in civil engineering is needed. This study begins to address these gaps through an exploratory study of current practitioners using 19 semistructured interviews with a purposeful sample of civil engineers in the Pacific Northwest. Subsequent thematic analysis of the interview transcripts revealed four themes of skill and knowledge groups, namely technical, communication, professional, and business skills and knowledge, plus the methods of learning used to develop those skills. The findings from this study were placed into context within the existing literature. As has been mirrored in studies across several engineering disciplines, this study revealed that communication skills remain critical for professional practice, especially nonformal modes of communication such as email. Discipline and region-specific technical skills, such as seismic design and the use of specialized analysis software, were revealed to be important for both entry-level engineers and engineers in management and senior roles. Other important findings of this study also showcased the need for self-directed learning, learning through mentorship and asking questions, and learning through experience. Finally, several implications of the research findings on civil engineering education were discussed, such as greater emphasis on metacognitive activities that encourage students to reflect on how they learn.
    publisherASCE
    titleUnderstanding Lifelong Learning and Skills Development: Lessons Learned from Practicing Civil Engineers
    typeJournal Article
    journal volume148
    journal issue4
    journal titleJournal of Civil Engineering Education
    identifier doi10.1061/(ASCE)EI.2643-9115.0000068
    journal fristpage04022007
    journal lastpage04022007-14
    page14
    treeJournal of Civil Engineering Education:;2022:;Volume ( 148 ):;issue: 004
    contenttypeFulltext
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