Scaffolding Lifelong Learning in First-Year Engineering Courses

In a world of evolving technology, it is critical for engineers to be able to recognize and take action to fill gaps in their knowledge. The development of these lifelong learning competencies has always been a significant part of university education, however there is a recent trend to teach and assess this graduate attribute in a more deliberate manner in engineering programs. A review of CEEA conference articles was conducted to gather information about the instruction of lifelong learning and existing surveys that measure lifelong learning and self-regulated learning in Canadian engineering programs. Based on the gaps identified in this review, instructional content and activities aimed at teaching lifelong learning and self-assessment survey questions are proposed as simple ways to teach and evaluate lifelong learning knowledge, skills, and attitudes in first-year engineering students. These recommendations can be used to guide engineering instructors in their lifelong learning pedagogical practices.