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We integrate three pedagogical constructs to design a novel toolbox to support engineering graduate attribute development and measurement of life-long learning. These constructs are (i) Bloom’s Taxonomy of Educational Objectives in the Cognitive Domain, (ii) Curriculum mapping to skill levels of Introduction, Reinforcement, Mastery and Assessment (IRMA), and (iii) High Impact Practices (HIPs). We use the toolbox in a single, but in-depth, experiential education research study in our department’s Biomedical and Electrical Engineering program. We formally introduce these pedagogies to a cohort of eighteen final year students. The students then use the toolbox throughout the term to identify and address their own educational needs such that they develop into independent, competent life-long learners. We test the effectiveness of the toolbox using mixed methods research. Bloom’s Taxonomy levels scored by the instructor and the students had a correlation coefficient of 0.36. IRMA mapping was tested using binomial hypothesis testing. The test accepted the alternative hypothesis H1: Student mapping of course learning outcomes to a skill level was informed by the instructor’s pedagogy and followed the same distribution as the instructor's mapping, i.e., the mapping was not random and p≠0.5. Results showed H1: {I (47%), R (84%), M (63%)}. In addition, experiential impressions of life-long learning on the students were gathered through qualitatively written feedback.

ENGINEERS AS LIFE-LONG LEARNERS: PEDAGOGICAL TOOLS FOR ENGINEERING GRADUATE ATTRIBUTE DEVELOPMENT