Self-directed learning in an ASL course

Abstract

Every study of engineering education and the skills required of practicing engineers lists life-long learning (LLL) as a necessary ingredient. And yet, there has been little developed in the way of formal preparation for engineering students so that they will become life-long learners. In fact, the loaded curriculum presented in most engineering programs works against developing the learning skills and love of learning required to be a successful LLL. Students do not have time to reflect on what they are learning or to explore personal interests through elective courses while in college. The seeds of effective LLL must be sown at the beginning of the program if the college experience is going to support this type of development in engineering students. Previously, a paper describing activities being introduced in the DTeC course at Binghamton University (BU) and the engineering science program at Broome Community College (BCC) to start students on the path toward becoming self-directed learners (SDL) was presented (S.B. Fellows et al., 2000). The paper describes developments during the past year (2000-2001) in implementing the SDL program at the two institutions.