Evaluating Lifelong Learning

One of the required ABET outcomes is “a recognition of the need for, and an ability to engage in lifelong learning.” Although students must demonstrate this recognition and ability at graduation, data from alumni can strengthen a program’s assertion that its graduates actually engage in lifelong learning. Several strategies for demonstrating lifelong learning are presented and discussed. In addition, a case study from the Mechanical Engineering Department at Rose-Hulman Institute of Technology is presented. For the case study, several assessment instruments were used: an alumni survey, employer focus groups, an Advisory Board survey, and feedback from senior students. Each component will be discussed, results will be presented, and conclusions will be drawn. The alumni survey was made via the internet. The 760 respondents included graduates from the 1940s through the 2000s. Respondents were asked to indicate the number of additional courses or workshops that they had taken and whether or not they had received any additional degrees. Furthermore, respondents were asked to rate the importance of lifelong learning to their current job. In addition, they were asked to rate how well Rose had prepared them for lifelong learning. Employer perspective was gained through focus groups and the advisory board. Companies who were present at career fairs were asked to answer questions about Rose graduates in general. The ME Advisory Board contains members from institutions who are major employers of our graduates. Advisory board members gave feedback based on their knowledge of graduates’ performances. As in the alumni survey, both groups were asked to rate the importance of lifelong learning, along with how well Rose prepared them. Finally graduating seniors were asked to rate how important they felt lifelong learning would be in their careers. In addition, they were asked how well prepared they thought they were. All groups surveyed rated the ability to continue to learn and educate one’s self as being important, and all groups felt that RHIT graduates met the required standard.