Connecting to the future

How the perception of future impacts engineering undergraduate students' learning and performance

Wen Ting Chung, Jieun Lee, Jenefer Husman, Glenda Stump, Cecelia Maez, Aaron Done

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

Abstract

The purpose of this study is to examine how engineering students' conceptualization of their future is related to the factors which have been studied related to students' retention. Two Future Time Perspective (FTP) constructs, Connectedness and Perceived Instrumentality, were included to measure students' conceptualization of their future. The results indicated that students who tended to connect their present to engineering future career (Connectedness) believed they were more capable of learning course materials, reported they used more collaborative learning strategies as well as engaged more in knowledge building behaviors, and have higher grades. Also, student who perceived their current learning as being helpful for their future learning and career (Perceived Instrumentality) believe they were more capable of learning course materials and reported more engagement in knowledge building behaviors. Our study contributes to the recent trend of engineering education reform which advocates increasing the connection between students' daily learning and future careers, by introducing Future Time Perspective (FTP), a widely studied theory in psychology. Our findings provide educators guidelines for incorporating connections to the future into curricula content and instructional design.

Original languageEnglish (US)
Title of host publicationProceedings - Frontiers in Education Conference, FIE
DOIs
StatePublished - 2009
Event39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009 - San Antonio, TX, United States
Duration: Oct 18 2009Oct 21 2009

Other

Other39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009
CountryUnited States
CitySan Antonio, TX
Period10/18/0910/21/09

Fingerprint

Students
engineering
learning
performance
student
career
Engineering education
Curricula
teaching content
learning strategy
psychology
educator
reform
present
trend
education
time

Keywords

  • Academic achievement
  • Active learning
  • Engineering retention
  • Future time perspective
  • Selfefficacy

ASJC Scopus subject areas

  • Computer Science Applications
  • Software
  • Education

Cite this

Chung, W. T., Lee, J., Husman, J., Stump, G., Maez, C., & Done, A. (2009). Connecting to the future: How the perception of future impacts engineering undergraduate students' learning and performance. In Proceedings - Frontiers in Education Conference, FIE [5350499] https://doi.org/10.1109/FIE.2009.5350499

Connecting to the future : How the perception of future impacts engineering undergraduate students' learning and performance. / Chung, Wen Ting; Lee, Jieun; Husman, Jenefer; Stump, Glenda; Maez, Cecelia; Done, Aaron.

Proceedings - Frontiers in Education Conference, FIE. 2009. 5350499.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Chung, WT, Lee, J, Husman, J, Stump, G, Maez, C & Done, A 2009, Connecting to the future: How the perception of future impacts engineering undergraduate students' learning and performance. in Proceedings - Frontiers in Education Conference, FIE., 5350499, 39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009, San Antonio, TX, United States, 10/18/09. https://doi.org/10.1109/FIE.2009.5350499
Chung WT, Lee J, Husman J, Stump G, Maez C, Done A. Connecting to the future: How the perception of future impacts engineering undergraduate students' learning and performance. In Proceedings - Frontiers in Education Conference, FIE. 2009. 5350499 https://doi.org/10.1109/FIE.2009.5350499
Chung, Wen Ting ; Lee, Jieun ; Husman, Jenefer ; Stump, Glenda ; Maez, Cecelia ; Done, Aaron. / Connecting to the future : How the perception of future impacts engineering undergraduate students' learning and performance. Proceedings - Frontiers in Education Conference, FIE. 2009.
@inproceedings{acc5b3487e684825a6c30662b95f53f8,
title = "Connecting to the future: How the perception of future impacts engineering undergraduate students' learning and performance",
abstract = "The purpose of this study is to examine how engineering students' conceptualization of their future is related to the factors which have been studied related to students' retention. Two Future Time Perspective (FTP) constructs, Connectedness and Perceived Instrumentality, were included to measure students' conceptualization of their future. The results indicated that students who tended to connect their present to engineering future career (Connectedness) believed they were more capable of learning course materials, reported they used more collaborative learning strategies as well as engaged more in knowledge building behaviors, and have higher grades. Also, student who perceived their current learning as being helpful for their future learning and career (Perceived Instrumentality) believe they were more capable of learning course materials and reported more engagement in knowledge building behaviors. Our study contributes to the recent trend of engineering education reform which advocates increasing the connection between students' daily learning and future careers, by introducing Future Time Perspective (FTP), a widely studied theory in psychology. Our findings provide educators guidelines for incorporating connections to the future into curricula content and instructional design.",
keywords = "Academic achievement, Active learning, Engineering retention, Future time perspective, Selfefficacy",
author = "Chung, {Wen Ting} and Jieun Lee and Jenefer Husman and Glenda Stump and Cecelia Maez and Aaron Done",
year = "2009",
doi = "10.1109/FIE.2009.5350499",
language = "English (US)",
isbn = "9781424447152",
booktitle = "Proceedings - Frontiers in Education Conference, FIE",

}

TY - GEN

T1 - Connecting to the future

T2 - How the perception of future impacts engineering undergraduate students' learning and performance

AU - Chung, Wen Ting

AU - Lee, Jieun

AU - Husman, Jenefer

AU - Stump, Glenda

AU - Maez, Cecelia

AU - Done, Aaron

PY - 2009

Y1 - 2009

N2 - The purpose of this study is to examine how engineering students' conceptualization of their future is related to the factors which have been studied related to students' retention. Two Future Time Perspective (FTP) constructs, Connectedness and Perceived Instrumentality, were included to measure students' conceptualization of their future. The results indicated that students who tended to connect their present to engineering future career (Connectedness) believed they were more capable of learning course materials, reported they used more collaborative learning strategies as well as engaged more in knowledge building behaviors, and have higher grades. Also, student who perceived their current learning as being helpful for their future learning and career (Perceived Instrumentality) believe they were more capable of learning course materials and reported more engagement in knowledge building behaviors. Our study contributes to the recent trend of engineering education reform which advocates increasing the connection between students' daily learning and future careers, by introducing Future Time Perspective (FTP), a widely studied theory in psychology. Our findings provide educators guidelines for incorporating connections to the future into curricula content and instructional design.

AB - The purpose of this study is to examine how engineering students' conceptualization of their future is related to the factors which have been studied related to students' retention. Two Future Time Perspective (FTP) constructs, Connectedness and Perceived Instrumentality, were included to measure students' conceptualization of their future. The results indicated that students who tended to connect their present to engineering future career (Connectedness) believed they were more capable of learning course materials, reported they used more collaborative learning strategies as well as engaged more in knowledge building behaviors, and have higher grades. Also, student who perceived their current learning as being helpful for their future learning and career (Perceived Instrumentality) believe they were more capable of learning course materials and reported more engagement in knowledge building behaviors. Our study contributes to the recent trend of engineering education reform which advocates increasing the connection between students' daily learning and future careers, by introducing Future Time Perspective (FTP), a widely studied theory in psychology. Our findings provide educators guidelines for incorporating connections to the future into curricula content and instructional design.

KW - Academic achievement

KW - Active learning

KW - Engineering retention

KW - Future time perspective

KW - Selfefficacy

UR - http://www.scopus.com/inward/record.url?scp=77951495364&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77951495364&partnerID=8YFLogxK

U2 - 10.1109/FIE.2009.5350499

DO - 10.1109/FIE.2009.5350499

M3 - Conference contribution

SN - 9781424447152

BT - Proceedings - Frontiers in Education Conference, FIE

ER -