Active and retired university faculty completed a new measure of anxiety about retirement. Results suggest that the measure possessed high internal consistency, as well as both discriminant and ...construct validity. The measure's use for persons anticipating retirement is discussed in the context of a proactive stance toward retirement preparation. (RJM)
Integrated Design Engineering Assessment and Learning System (IDEALS): Piloting Teamwork and Professional Skills Development Instructional MaterialsAbstractNational and global engineering challenges ...require preparation of engineering graduates withstrong technical, personal, and interpersonal abilities. For reasons of resource efficiency andconsistent preparation, engineering programs would benefit from well-developed, integratedinstructional materials and assessments that effectively motivate and facilitate development ofprofessional skills vital to engineering practice. The purpose of this paper is to summarize andpromote the work of an NSF funded project team that created and pilot tested instructionalmodules for Teamwork, Professional Development (self-directed learning), and ProfessionalResponsibility. Full modules include pre-class assignments, in-class exercises, and post-classassessment assignments. Instructors may choose to use individual modules and selectedresources within a given module. All modules (instructional materials and assessments) areavailable online for use by authorized instructors.The IDEALS modules were implemented in capstone engineering design classes at sevenparticipating institutions. The normal assessment implementation cycle encompassed pre-classpreparation of students for the assessment, student completion of the assessment, and individualand team feedback on assessment results to maximize student benefits from the assessment. Theset of instructional activities and formative and summative assessments for a given area (e.g.,Teamwork, Professional Development) was further structured in a six-step IDEALS learningcycle that progressively builds student motivation and understanding to achieve advancedperformance levels for the targeted professional skills.This paper will provide results of the one-year pilot-testing period. Different combinations ofmodules were implemented at each participating institution. Instructors employed instructionalmaterials and assessments to support their varied course designs and class needs. Modules wereused in capstone engineering design courses serving many different engineering and non-engineering disciplines. Data were collected on student performances in teamwork, professionaldevelopment, and professional responsibility. Follow-up interviews of instructors and formerstudents provided data on their valuing of the modules and their perspectives on implementationissues.The IDEALS assessments documented progressively increasing levels of professional skillperformances by students over the duration of capstone courses. Modules were shown to havepositive impacts on student and faculty attitudes toward professional skills development.Students found assessments useful for facilitating their professional skills development but alsofelt that assessments took time from project completion activities. Instructors observed improvedstudent performances and understanding from the modules but also expressed concern about thetime required to provide quality feedback on assessments. The paper will also provide resultsfrom faculty and student interviews that revealed a variety of insights for implementation andlearning impacts, respectively.
