Synthesizing Definitions of Professional Competencies Linked to Experiential Learning in Engineering Education: A Literature Review

Abstract

Experiential learning has been linked to improved outcomes for students in higher education. In engineering, experiential learning is viewed as highly aligned with the pedagogy of engineering education, however, consensus on which outcomes are relevant and how they are defined has not been established. This literature review explores how engineering education literature has defined a set of twelve competencies linked to experiential learning in engineering. A synthesis of literature defining Communication, Creativity, Empathy, Entrepreneurial Mindset, Ethics, Global and Cultural Awareness, Grit / Persistence / Resilience, Leadership, Lifelong Learning, Ability to Accept and Manage Risk, Systems Thinking, and Teamwork is presented.