Rear end
Engineers
need to acquire scientific knowledge and experience to deal effectively with
the world's major challenges, but it is difficult to organize training for this
experience in the already full curriculum. An engineering service can provide
opportunities to acquire such knowledge; however, earlier research on the
learning outcomes of such activities has been small, anecdotal, or excluding a
comparison group.
Purpose
/ Theory
Our
goal is to understand whether the reporting results studied vary between involved
and non-involved engineers in engineering services activities. In particular,
are the two groups experienced and learned different scientific knowledge and
experience in their engineering careers?
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