Journal of Engineering Education Transformations

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Do Engineering Educators Read?: Appraising a University Reading Program


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1 University of Saint Louis, Tuguegarao City, Philippines
 

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This paper sought to find out how effective implementing a reading program called Project Read Everything About your Field, Digest, and Share (Project READS) among the School of Engineering, Architecture and Information Technology Education (SEAITE) faculty members of the University of Saint Louis, Philippines, because of the underutilization of library resources. As it has been five years since its implementation, the need to find out how well the Project Implementation was necessary. This descriptive study then presents the evaluation of the Project READS program of the among full-time and part-time engineering educators. The results reveal that most of them are engaged in professional readings along their field of specialization. Moreover, Project READS is effective and sustainable. Suggestions to further improve the Project's implementation are also advanced to fully appreciate this professional reading project's effect on engineering educators and learners.

Keywords

Project READS, Reading Program, Effectiveness of a Reading Program in Engineering and Architecture.
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  • Do Engineering Educators Read?: Appraising a University Reading Program

Abstract Views: 379  |  PDF Views: 162

Authors

Emmanuel James P. Pattaguan
University of Saint Louis, Tuguegarao City, Philippines

Abstract


This paper sought to find out how effective implementing a reading program called Project Read Everything About your Field, Digest, and Share (Project READS) among the School of Engineering, Architecture and Information Technology Education (SEAITE) faculty members of the University of Saint Louis, Philippines, because of the underutilization of library resources. As it has been five years since its implementation, the need to find out how well the Project Implementation was necessary. This descriptive study then presents the evaluation of the Project READS program of the among full-time and part-time engineering educators. The results reveal that most of them are engaged in professional readings along their field of specialization. Moreover, Project READS is effective and sustainable. Suggestions to further improve the Project's implementation are also advanced to fully appreciate this professional reading project's effect on engineering educators and learners.

Keywords


Project READS, Reading Program, Effectiveness of a Reading Program in Engineering and Architecture.

References





DOI: https://doi.org/10.16920/jeet%2F2021%2Fv35i2%2F155834