This study attempts to empirically demonstrate the characteristics of the learning experiences of next-generation engineers, or in other words “future engineers” in undergraduate programs. The study observes these future engineers in terms of hours of self-directed learning and the breadth and complexity of their knowledge and skills. The study adopts data from a student survey conducted in 2015, which includes approximately 3,200 responses from regional undergraduate engineering programs in public and private institutions. Results suggested that laboratory-style courses were more significantly effective than lecture-style courses for developing future engineers. Furthermore, engaging in problem solving and individual tutelage in laboratory-style courses provided the impetus for learning among future engineers.
