Literaturnachweis - Detailanzeige
Autor/in | Versypt, Ashlee N. Ford |
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Titel | Self-Evaluation and Reflection for Professional Development of Chemical Engineering Students |
Quelle | In: Chemical Engineering Education, 53 (2019) 3, S.157-161 (5 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-2479 |
Schlagwörter | Chemical Engineering; Self Evaluation (Individuals); Goal Orientation; Student Attitudes; Undergraduate Students; Kinetics; Essays; Job Skills; Scoring Rubrics; Skill Development; Assignments; Metacognition; Professional Development; Communication Skills; Persistence; Daily Living Skills; Cooperation; Outcomes of Education Chemisches Prüfverfahren; Zielorientierung; Zielvorstellung; Schülerverhalten; Kinetik; Essay; Aufsatzunterricht; Produktive Fertigkeit; Scoring formulas; Auswertungsbogen; Kompetenzentwicklung; Qualifikationsentwicklung; Assignment; Auftrag; Zuweisung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kommunikationsstil; Ausdauer; Alltagsfertigkeit; Co-operation; Kooperation; Lernleistung; Schulerfolg |
Abstract | Self-reflection assignments were used and assessed in an undergraduate kinetics course. The assignments involved essays where students were prompted to evaluate their proficiency in professional, non-technical skills guided by a self-evaluation rubric, which includes a rating scheme for 10 non-technical skills. The students set goals and tracked progress for one or more skills. The activity was assessed using surveys of student perceptions of their skill levels and their opinions on the impact of the assignments. (As Provided). |
Anmerkungen | Chemical Engineering Education, Chemical Engineering Division of ASEE. P.O. Box 142097, Gainesville, FL 32614. Tel: 352-392-0861; Fax: 352-392-0861; e-mail: cee@che.ufl.edu; Web site: http://journals.fcla.edu/cee/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |