Employer Defined Workplace Competencies for High Technology Occupations with a Commentary on Instructional Strategies and Capstone Experiences.

Autor/in	McNutt, Dorothy Ellen
Institution	College of the Mainland, Texas City, TX.
Titel	Employer Defined Workplace Competencies for High Technology Occupations with a Commentary on Instructional Strategies and Capstone Experiences.
Quelle	(1995), (189 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Education; Academic Standards; Capstone Experiences; Community Colleges; Competence; Curriculum Development; Demand Occupations; Educational Needs; Employer Attitudes; Employment Qualifications; Integrated Curriculum; Labor Market; Questionnaires; Records (Forms); Resource Materials; Salary Wage Differentials; State Surveys; Student Evaluation; Teaching Methods; Technical Institutes; Technical Occupations; Technological Advancement; Two Year Colleges; Work Experience Programs; Texas + Suchen Sie Ihr Suchwort? Akademische Bildung; Community college; Community College; Kompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerreserve; Educational need; Bildungsbedarf; Arbeitgeberinteresse; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Labour market; Arbeitsmarkt; Fragebogen; Formularsammlung; Quellenmaterial; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Technische Fakultät; Technical occupation; Technischer Beruf; Technological development; Technologische Entwicklung
Abstract	This document, which is designed for educators at community and technical colleges throughout Texas, presents and examines employer-defined workplace competencies for high-technology occupations and outlines instructional strategies and capstone experiences for use in improving technical education and preparing students for high-technology occupations. Discussed in chapter 1 are state mandates and guidelines and national indicators. Chapter 2 is devoted to generic workplace critical elements, measures, standards, and tasks for technical occupations requiring an associate in applied science degree or the equivalent. Twelve instructional methodologies appropriate for integrating workplace competencies into technical programs are explained in chapter 3. Chapter 4 describes the use of capstone experiences as a directed external work-based learning experience. The bibliography lists 165 references. Appendixes contain the following: summary analysis of occupational profiles/wages for high-demand, high-wage occupations; a survey to determine workplace skills for two-year associate in applied science degrees; employer ratings of workplace competency statements; a planning document for verifying generic workplace competencies; employer views regarding responsibility for teaching workplace competencies; external learning experiences; course identification for generic workplace competencies; teaching aides for external work-based learning experiences; and a list of organizations contributing to this report. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC