Professional Skills in the Engineering Curriculum

Autor/inn/en	Mohan, Ashwin; Merle, Dominike; Jackson, Christa; Lannin, John; Nair, Satish S.
Titel	Professional Skills in the Engineering Curriculum
Quelle	In: IEEE Transactions on Education, 53 (2010) 4, S.562-571 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2009.2033041
Schlagwörter	Engineering Education; Graduate Students; Curriculum Design; Cognitive Psychology; Student Attitudes; Global Approach; Proposal Writing; Graduate Study; Higher Education; Lecture Method; Technical Occupations; Leadership; Research and Development Centers; Student Surveys; Missouri + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrplangestaltung; Kognitive Psychologie; Schülerverhalten; Globales Denken; Antragstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technical occupation; Technischer Beruf; Führung; Führungsposition; Forschungszentrum; Schülerbefragung
Abstract	Faculty from the Department of Electrical and Computer Engineering and the College of Education at the University of Missouri (MU), Columbia, developed a novel course for engineering graduate students emphasizing pedagogy and professional skills. The two-semester course sequence, titled "Preparing Engineering Faculty and Professionals," includes readings from books that cover several different areas: "How People Learn," with focus on the latest findings from cognitive science and their applicability to teaching; "The 7 Habits of Highly Effective People" for discussion of other professional skills; and "The World is Flat" for discussion of global trends and its effects on professionals. Other components of the course include lectures by guest speakers on topics ranging from how universities work and how to run successful research centers to leadership traits for engineers. A pilot survey of students at the end of the two-course sequence revealed that students had acquired little knowledge about pedagogy and professional skills from other courses in their undergraduate and graduate engineering curriculum; this course addresses such deficits by raising awareness and knowledge of these skills. (Contains 3 tables.) (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10