Teaching for Professional Competence: Instructional Practices That Promote Development of Group, Problem-Solving, and Design Skills. ASHE Annual Meeting Paper.

Autor/inn/en	Cabrera, Alberto F.; Colbeck, Carol L.; Terenzini, Patrick T.
Institution	Howard Univ., Washington, DC.; Pennsylvania State Univ., University Park. Center for the Study of Higher Education.
Titel	Teaching for Professional Competence: Instructional Practices That Promote Development of Group, Problem-Solving, and Design Skills. ASHE Annual Meeting Paper.
Quelle	(1998), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; College Instruction; College Students; Engineering; Higher Education; Instructional Effectiveness; Problem Solving; Professional Education; Self Evaluation (Individuals); Skill Development; Student Development; Teaching Methods; Teamwork; Undergraduate Study + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Hochschullehre; Collegestudent; Maschinenbau; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Problemlösen; Berufsausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium
Abstract	This study compared the effects of personal characteristics and teaching practices in the development of professional competencies by undergraduate engineering students. A survey completed by 480 engineering students gathered information concerning students' personal, academic, and demographic characteristics; characteristics of their current engineering course; and their self-evaluation of progress made in various areas as a result of their current course. Results indicated that self-evaluated gains in group, problem-solving, and design skills were more the result of current teaching practices than the outcome of students' precollege characteristics. Results suggest that gains in professional competencies can be fostered in the classroom by frequent interaction with and feedback from the instructor, frequent opportunities to work collaboratively with peers, and by clear instructions and structure provided by the instructor. No significant differences were found between male and female students. An appendix lists engineering program accreditation criteria. (Contains 62 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC