Facilitating intellectual and personal skills development in engineering programmes

Duffy, G. (2011) Facilitating intellectual and personal skills development in engineering programmes. [Conference Proceedings]

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Accreditation of engineering programmes now requires evidence of substantial development of professional skills in addition to discipline knowledge. Criteria developed by professional bodies refer to a broad range of professional skills such as teamwork, leadership, communication, self-direction for life long learning and ethical awareness. It is argued here that the development of professional skills is synonymous with a growth in intellectual development (Perry, 1999) and reflective judgement (King & Kitchener, 1994). Engineering programmes are in general very good at developing technical knowledge and skills but many students fail to achieve acceptable levels of intellectual development by final year. Student-centred learning, provided through a group-based, project-driven spine throughout the programme, can facilitate a high level of intellectual development and lay a foundation in thinking for professional skills to be developed to the level required by professional bodies. Programme teams should consider measuring and reporting levels of intellectual development as part of quality assurance and accreditation processes.

Item Type: Conference Proceedings
Additional Information: Conference code: 98649; Export Date: 23 February 2015; Correspondence Address: Duffy, G.; Dublin Institute of Technology, Dublin, Ireland; email: gavin.duffy@dit.ie; References: (2008) Criteria for Accrediting Engineering Programs, Effective for Evaluations During the 2009-2010 Accreditation Cycle, , ABET Baltimore, USA: Accreditation Board for Engineering and Technology, Engineering Accreditation Commission; (2011) Stage 1 Competency Standard for Professional Engineer, , Engineers Australia Canberra, Australia: Engineers Australia; Barrie, S.C., A conceptual framework for the teaching and learning of generic graduate attributes (2007) Studies in Higher Education, 32 (4), pp. 439-458; Baxter Magolda, M.B., (1992) Knowing and Reasoning in College, , San Francisco: Jossey-Bass; Belenky, M.F., Tarule, J.M., Goldberger, N.R., Clinchy, B.M., (1997) Women's Ways of Knowing: The Development of Self, Voice, and Mind, , (Tenth anniversary edition. ed.). New York: Basic Books; Felder, R.M., Brent, R., The intellectual development of science and engineering students. Part 1: Models and challenges (2004) Journal of Engineering Education, 93 (4), pp. 269-277; (2007) Accreditation Criteria for Engineering Education Programmes, , http://www.engineersireland.ie/media/engineersireland/services/ Download%20the%20accreditation%20criteria%20(PDF,%20240kb).pdf, Retrieved from (accessed June 2011); Jehng, J.C.J., Johnson, S.D., Anderson, R.C., Schooling and students epistemological beliefs about learning (1993) Contemporary Educational Psychology, 18 (1), pp. 23-35; King, P.M., Kitchener, K.S., (1994) Developing Reflective Judgement: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults, , San Francisco: Jossey-Bass Publishers; Loacker, G., (2000) Self Assessment at Alverno College, , Milwaukee, Wisconsin: Alverno College Institute; Love, P.G., Guthrie, V.L., Understanding and applying cognitive development theory (1999) New Directions for Student Services, 88, pp. 1-107; Mentkowski, M., (2000) Learning that Lasts: Integrating Learning, Development, and Performance in College and Beyond, , San Francisco: Jossey-Bass; Moore, W.S., (2000) The Learning Environment Preferences: A Manual, , Olympia, Washington: Center for the Study of Intellectual Development; (2009) Skills in Creativity, Design and Innovation, , Expert Group on Future Skills Needs Forfás; Perry, W.G., (1999) Forms of Intellectual and Ethical Development in the College Years: A Scheme, , San Francisco: Jossey-Bass Publishers; Rapaport, W.J., Critical thinking and cognitive development (1984) Proceedings and Addresses of American Philosophical Association, 57 (5), pp. 610-615; Schön, D.A., (1991) The Reflective Practitioner: How Professionals Think in Action, , Aldershot: Arena, Ashgate; Wise, J.C., Lee, S.H., Litzinger, T., Marra, R.M., Palmer, B., A report on a four-year longitudinal study of intellectual development of engineering undergraduates (2004) Journal of Adult Development, 11 (2), pp. 103-110; (UPM); (JEE)
Uncontrolled Keywords: Accreditation process; Engineering programmes; Ethical awareness; Intellectual development; Life long learning; Personal skills; Professional skills; Student-centred learning; Accreditation; Engineering education; Professional aspects; Quality assurance; Students
Depositing User: National Forum
Date Deposited: 08 Dec 2015 20:46
Last Modified: 08 Dec 2015 20:46
URI: http://eprints.teachingandlearning.ie/id/eprint/3981

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