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Self-Reflection Assignments for Evaluating Non-Technical Skills and Setting Goals for Professional Development

机译:用于评估非技术技能和专业发展目标的自我反思作业

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Development of professional skills—both technical and non-technical—is an integral part of engineering undergraduate programs. The ABET 2000 student outcomes criterion involves several non-technical skills including teamwork and communication1. Several examples of instructional efforts to foster development of non-technical skills have been published2"5. Assessing non-technical skills is a more of a challenge than implementing strategies focused on building these skills3. Here, we discuss the adoption of a rubric for non-technical skills assessment called the self-evaluation rubric6 in an undergraduate junior-level chemical reaction engineering course at a large, public state university through a series of essays called the self-reflection assignments. The assignments are designed to promote self-awareness of students through evaluation of their current non-technical skill levels and goal setting for future development followed by instructor feedback and periodic updates on progress for accountability.
机译:专业技能,技术和发展非技术性的,是工程本科课程的一个组成部分。该ABET 2000学生成绩标准包括几个非技术技能,包括团队合作和communication1。教学努力的非技术技能,促进发展的几个例子published2" 5.评估非技术技能是一个比实现战略挑战的重点建设这些skills3。在这里,我们讨论通过非一个专栏学生 - 技术技能考核称为本科初中级化学反应工程课程的自我评价rubric6在通过一系列的文章被称为自我反省分配一个大型的公共州立大学。该任务旨在促进自我意识通过他们目前的非技术技能水平的评估和目标设定为未来的发展,然后教师反馈和问责进展情况进行定期更新。

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