scholarly journals A Strategy for Integrating Professional Skills Development into a Manufacturing Engineering Curriculum

2020 ◽  
Author(s):  
Derek Yip-Hoi
Keyword(s):  
Skills Development ◽  
Engineering Curriculum ◽  
Professional Skills ◽  
Manufacturing Engineering

scholarly journals Utilizing the CDIO syllabus to reveal CEAB Graduate Attribute Pathways in a Mechanical Engineering Curriculum

2018 ◽  
Author(s):  
Alexandra Meikleham ◽  
Robert Brennan ◽  
Ron J. Hugo
Keyword(s):  
Student Learning ◽  
Mechanical Engineering ◽  
Skills Development ◽  
Engineering Curriculum ◽  
Professional Skills ◽  
Engineering Programs

Many Canadian engineering programs offercourses through a pre-requisite approach: coursework,and therefore knowledge, is assumed to build throughout aprogram. The pre-requisite approach allows postsecondaryinstitutions to monitor the pathway a studenttakes throughout a program, and is assumed to be informedby knowledge journeys. In our experience, however, prerequisitesmay only be loosely based on scaffoldeddevelopment of student learning. Course pathwayssometimes place a greater emphasis on administrativeconvenience and historical relationships, rather thanreflect an up-to-date or meaningful developmental journey.These “pathways” appear to be particularly tenuous whenit comes to professional skills development, despite anincreasing emphasis on their importance (see Canada’sGraduate Attributes 6-12 (Canadian EngineeringAccreditation Board, 2017)). The pre-requisite model mayreinforce a bureaucratic approach to professional skillsdevelopment, inhibiting flexibility and innovation in coursedelivery by allowing administration, rather than learningoutcomes to guide student learning

Academic motivation and professional skills development in the Specialty of Social Sciences and Tourism at a public university [Motivación académica y desarrollo de competencias profesionales en la Especialidad de Ciencias Sociales y Turismo de una universidad pública]

2019 ◽  
Vol 1 (2) ◽  
pp. 96
Author(s):  
Ana Cecilia De Paz Lazaro ◽  
Jessica Luz Palomino Collantes
Keyword(s):  
Social Sciences ◽  
Academic Motivation ◽  
Public University ◽  
Skills Development ◽  
Professional Skills ◽  
Research Results ◽  
Competencias Profesionales ◽  
High Level ◽  
The Relationship

The objective of the research is to determine the relationship between academic motivation and the professional skills development in the specialty of Social Sciences and Tourism. The study is quantitative and the design is non-experimental correlational translational. The results indicate that there is a high level relationship (0.914) between the independent academic motivation variable and the professional competences development in the Specialty of Social Sciences and Tourism. In conclusion, motivation is directly related to the professional skills development in the specialty of Social Sciences and Tourism. The research results conclude that there is a high relationship between the variables.

STUDENT’S PROFESSIONAL SKILLS DEVELOPMENT BY OUT-OF-CLASS DISPATCHING CONTROL TASKS

2020 ◽  
Author(s):  
Наталья Ленмировна Бацева
Keyword(s):  
Educational Program ◽  
Skills Development ◽  
Professional Skills ◽  
Dispatching Control

В статье представлен опыт реализации внеаудиторной самостоятельной работы студентов по дисциплине «Оперативное управление в энергетике» образовательной программы «Цифровая энергетика». На примере показано, какие компетенции могут быть развиты при выполнении профессионально-ориентированных задач. The author presents the experience of out-of-class student’s work implementation for dispatching control course. This course belongs to the educational program “Digital Energy”. Using the example, the list of developed skills is demonstrated when a student takes on the professionally oriented out-of-class tasks.

USING PROBLEM-BASED LEARNING IN BUSINESS PROFESSIONAL SKILLS DEVELOPMENT

2018 ◽  
Author(s):  
Dayse Liz das Graças Conceição ◽  
Cristiana Fernandes de Muÿlder ◽  
Ericson Marquiere Reis Silva ◽  
Deise Kinsk Reis Silva
Keyword(s):  
Problem Based Learning ◽  
Skills Development ◽  
Professional Skills ◽  
Business Professional

scholarly journals Professional skills development for mathematics undergraduates

2019 ◽  
Vol 9 (3) ◽  
pp. 374-386
Author(s):  
Ewan Russell ◽  
Peter Rowlett
Keyword(s):  
Teaching Style ◽  
Skills Development ◽  
Design And Development ◽  
Professional Skills ◽  
Content Type ◽  
Module Design ◽  
Before And After ◽  
Key Competencies ◽  
Academic Year ◽  
Practical Implications

Purpose The purpose of this paper is to describe the design and development of a final year undergraduate mathematics module designed to address professional skills development at a UK university, including via input to curriculum and assessment from employers, and to investigate student acquisition of skills from this module. Design/methodology/approach Literature on skills development in mathematics informs module design and development. Students optionally completed Likert-style competency questionnaires before and after the taught module content, and reflected on skills development via an end of module questionnaire. Data collection took place over three academic years. Findings Several key competencies exhibit median increases over the course of the module in each academic year, indicating a perceived skills development. Problem solving and presentation skills are particularly highlighted. Research limitations/implications Numbers of students were small, though the study is repeated with three different cohorts. Some students study mathematics jointly with another discipline and hence may have experience in skills development from the other subject. Practical implications This study indicates that innovations in teaching style and assessment in mathematics modules can enhance student confidence and competence with key professional skills. Originality/value Undergraduate modules in mathematics which have a focus on professional skills development are still fairly rare in UK universities. Often such modules do not embed the professional skills development activities with subject-specific technical tasks and projects as this module does. There are few formal studies of the effectiveness of this style of module, especially longitudinal studies covering several academic years.

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