PLACEINCURRICULUMFACULTYPERCEPTIONSOFGENERICSKILLSIntegralTheyare integral todisciplinaryknowledge,infusing andENABLINGscholarlylearningandknowledge.ApplicationThey let students use or apply disciplinaryknowledge, thuspotentiallychanging and TRANSLATING disciplinaryknowledgethrough its application. Skills are closely related to disciplinarylearningoutcomes.AssociatedThey are useful additional skills that COMPLEMENT disciplinaryknowledge.They arepart of theuniversitysyllabus,but separateand secondaryto disciplinaryknowledgeNot part ofThey are necessary basic PREcURSOR skills and abilities. Theycurriculummay need remedial teaching at university.(Barrie, 2004)
PLACE IN CURRICULUM FACULTY PERCEPTIONS OF GENERIC SKILLS Integral They are integral to disciplinary knowledge, infusing and ENABLING scholarly learning and knowledge. Application They let students use or apply disciplinary knowledge, thus potentially changing and TRANSLATING disciplinary knowledge through its application. Skills are closely related to disciplinary learning outcomes. Associated They are useful additional skills that COMPLEMENT disciplinary knowledge. They are part of the university syllabus, but separate and secondary to disciplinary knowledge. Not part of curriculum They are necessary basic PRECURSOR skills and abilities. They may need remedial teaching at university. (Barrie, 2004) FACULTY PERCEPTIONS OF SKILLS
Using Barrie's categories offaculty perceptions, discussyour own perception of the partthat personal, interpersonal, andproduct,process,and systembuilding skills play in thecurriculum.What are the perceptions of themajority of your colleagues inyour program?How do they compare with yourpartner's ideas?
ACTIVITY: PAIR-AND-SHARE Using Barrie’s categories of faculty perceptions, discuss your own perception of the part that personal, interpersonal, and product, process, and system building skills play in the curriculum. What are the perceptions of the majority of your colleagues in your program? How do they compare with your partner’s ideas?
Pedagogical ReasonsPracticalReasonsCompetence in personalandinterpersonal skills dependsonWe can make dual use of available timethe context in which they areandresourcestobemoreefficienttaughtandassessedWe can capitalize on the synergy of theEngineering fundamentals arelearnedsimultaneous learning of skills andmore deeply by learning relateddisciplinary content to be more effectiveskillsFaculty serveasrolemodels when theydemonstratetheir owncompetenceinskill areas
Pedagogical Reasons Competence in personal and interpersonal skills depends on the context in which they are taught and assessed Engineering fundamentals are learned more deeply by learning related skills Faculty serve as role models when they demonstrate their own competence in skill areas WHY INTEGRATE CONTENT AND SKILLS? Practical Reasons We can make dual use of available time and resources to be more efficient We can capitalize on the synergy of the simultaneous learning of skills and disciplinary content to be more effective