正在进行的工作:一种更好地解决问题的发展方法:一种弥合阿尔维诺鸿沟的模式

S. Kellogg, J. Karlin
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引用次数: 1

摘要

该部门采用了以学生为中心的全面方法来支持2020年工程师的属性。其中包括一种包容智力多样性、更好的团队技能、更好的解决问题能力和更好的复杂思维能力的文化。结合课堂倒置、主动学习和团队项目的策略在记忆力、智力多样性和一般问题解决能力方面取得了显著的进步。虽然远高于全国平均水平,但在过去三年中,持续的智力增长停滞不前,仍然低于行业和部门所期望的水平。为了提高复杂的思维能力,该部门正在采用一种由阿尔弗诺学院(Alverno College)模仿的发展方法,该方法在2020年工程师的许多属性方面都有了实质性的增长。作为缩小这种“阿尔弗诺差距”的第一步,该部门采取了一种发展方法,重点是在团队环境中提高解决问题的能力。在本文中,我们描述了Alverno模型,讨论了团队技能和过程的明确发展方法,并提供了一些将嵌入式评估作为变革课程的组成部分的初步见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Work in progress: A developmental approach to better problem solving: A model for bridging the Alverno Gap
The department has adopted a holistic student-centered approach to support attributes of the Engineer of 2020. Among these include a culture that embraces intellectual diversity, better team skills, improved problem solving skills, and better complex thinking skills. Strategies incorporating classroom inversion, active learning, and team projects have demonstrated remarkable gains in retention, intellectual diversity, and general problem solving skills. While well above the national average, continued intellectual growth has stagnated over the past three years and remains below that desired both by industry and by the department. In an effort to improve complex thinking skills the department is adopting a developmental approach modeled by Alverno College which has demonstrated substantial growth in many of the attributes of the Engineer of 2020. As a first step towards reducing this "Alverno Gap", the department has adopted a developmental approach which is focused on improved problem solving skills within a team environment. In this paper, we describe the Alverno model, discuss an explicit developmental approach to team skills and processes, and provide some initial insight into using embedded assessment as an integral component of transformative curriculum.
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