The Graduate Project: A Model for Embedded Employability in Arts and Humanities Undergraduate Education

Cosson, Fiona; Terkanian, Kate

doi:10.4135/9781529791082.n14

Cited by 2 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Based on PMG's objectives, the interview investigated issues related to active university teaching strategies [26]. For this, discussions were raised on:…”

Section: Methodsmentioning

confidence: 99%

“…However, several factors need to be modified in Brazil to do this insertion, such as creating a nucleus to capture company problems, investment in faculty training, and improving the infrastructure of classrooms and research laboratories. This research is associated with the Modernization of Undergraduate Education Program (PMG), supported by FULBRIGHT, CAPES, and U.S. Embassy in Brazil [26]. Industrial engineering at the Federal University of Rio Grande do Sul is one of the participating courses.…”

Section: Introductionmentioning

confidence: 99%

“…Industrial engineering at the Federal University of Rio Grande do Sul is one of the participating courses. This public university has participated in this project since 2019, with professors on missions to partner with North American institutions [26], [27].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teaching Strategies in Industrial Engineering Programs in Brazil: Benchmarking in North American Universities

Visintainer Lerman,

Rodeghiero Neto,

de Souza

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Engineering education in developed countries is seen as a benchmark for all others. Its teaching strategies, combined with assessing knowledge and the infrastructure of modern laboratories and classrooms, allow students to develop their skills and prepare themselves professionally for the job market. At the same time, engineering education is not valued in Brazil. Its teaching methodologies are traditional and directed towards a final concept. With this, essential skills for the job market are partially developed, such as teamwork, problemsolving, and critical thinking. Thus, as similar strategies to those that companies do, a benchmarking to understand how this process takes place. This benchmarking is essential for directing engineering education based on best practices already adopted by other universities. In this context, the present study investigates the possibility of inserting North American teaching strategies in Brazilian universities focusing on engineering. As methodological procedures, unstructured interviews were used in a focus group with six American universities. In these groups, professionals related to engineering education were invited: Professors, Members of teaching and learning centers, and administrative support and support technicians. In addition to the interviews, direct observations about the infrastructure and the procedures adopted in their teaching were conducted to analyze their complexity. As a result, we highlight the development of strategic partnerships with local industries in which alumni are the main means of engaging these partnerships, the development of unique competency management that involves the entire university, and the need for innovation in the education environment in engineering so that the university can be increasingly inserted in the context of open innovation with a focus on attracting new students, economic and geographic growth and local social impact with a focus on community development.

show abstract

“…Based on PMG's objectives, the interview investigated issues related to active university teaching strategies [26]. For this, discussions were raised on:…”

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teaching Strategies in Industrial Engineering Programs in Brazil: Benchmarking in North American Universities

Visintainer Lerman,

Rodeghiero Neto,

de Souza

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

show abstract

“…According to the Brazilian Association of Industrial Engineering [25], the new curriculum organizes and integrates the various teaching activities into seven blocks: (i) Production; (ii) Optimization; (iii) Quality; (iv) Human Factors; (v) Project/Product; (vi) Production Economics; and (vii) Technology [24]. UFRGS's Industrial Engineering undergraduate program participates in the Modernization of Undergraduate Education program (PMG) [26] as a pilot project to address the challenge of implementing a competency-based curriculum. This pilot project to promote engineering program modernization in Brazil is sponsored by (i) the U.S. Embassy in Brazil, (ii) the Brazilian development agency for Coordination for the Improvement of Higher Education Personnel (CAPES), and (iii) the Fulbright Commission in Brazil.…”

Section: Description Of the Study Contextmentioning

confidence: 99%

“…This pilot project to promote engineering program modernization in Brazil is sponsored by (i) the U.S. Embassy in Brazil, (ii) the Brazilian development agency for Coordination for the Improvement of Higher Education Personnel (CAPES), and (iii) the Fulbright Commission in Brazil. The PMG supports changes in engineering programs by assisting in redesigning the curriculum based on competencies, including innovative pedagogical practices and developing new methods of student assessment [24], [26]. This article proposes a method for evaluating and monitoring the development of students' competencies throughout the undergraduate Industrial Engineering program based on the results and experiences generated by PMG's Evaluation Working Group (EWG) activities during 2021 and 2022.…”

Section: Description Of the Study Contextmentioning

confidence: 99%

Proposition of a Method to Monitor Higher Education Students’ Competence Development through Assessment Rubrics

Cannarozzo Tinoco,

Nodari,

Rabelo

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

The competency-based education model has been one of the paths taken by higher education institutions concerned with offering programs relevant to the market and societal needs. However, adapting teaching to a competency-based education model can bring many challenges, such as assessing and monitoring competencies. Indeed, few studies address how to structure and implement a comprehensive competency-based education model and systematically assess and monitor competence development. This article proposes a method for evaluating the development of curricular competencies of Industrial Engineering undergraduate students at the Federal University of Rio Grande do Sul in Southern Brazil. The method uses assessment rubrics as a tool for faculty to assess student competence development throughout the entire program. More specifically, we propose rubrics to assess competencies at three stages: initial (first semesters of the program), intermediate (approximately halfway through the program), and final (final semesters) in order to track their development throughout the program. The developed method follows four steps: i) selection of the courses for the competence assessment; ii) development of the assessment rubrics; iii) definition of methods and tools for applying rubrics; and iv) definition of how competence assessment rubrics would be organized and communicated. The assessment rubric developed is a table-like structure composed of four parts. The first has the three elements of competencies (knowledge, skills and attitudes). The second has the expected learning outcome for each one of the three elements. The third has the descriptors for each of the four performance levels (beginner, under development, satisfactory, and advanced) per learning outcome. The fourth and last one shows the courses where each learning outcome will be assessed. The method was tested in an Industrial Engineering undergraduate program at the Federal University of Rio Grande do Sul in Brazil. Regarding the assessment results, the method proposes that faculty members must provide feedback to students and use these results to promote improvement in the development of competencies throughout the course. This method allows the undergraduate program to monitor how students developed each competence at different performance levels throughout the courses. Based on the results, we expect to encourage the method's use to monitor the development of university students' competencies.

show abstract

The Graduate Project: A Model for Embedded Employability in Arts and Humanities Undergraduate Education

Cited by 2 publications

References 0 publications

Teaching Strategies in Industrial Engineering Programs in Brazil: Benchmarking in North American Universities

Teaching Strategies in Industrial Engineering Programs in Brazil: Benchmarking in North American Universities

Proposition of a Method to Monitor Higher Education Students’ Competence Development through Assessment Rubrics

Contact Info

Product

Resources

About