April 9, 2021
April 9, 2021
April 10, 2021
While engineering programs must continue to cover as much content knowledge as possible, engineering programs must also take an active role in developing the abilities of their graduates to successfully apply and extend the content knowledge that they have learned towards professional practice. In this context, the concept of “adaptive expertise” has been previously developed for the context of undergraduate engineering education. An adaptive expert refers to an individual who possesses the content knowledge of an expert, but who in addition displays specific cognitive dispositions that augment and enhance their ability to effectively utilize their content knowledge in practice. While content domain knowledge will continue to be a driving focus of the undergraduate engineering curriculum, it is clearly necessary for schools to foster additional skills and attitudes that will better prepare students for careers as practicing engineers. Further, a change in focus from course-centric to student-centric learning affords the opportunity to critically address the question of the type of student growth that engineering programs should strive to develop. In this paper we will review recent efforts to address or adapt the explicit integration of adaptive expertise and related student dispositions within the undergraduate engineering curriculum.
Fisher, F. T., & De Rosa, A. J. (2021, April), A review of Adaptive Expertise and its integration within undergraduate engineering curricula Paper presented at Middle Atlantic ASEE Section Spring 2021 Conference, Virtual . https://peer.asee.org/36282
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