Extending assessment of engineering professional skills to include the local indonesia higher education competency
Extending assessment of engineering professional skills to include the local indonesia higher education competency
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扩大工程专业技能评估范围，将印度尼西亚当地高等教育能力纳入其中
DOI：
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发表时间：
2020
影响因子：
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通讯作者：
Nasser Giacaman
中科院分区：
文献类型：
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作者：
Hadisantono Hadisantono;G. Rowe;Nasser Giacaman
摘要虽然工程专业技能（EPS）对当今的工程职业至关重要，但它们的评估比定量学科技能更主观，更难衡量。全球、区域和地方工程所需的不同毕业生流动性导致了几个认证标准的发展（例如工程和技术认证委员会、华盛顿雅阁、博洛尼亚协议、印度尼西亚工程教育认证委员会）。虽然这些标准共享其EPS功能的大部分，一个显着的差异存在的程度，在工程师的教育中需要与当地人口的文化能力发展。本文讨论了EPS评估在印度尼西亚设置的课程必须同时涵盖国家（核心）课程和地方（机构）课程，后者需要（通过政府法令）的认识和敏感性，以当地的要求问题。修改现有的工程专业技能评估（EPSA）的标题，包括当地的印度尼西亚高等教育能力的评估，并与印尼大专学生的两个周期的行动研究的结果。所介绍的课程活动涉及复杂的情景，以培养具有不同伦理、文化、种族、宗教、政治和公民观点的能力。
ABSTRACT While Engineering Professional Skills (EPS) are critical for today’s engineering careers, their assessment is much more subjective and significantly harder to measure than quantitative disciplinary skills. The differing graduate mobilities required for global, regional, and local engineering have led to the development of several accreditation standards (e.g. the Accreditation Board for Engineering and Technology, Washington Accord, Bologna agreement, the Indonesia Accreditation Board for Engineering Education). Although these standards share most of their EPS features, a significant difference exists in the extent to which cultural competency development in relation to local populations is required in the education of engineers. This paper addresses EPS assessment in an Indonesian setting where the curriculum must simultaneously cover both the national (core) curriculum and the local (institutional) curriculum, with the latter requiring (by government decree) awareness of and sensitivity to local requirement issues. The modification of an existing Engineering Professional Skills Assessment (EPSA) rubric to include assessment of the local Indonesia higher education competency is described, and the results of two cycles of action research with Indonesian tertiary students are presented. The curricula activities introduced involved complex scenarios to develop competency with diverse ethical, cultural, ethnic, religious, political, and citizenship views.