Richard M. Felder, Ph.D., is Hoechst Celanese Professor Emeritus of Chemical Engineering at North Carolina State University. He is co-author of the text Elementary Principles of Chemical Processes (3rd Edn., Wiley, 2000), co-director of the ASEE National Effective Teaching Institute, and a Fellow of the ASEE.
The Intellectual Development of Science and Engineering Students. Part 2: Teaching to Promote Growth
Article first published online: 2 JAN 2013
2004 American Society for Engineering Education
Journal of Engineering Education
Volume 93, Issue 4, pages 279–291, October 2004
How to Cite
Felder, R. M. and Brent, R. (2004), The Intellectual Development of Science and Engineering Students. Part 2: Teaching to Promote Growth. Journal of Engineering Education, 93: 279–291. doi: 10.1002/j.2168-9830.2004.tb00817.x
- Issue published online: 2 JAN 2013
- Article first published online: 2 JAN 2013
- intellectual development;
- Baxter Magolda's model;
- Perry's model
As college students experience the challenges of their classes and extracurricular activities, they undergo a developmental progression in which they gradually relinquish their belief in the certainty of knowledge and the omniscience of authorities and take increasing responsibility for their own learning. At the highest developmental level normally seen in college students (which few attain before graduation), they display attitudes and thinking patterns resembling those of expert scientists and engineers, including habitually and skillfully gathering and analyzing evidence to support their judgments. This paper proposes an instructional model designed to provide a suitable balance of challenge and support to advance students to that level. The model components are (1) variety and choice of learning tasks; (2) explicit communication and explanation of expectations; (3) modeling, practice, and constructive feedback on high-level tasks; (4) a student-centered instructional environment; and (5) respect for students at all levels of development.