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A pressure cooker - Coaching framework for teaching soft skills in an engineering master's programme

机译：一种压力锅 - 教学框架，用于在工程硕士课程中教授软技能

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Civil engineering projects increasingly involve a wide range of stakeholders with diverse interests and multidisciplinary teams. Engineers need soft skills to deal with these teams and stakeholders. “How to educate these soft skills to engineering students?” is the central question for technical universities. The course Collaborative Design and Engineering in the Dutch master's programme Construction Management and Engineering is an answer to that question. Feedback, however, indicated that the course did not meet expectations. The course needed a radical redesign. This paper describes the redesign and resulting framework of the course. The principles of the redesign are constructive alignment, activated learning and not to lecture the skills as `dry stuff'. The resulting course is based on a `pressure cooker - coaching' framework. The pressure cooker part creates a situation in which the students will experience stress. The students work in large groups on a complex assignment under time pressure. A mix of group and individual assignments creates tension between students. The coaching part provides structure and guidance. Theory on the necessary soft skills is introduced early in the course in workshops. Consultation meetings help to keep the students on track. The course has now evolved over three years. Theoretical evaluation shows that the `pressure cooker - coaching' framework fulfills the requirements of constructive alignment. Practical evaluation, using feedback, shows a consistent high score. We consider the `pressure cooker - coaching' framework broadly applicable and is successful enough to continue in our CDE course. Elements of the course can be improved. We consider introducing more theoretical depth and psychology without violating our idea of `no dry stuff' and `action learning'.
机译：土木工程项目越来越涉及各种利益相关者，具有各种兴趣和多学科团队。工程师需要软技能来处理这些团队和利益相关者。 “如何向工程学生教育这些软技能？”是技术大学的核心问题。荷兰硕士课程施工管理和工程中的课程协作设计和工程是该问题的答案。然而，反馈表明该课程没有符合预期。课程需要一个激进的重新设计。本文介绍了课程的重新设计和结果框架。重新设计的原则是建设性的对齐，激活的学习，而不是讲授作为“干燥东西”的技能。由此产生的课程基于“压力锅 - 教练”框架。压力锅部分创造了学生将会体验压力的情况。学生在大型群体上在一个复杂的作业下工作。组合组和个人作业的组合在学生之间创造了张力。教练部分提供结构和指导。关于必要软技能的理论在讲习班课程的早期推出。咨询会议有助于让学生追踪。该课程现在已经发展了三年。理论评价表明，“压力锅 - 教练”框架满足了建设性对齐的要求。实际评估，使用反馈，显示了一致的高分。我们认为“压力锅 - 教练”框架广泛适用，足以在我们的CDE课程中成功。可以提高课程的元素。我们考虑引入更多理论深度和心理学，而不会违反我们对“无干事”和“行动学习”的想法。

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