Table 1 Method for Developing an Expert Profile |
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Need for Expert Profiles
Performance expectations within the professions (i.e., medicine, law, engineering, and education) often take the form of job announcements, codes of ethics, lists of desired attributes, and performance evaluations. Students seek information to help them match their skills and interests with the realities and opportunities of professional practice. Employers publish minimum requirements for new hires and performance rubrics for employees. Educators use syllabi to summarize important knowledge and skills developed in their courses and to align these with aspects of professional practice. Professional societies define standards and guidelines for accrediting programs and licensing members. Each of these descriptions tends to be customized to specific contexts and usually does not extend to the highest possible level of professional performance.
Multiple stakeholders can benefit from expert profiles that communicate the blend of explicit and tacit knowledge, intelligence, creativity, and wisdom that defines expert performance in a particular profession (Sternberg, 2003). As such, an expert profile paints a picture not only of the content and tools of the profession, but also the “artistry” of the profession: in problem framing, in implementation, and in improvisation (Schön, 1990). Students can use these profiles to form accurate perceptions, dispel misconceptions, and generate motivation to pursue a field of study (Rosser, 2000). Departmental faculty can use these profiles to clarify critical practices within their discipline and to articulate linkages to other disciplines (Wiggins & McTighe, 2005). Employers can refer to profiles to communicate workplace expectations for graduates as well as areas for ongoing professional development (SCANS, 1991). Program evaluators can reference these profiles when they establish outcomes-centered evaluation criteria intended to perpetuate professional practice (Sanders, 1994). The specifications and methodology for profile development given in this module are intended to produce a product that meets the needs of all these stakeholders.
Method for Development
The steps shown in Table 1 provide a road map for creating an expert profile. To capture the diversity and richness of the entire profession, it is important to involve participants with different training, experiences, and perspectives. Steps 1-5 describe preparations for a productive focus group session. Steps 6-8 refer to focus group activity appropriate for a lively two to four-hour session with faculty, practitioners, and/or advisory board members.
Engineering Example
The Transferable Integrated Design Engineering Education (TIDEE) consortium has produced several iterations of expert profiles for engineering (Davis, Beyerlein, & Davis, 2005). The latest TIDEE profile is built around a collection of technical, interpersonal, and personal behaviors defined in Table 2. Each behavior is introduced in terms of a role that supports the field. Common performances within each role are cited in the expert profile shown in Table 3. Each performance begins with an action verb and gives evidence of underlying knowledge, skills, and attitudes.
Ideas for Implementation
Expert profiles can be used to prompt discussion and analysis of a profession/discipline in a variety of settings. They can be used to introduce the profession/discipline in a freshman seminar. Inquiry questions for this audience include:
What elements of this profession/discipline do you find most attractive? Why?
What elements of this profession/discipline do you find most surprising? Why?
What are the top three questions you would like to ask professionals in this area about their choice of career? What would you hope to learn through each question?
Expert profiles can be used to obtain mindshare between faculty and industry representatives on key knowledge, skills, and attitudes that are developed within a program. Inquiry questions for this audience include:
How well does this profile represent the highest level of professional performance in your organization?
In what areas of the expert profile are graduates from this program best prepared? Why is this valuable and how does this occur?
In what areas of the expert profile are graduates from this program least prepared? What, if anything, should be done about this?
Expert profiles can complement course syllabi and can help learners process learning outcomes for a course. Inquiry questions for this audience include:
What aspects of the expert profile relate most closely to this course? Why are these emphasized and what might be the long-term implications for your career?
What is your background in each of the emphasized skill areas? What actions should you need to take to be better prepared for this course?
What types of evidence will be produced in this course so that your professional knowledge, skills, and attitudes will be further developed? What challenges might you experience in achieving this growth?
Expert profiles can be used to reflect on personal/professional growth that has occurred over a semester. Inquiry questions for this audience include:
In what aspects of the expert profile did you experience the greatest change? What evidence can you provide for the reasons that underlie these changes?
In what aspects of the expert profile do you have the greatest opportunity to grow? Why would this be valuable? What conditions need to exist for this growth to occur?
What new insights about the profession/discipline have you developed? What implications do these have for your future career path?
Concluding Thoughts
No matter what stage of development an individual is in, expert profiles raise the bar on one’s performance. They inspire novices to accept the challenge of purposefully elevating personal skills. They help teachers prioritize, communicate, and facilitate learning outcomes that are aligned with long-term behaviors within the profession/discipline. They remind even the most talented professionals that there are multiple dimensions of professional practice and that ongoing personal development in all dimensions is needed to stay abreast of new knowledge, technology, and ever increasing societal challenges. Expert profiles, therefore, can be a unifying force in a community of practice, encouraging all members (learners, teachers, and practitioners) to engage in dialogue about their profession/discipline and to walk the talk of continuous self-improvement toward a common ideal.
References
Davis, D., Beyerlein, S., & Davis, I. (2005). Development and use of an engineering profile. Proceedings of the ASEE 2005 Annual Conference and Exhibition.
Rosser, S. V. (2000). Women, science, and society: The crucial union. New York: Teachers College Press.
Sanders, J. R. (1994). Program evaluation standards: How to assess evaluations of educational programs (2nd ed.). Thousand Oaks, CA: Sage.
Schön, D. A. (1990). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
Secretary’s Commission on Achieving Necessary Skills (SCANS). (1991). What work requires of schools: A SCANS report for America 2000. Washington, DC: Department of Labor.
Sternberg, R. J. (2003). Wisdom, intelligence, and creativity synthesized. UK: Cambridge University Press.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd expanded edition). Baltimore: Association for Supervision & Curriculum Development.
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Technical Roles |
Holistic Technical Behaviors |
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Analyst |
When conducting engineering analysis, the engineer adeptly applies principles and tools of mathematics and science to develop understanding, explore possibilities, and produce credible conclusions. |
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Problem Solver |
When facing an engineering problem, the engineer produces solutions that properly address critical issues and assumptions that are conceptually and contextually valid. |
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Designer |
When facing an engineering design challenge, the engineer develops designs that satisfy stakeholder needs while complying with important implementation, societal, and other constraints. |
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Researcher |
When conducting applied research, the engineer designs and conducts studies that yield defensible results and answer important applicable research questions. |
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Interpersonal Roles |
Holistic Interpersonal Behaviors |
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Communicator |
When exchanging information with others, the engineer prepares, delivers, and receives messages that achieve desired outcomes. |
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Collaborator |
When working with others in joint efforts, the engineer supports a diverse, capable team and contributes toward the achievement of its collective and individual goals. |
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Leader |
When providing needed leadership, the engineer promotes a shared vision to individuals, teams, and organizations and empowers them to achieve their individual and collective goals. |
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Professional Roles |
Holistic Professional Behaviors |
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Self-Grower |
Motivated for lifelong success, the engineer plans, self-assesses, and achieves necessary personal growth in knowledge, skills, and attitudes. |
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Achiever |
When given an assignment, the engineer demonstrates initiative, focus, and flexibility to deliver quality results in a timely manner. |
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Practitioner |
Driven by personal and professional values, the engineer demonstrates integrity and responsibility in engineering practice and contributes engineering perspectives in addressing societal issues. |
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Role |
Behaviors or Observable Actions |
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Analyst |
a. Searches strategically to identify all conditions, phenomena, and assumptions influencing the situation b. Identifies applicable governing principles of mathematics, natural sciences, and engineering sciences c. Selects analysis tools consistent with governing principles, desired results, assumptions, and efficiency d. Produces and validates results through skillful use of contemporary engineering tools and models e. Extracts desired understanding and conclusions consistent with objectives and limitations of the analysis |
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Problem Solver |
a. Examines the problem setting to understand critical issues, assumptions, limitations, and solution requirements b. Considers all relevant perspectives, solution models, and alternative solution paths c. Selects models for obtaining solutions consistent with problem type, assumptions, and solution quality d. Uses selected models, methods, and data to produce a desired solution e. Validates results, interprets and extends the solution for wider application |
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Designer |
a. Searches widely to determine stakeholder needs, existing solutions, and constraints on solutions b. Formulates clear design goals, solution specifications (including cost, performance, manufacturability, sustainability, social impact), and constraints that must be satisfied to yield a valuable design solution c. Thinks independently, cooperatively, and creatively to identify relevant existing ideas and to generate original solution ideas d. Synthesizes, evaluates, and defends alternatives that efficiently result in products (components, systems, processes, or plans) that satisfy established design criteria and constraints to meet stakeholder needs e. Reviews and refines design processes for improved efficiency and product (solution) quality |
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Researcher |
a. Formulates research questions that identify relevant hypotheses or other new knowledge sought b. Plans experiments or other data-gathering strategies to address questions posed and to control error c. Conducts experiments or other procedures carefully to obtain reliable data for answering questions d. Uses accepted data analysis procedures to infer trends, parameters, and data errors e. Interprets and validates results to offer answers to posed questions and to make useful applications |
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Communicator |
a. Listens, observes, and questions to assess the audience background and information needs b. Documents and mines available information and differing perspectives for understanding and application c. Prepares a message with the content, organization, format, and quality fitting the audience and purpose d. Delivers a message that achieves desired outcomes efficiently in a timely, credible, and engaging way e. Assesses the communication process and responds in real time to improve its effectiveness |
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Collaborator |
a. Respects individuals with diverse backgrounds, perspectives, and skills important to the effort b. Values roles, accepts role assignments, and supports others in their roles c. Contributes to the development of consensus goals and procedures for effective cooperation d. Resolves conflicts to promote enhanced buy-in, creativity, trust, and enjoyment by all e. Contributes to and accepts feedback and change that supports continuous improvement |
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Leader |
a. Facilitates and articulates a shared vision valued by targeted individuals, groups, or organizations b. Motivates others to action by crafting a compelling yet credible case for achieving individual and organizational goals c. Provides authority and resources and removes barriers to others’ success d. Supports risk-taking and growth by creating trust, providing counsel, and by modeling desired attributes e. Encourages achievement by recognizing and rewarding individual and group successes |
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Self-Grower |
a. Takes ownership for one’s own personal and professional status and growth b. Defines personal and professional goals that support lifelong productivity and satisfaction c. Regularly self-assesses personal growth and challenges to achieving personal goals d. Undergoes the personal development necessary to reach personal goals e. Seeks out mentors to support and challenge future growth and development |
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Achiever |
a. Accepts responsibility and takes ownership in assignments b. Maintains focus to complete tasks on time amidst multiple demands c. Takes appropriate actions and risks to overcome obstacles and achieve objectives d. Monitors and adapts to changing conditions to ensure success e. Seeks help when the challenge exceeds one’s current capability given the time constraints |
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Practitioner |
a. Displays integrity, consistency, and an ethical and professional demeanor in engineering practice and relationships b. Embraces and employs appropriate professional codes, standards, and regulations c. Engages with engineering professionals and organizations to support excellence in engineering practice d. Demonstrates citizenship through service to society on local, national and/or global scales e. Brings responsible engineering perspectives to global and societal issues |