Fundamentals of Undergraduate Education and Learning
http://web.njit.edu/~lipuma/GOOP1.mht
Introduction to the text and chaptershttp://web.njit.edu/~lipuma/FUEL/Introduction.doc Chapter 1 basics of learning and youhttp://web.njit.edu/~lipuma/FUEL/Chap1.doc Chapter 2 definitions and related issueshttp://web.njit.edu/~lipuma/FUEL/Chap2.doc Chapter 3 critical thinking and decision making related issueshttp://web.njit.edu/~lipuma/FUEL/Chap3.doc Chapter 4 general problem solvinghttp://web.njit.edu/~lipuma/FUEL/Chap4.doc Chapter 5 Communication skills http://web.njit.edu/~lipuma/FUEL/Chap5.doc Chapter 6 leadershiphttp://web.njit.edu/~lipuma/FUEL/Chap6.doc
Table of Contents
Introduction
http://web.njit.edu/~lipuma/FUEL/Introduction.doc
A
word of explan
Chapter 1: Self-Directed Learning
http://web.njit.edu/~lipuma/FUEL/Chap1.doc
The book begins in Chapter One with a discussion
of self learning, self awareness, and the need to know some things about one’s
personal desires, abilities, and capacities before even beginning to try to
learn. The ideas of capacity building,
self directed learning, autodidactic attitude and an understanding of how to
balance one’s use of time, effort, and resources.
Summary
Questions
and Exercises:
Chapter 2: Basic Tools
http://web.njit.edu/~lipuma/FUEL/Chap2.doc
Chapter Two discusses the basic techniques
necessary to learn the skills and processes presented in the remainder of the
text. First is the idea of making valid
and good definitions. One of the most
important uses of this relates to the identification of categories and examples
along with the distinction between these
types of delineations. After that, exercises are
presented to assist the reader in becoming aware of their own thinking and the
assumptions that underlie everyday life.
To assist with the skills listed above, the idea of asking questions and
being skeptical of simple answers to complex questions is then discussed to
help with individual critical thinking skills.
Finally, the distinction between goals, objectives, outcomes, and purpose
(GOOP) are presented to identify the distinctions among these terms as they
relate to the accomplishment of tasks.
Summary
Terms from this Chapter
Questions and Exercises
References and other
Chapter 3 Decision Making and Related Skills
http://web.njit.edu/~lipuma/FUEL/Chap3.doc
Chapter
Three covers decision-making and the many other related skills that underpin it
such as critical thinking and research.
This topic is particularly difficult to discuss out of context, as
decisions are often dependent upon the situation that surrounds them. Nonetheless, the techniques presented serve
as a launching point for the reader to identify methods to clarify and improve
the decision making process. The
different types of research--literature searches, surveying, and
experimentation—are discussed. In
particular, the Scientific Method is detailed along with its applications and
modern form. Numerous
exercises and examples are used to assist
the reader to better understand and explore these abilities and highlight ways
to increase creativity and improve decision-making.
Applications of Basic Concepts
Summary
Terms from this Chapter
Questions and Exercises
References and Other Resources.
Chapter 4: General Problem Solving Process
http://web.njit.edu/~lipuma/FUEL/Chap4.doc
Chapter Four presents the
General Problem Solving Process. First,
it is important to expand on the term
‘problem’ before going any further.
Throughout the text, this term will serve as a catchall phrase that
could easily have been issue, concern, enigma, question, or some other term
expressing the idea of a gap in knowledge that needs to be bridged. The process presented is used in any
discipline to clearly frame, and evaluate problems as well as generate
solutions. Though it mainly examines
current problems, the process works equally well for problems in the near or
distant future. However, since
predicting the future situation requires guesses and assumptions, the solutions
found are far more speculative. In
addition, the process can be used to examine past decisions that have been
implemented to better understand how and why a particular solution was
selected. What is important to note is
that many solutions are found through research based upon trial-and-error
methods of refining observations and assumptions. The process presented asks the problem-solver
to first research and understand the situation along with past knowledge
related to it and then make an argument for a course of action to be taken of
the decisions that are made. The
following is a brief overview of the entire process being discussed. Later on in the text, a more detailed set of
steps for the process for thinking and general problem solving will be
given.
1) Become aware
of the context and initial conditions of the problem being examined
2) Understand the
situation by researching and defining its elements
3) Select a
particular aspect of the problem to be addressed
4) Generate
potential solutions
5) Evaluate
valid potential solutions to select the best solution for the specific
situation
6) Develop an
action plan to implement that best solution and highlight challenges that may
be encountered during the implementation process
As
any person focuses attention upon a future problem to select a course of action
they deem best, he or she will work through these steps either deliberately or
unconsciously. Though presented in a
linear fashion, problems in the real world are not so easily tackled. It is necessary to iterate these steps or
even return to earlier steps to rework the results. Often, some steps need to be dealt with more
arduously than others. Many times,
others have completed some of the steps.
In these cases, only the results may have been passed to the current
problem solver. In all cases, it is
vital that an individual is aware of the various aspects of the problem solving
process as he or she works to solve a problem so that they can be informed
about exactly what the person is attempting to accomplish. Also, as each person moves through the
process of solving a problem, the rationale for his or her underlying
assumptions as well as the proof supporting the decisions being made must be
understood by the problem solver.
Lastly, it is important to discuss the other tools and methods that are
used to solve problems. The general
problem solving process presented here does not try to compete with these other
processes. Rather, the tools of other
disciplines can be easily incorporated throughout the various steps. This process is interdisciplinary and simply
clarifies the intellectual steps any person at any time might go through when
addressing a problem and coming to a conclusion about the type of action to
take. Moreover, the description given
here provides clear terminology and distinction between the ideas that each
individual brings to working groups as well as assists individuals to better
understand their own thought processes.
Each discipline has methods for conducting research and making
decisions. Each person utilizes these
tools as they work through the overall problem-solving process and can integrate
the knowledge from each discipline during each step of the process.
Measuring with Criteria
Summary
Questions and Exercises
References and Other
Sample problem solving process paper.
Chapter 5: Communication Processes
http://web.njit.edu/~lipuma/FUEL/Chap5.doc
Chapter
Five covers the processes and concepts related to communication. It opens with a description of different
aspects of the process of communication.
It then details four areas of concern that each person should be aware
of when engaging in any form of communication.
Then, the specifics of writing summaries, essays and research papers
along with the need for citing are presented.
Finally, public speaking and the skills related to professional
presentations are reviewed.
All of the topics in the first five chapters can be
drawn upon in a variety of situations to aid a student as he or she strives to
be successful. Moreover, mastery of
these topics prepares the student to become a better, more adaptable learner
and so assist in the achievement of goals.
Beyond these skills lies a topic that draws on all of the earlier
learning to prepare the student to compete in the uncertain future that will be
his or her life. Since there is no set
answer that can be given for what might happen or what skill must be drawn upon
to solve an unforeseen problem, the last chapter of the text is devoted to a
discussion of leadership both for oneself and of others. This above all is essential in the
ever-changing environment that current students will face in a time of
unprecedented technological development, global social interactions, and
fast-paced interconnected world.
Conclusion
Summary
Questions and homework
References and Other
Chapter 6: Leadership
http://web.njit.edu/~lipuma/FUEL/Chap6.doc
Chapter Six presents the
topic of leadership and its many subcomponents.
The chapter begins with a definition and discussion of the concept of
leadership. It moves to the different
aspects of leadership along with the skills and abilities that comprise these
more general categories. Finally, an
explanation of how these areas interact and can be developed by individuals so
that each person can improve his or her own leadership ability is covered. This last section is tied to current
technologies that impact leadership in today’s world.
Examples, sample papers,
exercises and other materials are given throughout the text to assit the reader.
Though throughout the text there are exercises and examples, this set is
not nearly complete. Other examples and
cases can always be found to aid in the development of better thinking and
provide practice for all the skills and abilities discussed. As can be seen by the progression of topics,
the basic skills given in the beginning of the text are revisited throughout as
more complex and difficult tasks are introduced and added to the knowledge base
of the reader. The text, as it should be
with the experience of higher education, is a culmination of the work not just
a review of items to be memorized and discarded. Knowledge and understanding is to be provided
so that the reader is able to internalize the skills either through acquisition
of the new tools presented or personal development of the skills from within
through the process of working through examples. These two processes are slow and can only be
accomplished over time and with the effort of the reader.
What is a Leader?
Individuals, Groups and Teams
What Are the Levels of Task Leadership?
How Do Leaders Interact with Followers to Accomplish Tasks?
Summary
Questions and Exercises
References
and Other
Introduction to the text and chaptershttp://web.njit.edu/~lipuma/FUEL/Introduction.doc Chapter 1 basics of learning and youhttp://web.njit.edu/~lipuma/FUEL/Chap1.doc Chapter 2 definitions and related issueshttp://web.njit.edu/~lipuma/FUEL/Chap2.doc Chapter 3 critical thinking and decision making related issueshttp://web.njit.edu/~lipuma/FUEL/Chap3.doc Chapter 4 general problem solvinghttp://web.njit.edu/~lipuma/FUEL/Chap4.doc Chapter 5 Communication skills http://web.njit.edu/~lipuma/FUEL/Chap5.doc Chapter 6 leadershiphttp://web.njit.edu/~lipuma/FUEL/Chap6.doc