Using undergraduate research to develop transferable skills for the modern workforce

2016 ◽  
Vol 37 (2) ◽  
pp. 84
Author(s):  
Jack TH Wang
Keyword(s):  
Biological Sciences ◽  
Large Scale ◽  
Undergraduate Research ◽  
Learning Experiences ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Global Knowledge ◽  
Research Experiences ◽  
Transferable Skills ◽  
Authentic Learning Experiences

In the increasingly competitive global knowledge marketplace, Australian tertiary educators are looking to enrich their program offerings by providing authentic learning experiences for their students. In the biological sciences, this authenticity is best represented by hands-on inquiry and laboratory experimentation, often within the context of research internships. Authentic Large-Scale Undergraduate Research Experiences (ALUREs) aim to broaden the scope of these learning experiences by embedding research into coursework activities accessible by all students within the program. These experiences can promote learning gains in laboratory, analytical, and critical thinking skills, providing students with a transferable skillset applicable to many career paths across the science sector.

Enhancing Diversity in STEM Interdisciplinary Learning

2015 ◽  
pp. 997-1019
Author(s):  
Reginald A. Blake ◽  
Janet Liou-Mark
Keyword(s):  
Stem Education ◽  
Real World ◽  
Undergraduate Research ◽  
Interdisciplinary Approach ◽  
Thinking Skills ◽  
New Paradigm ◽  
Research Experiences ◽  
Stem Disciplines ◽  
And Mathematics ◽  
Diversity In Stem

The Science, Technology, Engineering, and Mathematics (STEM) disciplines have traditionally been woefully unsuccessful in attracting, retaining, and graduating acceptable numbers of Underrepresented Minorities (URMs). A new paradigm of STEM practices is needed to address this vexing problem. This chapter highlights a novel interdisciplinary approach to STEM education. Instead of being siloed and mired in their respective STEM disciplines, students integrate real world, inquiry-based learning that is underpinned by a strong foundation in mathematics and a myriad of other pillars of STEM activities. These activities include Peer-Assisted Learning Workshops, Mentoring Programs, Undergraduate Research Experiences, STEM Exposure Trips, Conference Participation, and Peer Leadership. This strategy enhances STEM education among URMs by purposefully connecting and integrating knowledge and skills from across the STEM disciplines to solve real-world problems, by synthesizing and transferring knowledge across disciplinary boundaries, and by building critical thinking skills in a manner that is relevant to their experiences and yet transformative.

scholarly journals The Ability Of Islamic Boarding School Students In Facing The Digital Literacy Era With Critical Reading

2020 ◽  
Vol 1 (2) ◽  
pp. 141-153
Author(s):  
Anwar Hafidzi
Keyword(s):  
Digital Literacy ◽  
Boarding School ◽  
Digital Age ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Law ◽  
Global Knowledge ◽  
School Students ◽  
National Education ◽  
National Education System

  Abstract: In order to develop information technology, the national education system must be improved, and Pondok Pesantren is no exception. Since the ratification of Islamic Boarding School Law there have been at least four key fields, including the eight aspects of digital-age literacy, core literacy, science, information, visuals, technology, multicultural awareness and global knowledge. The tool used in the present study was to develop the teaching abilities of Islamic boarding school students and to write them through a bibliography approach and approach to education through Kelvin Seifert's digital literacy techniques, opportunities and challenges. These findings show the students' ability to learn and comprehend it again with good analytics can be enhanced with the approach to classical book studies with critical thinking skills. Keywords: Ability; Digital-Age Literacy; Islamic education; boarding school;   Abstrak: Untuk mengembangkan teknologi informasi, sistem pendidikan nasional harus diperbaiki, tidak terkecuali Pondok Pesantren. Sejak disahkannya UU Pesantren setidaknya terdapat empat bidang utama, yaitu delapan aspek literasi era digital, literasi inti, sains, informasi, visual, teknologi, kesadaran multikultural, dan pengetahuan global. Alat yang digunakan dalam penelitian ini adalah untuk mengembangkan kemampuan mengajar siswa pesantren dan menuliskannya melalui pendekatan bibliografi dan pendekatan pendidikan melalui teknik literasi digital, peluang dan tantangan Kelvin Seifert. Temuan ini menunjukkan kemampuan siswa untuk belajar dan memahaminya kembali dengan analitik yang baik dapat ditingkatkan dengan pendekatan studi buku klasik dengan kemampuan berpikir kritis. Kata kunci: Kemampuan; Literasi Era Digital; Pendidikan Islam; pesantren;

scholarly journals Transferable skills perception analysus of vocational middle school teachers on-in-on-in dual skills program

2022 ◽  
Vol 11 (2) ◽  
Author(s):  
Purnomo Purnomo ◽  
Marsono Marsono ◽  
Tuwoso Tuwoso
Keyword(s):  
High School ◽  
Financial Management ◽  
Skills Training ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Job Skills ◽  
Ministry Of Education ◽  
Vocational High School ◽  
School Teachers ◽  
Transferable Skills

The Ministry of Education and Culture in 2016 made one of the breakthrough programs in an effort to organize and fulfill productive teachers in Vocational High Schools (VHS) through the Dual Skills Program (DSK). The DSK is implemented to support the improvement of vocational education as well as education and job skills training. Meanwhile, DSK participating teachers must have new competencies that can be used to teach productive subjects in certain areas of expertise. Increasing the competence of DSK participants needs to take into account the development of transferable skills obtained after conducting training or in the process of implementing DSK. The aims of this study are to 1.) Determine the types of transferable skills that DSK participant teachers need to possess; and 2.) Analyze and describe the transferable skills of teachers of vocational high school on-in-on-in DSK in Malang Regency. This study uses a quantitative approach. The samples used were all Vocational High School teachers who took part in the on-in-on-in DSK in Malang Regency, while the respondent's data collection used a questionnaire. The results showed that the types of transferable skills consist of communication skills, planning skills, interpersonal skills, work attitude skills, organizational skills, financial management skills, and critical thinking skills. The transferable skills of teachers of vocational high school on-in-on-in dual skills program in Malang Regency were in a good category.

A Study of Mechanical Engineering Students’ Learning Outcomes During Summer Undergraduate Research Experiences

2008 ◽  
Author(s):  
Olga Pierrakos
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Undergraduate Research ◽  
Evaluation Studies ◽  
Research Participation ◽  
Thinking Skills ◽  
Research Experiences ◽  
Great Opportunity ◽  
Problem Solving Skills ◽  
Undergraduate Research Experiences

Undergraduate research experiences, which are highly promoted and supported by NSF and other agencies, present a great opportunity for our students to learn essential problem solving skills. The National Science Foundation’s Research Experiences for Undergraduates (REU) program is one of the largest initiatives supporting active research participation by undergraduate students in all of the areas of research funded by NSF. The REU program, with more than 600 sites around the world, presently funds over 1000 active awards, totaling over $327 million. From these active REU awards, 384 (38% of the total active awards) are related to engineering (determined by having ‘engineering’ as a keyword in the title and abstract) and account for about $170 million, about half of the total amount of awards to date. In spite of such widespread support and belief in the value of undergraduate research, limited well-grounded research and evaluation studies exist [1]. Most of the existing literature reveals the predominance of program descriptions, explanation of models, and evaluation efforts, rather than studies grounded on research. Only recently have research and evaluation studies focused on assessing the benefits of undergraduate research [1–8]. Some of these benefits are (a) retention for underrepresented groups, (b) increased interest in the discipline, (c) gaining critical thinking skills, (d) increased self-confidence, and (e) clarification of career goals. Moreover, most of these studies on undergraduate research have focused on the sciences, whereas undergraduate research experiences in engineering have been understudied.

Authentic Online Branching Simulations

2018 ◽  
pp. 1197-1216
Author(s):  
Eric Bernstein ◽  
Sarah A. McMenamin ◽  
Michael C. Johanek
Keyword(s):  
Social Cognitive ◽  
Online Courses ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Interactions ◽  
Production Value ◽  
Professional Fields ◽  
Authentic Learning Experiences ◽  
Social Cognitive Theories

This chapter describes the use of online branching simulations, with varying levels of production value and using a variety of different development tools, to create authentic experiences for students in online courses. Simulations are a method of increasing student engagement, providing authentic learning experiences that enhance critical thinking skills and foster meaningful collaborative interactions among students. By creating simulations that are online, they are scalable and especially effective for use in distance and online learning environments. The use of these simulations draws on research supporting the effectiveness of simulations in education and in other professional fields, leveraging Social Learning and Social Cognitive Theories and builds off of a Computer-Supported Collaborative Learning (CSCL) framework.

Authentic Online Branching Simulations

2016 ◽  
pp. 244-263
Author(s):  
Eric Bernstein ◽  
Sarah A. McMenamin ◽  
Michael C. Johanek
Keyword(s):  
Social Cognitive ◽  
Online Courses ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Interactions ◽  
Production Value ◽  
Professional Fields ◽  
Authentic Learning Experiences ◽  
Social Cognitive Theories

This chapter describes the use of online branching simulations, with varying levels of production value and using a variety of different development tools, to create authentic experiences for students in online courses. Simulations are a method of increasing student engagement, providing authentic learning experiences that enhance critical thinking skills and foster meaningful collaborative interactions among students. By creating simulations that are online, they are scalable and especially effective for use in distance and online learning environments. The use of these simulations draws on research supporting the effectiveness of simulations in education and in other professional fields, leveraging Social Learning and Social Cognitive Theories and builds off of a Computer-Supported Collaborative Learning (CSCL) framework.

Darwin's Roadmap to the Curriculum

2019 ◽  
Keyword(s):  
Biological Sciences ◽  
Evolutionary Theory ◽  
Interdisciplinary Approach ◽  
Thinking Skills ◽  
Evolution Education ◽  
Critical Thinking Skills ◽  
Academic Disciplines ◽  
Degree Programs ◽  
Interdisciplinary Field ◽  
Political Backlash

This book integrates the vast literature in the interdisciplinary field of Evolutionary Studies (EvoS), providing clear examples of how evolutionary concepts relate to all facets of life. It provides chapters dedicated to the processes associated with an EvoS education, including examples of how an interdisciplinary approach to evolutionary theory has been implemented successfully at various colleges and universities and in degree programs. Chapters outline a variety of applications to an evolution education, including improved sustainable development, medical practices, and creative and critical thinking skills. Finally, this book explores controversies surrounding evolution education and provides a roadmap to help shape a positive future for this approach to asking and answering questions. Although Darwin’s theories have famously changed the foundational ideas related to the origins of life, shaping entire disciplines in the biological sciences, across the globe today people are famously misinformed and uneducated about Darwinian principles and ideas. Applications of evolutionary theory outside the traditional areas of biology have been slow to progress. Further, scholars doing such work regularly experience political backlash. But there is hope. A slow but study push to advance the teaching of evolution across academic disciplines has been under way for more than a decade, with the editors of this book sitting at the forefront of this trend. This book is designed to provide a model for ways to ask Darwinian questions across all areas of intellectual inquiry.

Creating Authentic Learning Through Online Personal Learning Networks

2021 ◽  
Vol 11 (2) ◽  
pp. 31-47
Author(s):  
Erin Gratz ◽  
Bettyjo Bouchey ◽  
Megan Kohler ◽  
Monica L. Simonsen ◽  
Jessica L. Knott
Keyword(s):  
Online Education ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Peer Learning ◽  
Thinking Skills ◽  
Peer To Peer ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Personal Learning ◽  
Authentic Learning Experiences

As educators face challenges in creating and cultivating authentic learning experiences in online education, a new paradigm for peer-to-peer learning has emerged: personal learning networks (PLNs). This article outlines autoethnographic research conducted in summer 2019, in which six participants from distinct virtual PLNs reflected on the benefits of PLNs as a model of peer-to-peer learning, how their experiences within PLNs aligned with Rule's themes of authentic learning and ways PLNs can be incorporated into online programming to create deep, authentic learning environments. The study findings align with the core principles of authentic learning: (a) real-world scenarios, (b) inquiry and thinking skills, (c) discourse with the community, and (d) empowerment. The study makes a strong case for the incorporation of PLNs into traditional online programming as a means to create unique and authentic learning experiences.

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