Is Participation in the Volunteer Income Tax Assistance (VITA) Program Associated with Students' Problem-Solving Skills and Professional Commitment?

2015 ◽  
Vol 31 (1) ◽  
pp. 71-90 ◽  
Author(s):  
Anne L. Christensen ◽  
Angela M. Woodland
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Real World ◽  
Income Tax ◽  
Learning By Doing ◽  
Accounting Education ◽  
Accounting Students ◽  
Professional Commitment ◽  
Problem Solving Skills ◽  
Real World Problems

ABSTRACT The Accounting Education Change Commission (AECC 1990, 309) states accounting students “should identify and solve unstructured problems that require the use of multiple information sources. Learning by doing should be emphasized.” The Pathways Commission (2012) also emphasizes the importance of exposing students to complex, real-world problems. Volunteer Income Tax Assistance (VITA) participation is an experiential learning opportunity with real-world problems and real clients in a professional setting. Using survey data obtained from students at seven U.S. universities, we test whether students who participate in VITA programs have greater professionalism as measured by problem-solving skills and professional commitment. Our results generally indicate participation in VITA programs is positively and significantly associated with problem-solving skills, but not with commitment to the profession. We do not find strong evidence that the association between VITA participation and problem solving differs significantly between traditional (age 25 and under) and nontraditional students (over age 25) or that the association differs significantly for students who intend to pursue tax careers and those who do not. Our study contributes to the extant literature on the effectiveness of experiential learning, to our understanding of attributes of professionalism in students, and to the specific benefits of the VITA program.

Applying terminology knowledge to translation

Terminology ◽  
2009 ◽  
Vol 15 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Pilar Sánchez-Gijón ◽  
Anna Aguilar-Amat ◽  
Bartolomé Mesa-Lao ◽  
Marta Pahisa Solé
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Real World ◽  
Translation Studies ◽  
Learning Processes ◽  
Problem Solving Skills ◽  
Teaching Activities ◽  
European Higher Education ◽  
Method Of Instruction ◽  
Real World Problems

Teaching activities in the field of Translation Studies should reflect the changes that have been taking place in recent years within the framework of the European Higher Education Area (EHEA). One of the main changes brought about has been to make students active participants in their learning processes. Problem-Based Learning (PBL) is a method of instruction that encourages students to “learn-to-learn” by working cooperatively in groups to find solutions to real-world problems. Using PBL methods, translation students can develop the problem-solving skills necessary to meet the challenges posed by terminology work in their day-to-day activities as professional translators. This paper illustrates how terminology courses may be adapted to current European higher education requirements using PBL methodology.

From Problem-Solving Paradigm to Co-Ontogenic Drift: How Do Learning Narratives Self-Generate?

Leonardo ◽  
2011 ◽  
Vol 44 (2) ◽  
pp. 133-138
Author(s):  
Johann van der Merwe ◽  
Julia Brewis
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Design Education ◽  
Design Theory ◽  
Social Situation ◽  
Theory And Practice ◽  
Use Of Self ◽  
Real World Problems

It is now an accepted maxim in design theory and practice that real-world problems needing the attention of design practitioners are not neat and well-structured, but ill-structured and “wicked”—part of a larger, complex social situation. For design education, then, to take its lead from contemporary social, political and economic structures, it will have to seriously re-think its problem-solving paradigms. The authors investigate the use of self-generating learning narratives in the classroom and contrast the approach they introduce with the still-too-prevalent notion that knowledge can be transferred from teacher to student. Their methodology draws from ideas formulated by Maturana and Varela on autopoiesis, specifically the notion of co-ontogenic drift.

scholarly journals Collaborative learning experiences of fourth-year students in a social work module

2021 ◽  
Vol 5 (2) ◽  
pp. 52-68
Author(s):  
Erica Pretorius ◽  
Hanna Nel
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Collaborative Learning ◽  
Real World ◽  
Industrial Revolution ◽  
Learning Task ◽  
Problem Solving Skills ◽  
Innovative Thinking ◽  
Insight Into ◽  
Real World Problems

This article provides insight into a fourth-year social work module, integrating an authentic learning task. This task focused on the development of a funding proposal for a social service organization. It attempted to integrate collaborative learning by scaffolding students’ participation in the world of work, rather than just receiving a qualification. In view of the prevalent conversation around the Fourth Industrial Revolution and the Covid-19 pandemic, it is essential that lecturers at higher education institutions embrace collaborative and problem-solving skills for student tasks. Recent evidence suggests that higher education graduates’ learning and their readiness for work in a professional environment require a greater focus on creative and innovative thinking to solve real-world problems. The results from this qualitative investigation revealed that students found working in teams and collaborating with their peers both challenging and rewarding. This process contributed to the holistic development of social workers ready to work in the real-world.

What Is in the Daily News? Problem-Solving Opportunities!

1999 ◽  
Vol 5 (7) ◽  
pp. 390-394
Author(s):  
Robyn Silbey
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Daily News ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
The Everyday ◽  
Everyday World ◽  
Real World Problems

In An Agenda for Action, the NCTM asserted that problem solving must be at the heart of school mathematics (1980). Almost ten years later, the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stated that the development of each student's ability to solve problems is essential if he or she is to be a productive citizen. The Standards assumed that the mathematics curriculum would emphasize applications of mathematics. If mathematics is to be viewed as a practical, useful subject, students must understand that it can be applied to various real-world problems, since most mathematical ideas arise from the everyday world. Furthermore, the mathematics curriculum should include a broad range of content and an interrelation of that content.

Real World Use of Scientific Concepts: Integrating Situated Cognition with Explicit Instruction

1998 ◽  
Vol 65 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Russell Gersten ◽  
Scott Baker
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Real World ◽  
Explicit Instruction ◽  
Situated Cognition ◽  
Contextual Learning ◽  
Problem Solving Skills ◽  
Problem Solving Strategies

This article presents a conceptual framework for refining instruction in science for students with disabilities. We review the concept of situated cognition as a way to address difficulties students have in retention and generalization, a perennial issue in special education. If a goal for students is real world use of problem-solving strategies, students must have opportunities for contextual learning. The proposed framework suggests that integration of explicit instruction in critical concepts, with cognitively based approaches that emphasize problem-solving skills on real world tasks may allow students with disabilities to be successful The implications this framework has in terms of policy, professional development, and the creation of learning environments that promote retention and transfer are discussed.

scholarly journals Pengaruh Model Pembelajaran Experiential Learning terhadap Kemampuan Pemecahan Masalah Mahasiswa Geografi

2020 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Tifani Yuniar Priyandari ◽  
I Komang Astina ◽  
Dwiyono Hari Utomo
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Experiential Learning ◽  
Control Design ◽  
Problem Solving Skills ◽  
Experiment Method ◽  
Data Collection Technique ◽  
Essay Test ◽  
Systematic Thinking ◽  
Quasi Experiment

<p><strong>Abstract:</strong> Problem solving skills must be possessed by every student to solve problems by involving critical, logical and systematic thinking. This study aims to determine the effect of Experiential Learning on students' problem solving skills. This study used a quasi experiment method with a pretest-posttest control design. The subjects in this study were geography students, with 68 students in total from two homogeneous classes. Data collection technique used instruments in the form of essay test to measure students’ problem solving skills. The results present that there is a significant effect of Experiential Learning on students’ problem solving skills.</p><strong>Abstrak:</strong><em> </em>Kemampuan pemecahan masalah harus dimiliki oleh setiap mahasiswa untuk menyelesaikan permasalahan dengan melibatkan pemikiran yang kritis, logis dan sistematis. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Experiential Learning terhadap kemampuan pemecahan masalah mahasiswa. Penelitian ini menggunakan metode quasi experiment dengan rancangan pretest-posttest control design. Subjek dalam penelitian ini adalah mahasiswa geografi sebanyak 68 mahasiswa pada dua kelas yang bersifat homogen. Teknik pengumpulan data menggunakan instrumen berupa soal esai untuk mengukur kemampuan pemecahan masalah. Hasil penelitian menunjukkan terdapat pengaruh signifikan model pembelajaran

Do entrepreneurial skills affect entrepreneurship attitudes in accounting education?

2019 ◽  
Vol 9 (4) ◽  
pp. 739-757 ◽  
Author(s):  
Sameh M. Reda Reyad ◽  
Abdalmuttaleb Musleh Al-Sartawi ◽  
Sherine Badawi ◽  
Allam Hamdan
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Risk Taking ◽  
Arab World ◽  
Entrepreneurial Intention ◽  
Accounting Education ◽  
Accounting Students ◽  
Test Statistic ◽  
Content Type ◽  
Entrepreneurial Skills

Purpose The purpose of this paper is to present the evidence of accounting undergraduates’ attitude toward entrepreneurship, in particular, whether entrepreneurial skills developed in accounting education engender cognition of skills and intentions of starting a business. Design/methodology/approach The study uses a χ2 test statistic used to evaluate a logistic regression to gauge the effect of delivering six entrepreneurial skills (risk taking, critical thinking, problem solving, innovation, autonomy and need for achievement) on entrepreneurship attitudes (cognition of skills and intentions). Data consist of questionnaire responses obtained from 668 undergraduates attending Egyptian and Bahraini universities. Findings The results reveal that accounting students perceive the following four entrepreneurial skills as a key for starting their own business: risk taking, critical thinking, problem solving and innovation. In addition, Egyptian students incline toward cognition, whereas Bahraini students head toward intentions. Practical implications Some changes to accounting curricula are proposed to enhance entrepreneurial intention. Originality/value This paper offers a new contribution as it focuses on the challenges and the considerations in the Arab World Universities.

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