scholarly journals Moving Toward 2050: Supplementing Traditional Nutrition Programs with 21st Century Training (P07-008-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Keagan Ringling ◽  
Melissa Jansma ◽  
Therese Liffrig ◽  
Len Marquart
Keyword(s):  
Critical Thinking ◽  
Civic Engagement ◽  
Training Program ◽  
21St Century ◽  
Adaptive Systems ◽  
Learning Goals ◽  
Course Development ◽  
Student Government ◽  
Non Profit ◽  
Research Fellowship

Abstract Objectives Climate change, malnutrition, acute and chronic diseases nested within diverse sociocultural problems challenge nutrition professionals entering the workforce. Undergraduate and graduate education is a critical period to develop a foundation of transdisciplinary, transcultural and transformational approaches to understand and effectively use science to solve problems and manage issues in the 21st century. Employers seek multidisciplinary-trained individuals with critical thinking, communication, collaboration, and creativity to solve complex problems within continuously evolving adaptive systems. New training models are required to develop additional interactive skills integrated within a traditional nutrition program. Methods To supplement traditional learning goals documented by Bloom's taxonomy, hands-on experiences were designed to achieve learning objectives based on key character attributes and professional skills including critical thinking, communication, collaboration, and creativity. The case consisted of 8 activities, with 7 goals, and 17 objectives. Activities gradually and dynamically built on preceding competencies of required goals and objectives. Results The student participated in activities including non-profit civic engagement; a non-profit internship; a corporate quality assurance internship; an industry research fellowship; student clubs; student government advocacy; departmental engagement; and honors course development. The student developed: technical skills along with critical thinking, communication, collaboration, and creativity via internships and guided research; key character attributes through student government advocacy and student club participation; moral and ethical compass via departmental engagement and non-profit civic engagement; and creativity and systems thinking via honors course development. Conclusions Developing dynamic human capacity to address systems issues is imperative to enhance the health of our society and planet. A comprehensive, holistic training program might allow students to directly participate in developing new workforce approaches and models. This pilot study serves as one example of a complimentary training program to equip students with skills to fulfill 21st century workforce requirements. Funding Sources None.

The Critical Thinking Skill Gap in the Kenyan Education Curriculum

2020 ◽  
Vol 9 (SI) ◽  
pp. 178-191
Author(s):  
Cosmas Masega Ongesa
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
21St Century ◽  
Education System ◽  
Critical Review ◽  
Learning Goals ◽  
Education Curriculum ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Purpose Of Education

Across the globe, the learning goals of elementary, secondary, and higher education curricula emphasize the development of the critical thinking approach. In Kenya, the curriculum mentions developing critical thinking as one of its objectives, but a critical review reveals that the education system prioritizes competitive exams and rote memorization over critical thinking and other vital 21st-century skills. In this paper, I argue that educational authorities can achieve this objective if they critically evaluate the purpose of education regularly to ensure that there is an alignment between the stated goals and practice. They also need to make sure that the education they provide leaves no learner behind.  

Kecakapan Hidup Abad Ke-21 dalam Tokoh Utama Dongeng Jawa Timur Kajian Antropologi Sastra

2020 ◽  
Vol 13 (2) ◽  
pp. 168
Author(s):  
Rian Damariswara
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Fairy Tales ◽  
Life Skills ◽  
Fairy Tale ◽  
Good Life ◽  
The Other ◽  
Main Character ◽  
Data Source ◽  
Creativity And Innovation

ABSTRAKTokoh utama dalam dongeng Jawa Timur memiliki sisi lain yang perlu diungkap. Sisi lain tersebut, yakni kecakapan hidup yang dimiliki tokoh utama dalam menyelesaikan masalah yang dihadapinya. Kecakapan hidup tersebut, memiliki relevansi dengan kecakapan hidup di abad ke-21. Jadi, dengan menganalisis kecakapan hidup tokoh utama secara otomatis peneliti dan pembaca dapat mengetahui bahwa tokoh-tokoh dongeng yang terdapat di Jawa Timur memiliki budaya hidup yang baik untuk dijadikan contoh dan motivasi.Untuk mengungkap kecakapan hidup abad ke-21 pada tokoh utama dongeng Jawa Timur menggunakan kajian antropologi sastra.Penelitian ini termasuk deskriptif kualitatif. Sumber data adalah teks dongeng Jawa Timur. Teknik yang digunakan adalah studi dokumenter. Kecakapan hidup abad ke-21 yang ditemukan pada dongeng Jawa Timur sebagai berikut. Pertama, berpikir kritis dan pemecahan masalah. Semua tokoh utama dalam dongeng memiliki pemikiran kritis sehingga dapat memecahkan masalah. Kedua, kreativitas dan inovasi yang ditemukan yakni jenis pengembangan dan sintesis. Inovasi pengembangan yang ditemukan adalah adanya alat bajak sawah dari batu menjadi kayu dan ditarik sapi serta dapat dipergunakan sebagai sarana hiburan. Alat tersebut diberi nama karapan sapi.  Inovasi sintesis adalah menggabungkan segala sesuatu yang dimiliki untuk dijadikan sesuatu yang baru. Seperti pada dongeng Asal Mula Reog Ponorogo,yakni menggabungkan kepala tokoh Singabarong dengan burung merak sehingga dinamakan reog ponorogo. Ketiga, kolaborasi antaranggota dan pemimpin dengan bawahan. Keempat, komunikasi yakni berupa diskusi, pengarahan, berkeluh kesah, dan perintah.Kata kunci: Kecakapan hidup abad ke-21, Tokoh utama, DongengABSTRACTThe main character in the East Java fable has another side that needs to be revealed. The other side, namely the life skills possessed by the main character in solving the problems they face. Life skills, have relevance to 21st century life skills. Therefore, by analyzing the life skills of the main characters automatically the researcher and reader can find out that the fairy tale figures in East Java which have a good life culture to be used as an example and motivation. To uncover 21st century life skills in the main characters of the East Javanese fable, the study of literary anthropology is used. This research is descriptive qualitative. The data source is the text of a fairy tale in East Java. The technique used is documentary study. The 21st century life skills found in the East Java fable are as follows. First, critical thinking and problem solving. All the main characters in fairy tales have critical thinking so they can solve problems. Second, the creativity and innovation found are types of development and synthesis. Development innovation that was found was the existence of a rice plow from stone to wood and pulled by cows and could be used as a means of entertainment. The tool is named Karapan Sapi. Synthesis of innovation is to combine everything that is owned to be something new. As in the fable of Reog Ponorogo, which combines the head of the Singabarong character with a peacock so it is called Reog Ponorogo. Third, collaboration between members and leaders with subordinates. Fourth, communication in the form of discussion, direction, complaints, and orders.Keyword: 21st century life skills, The main character, Fairy tale

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

Coding Is Lit: Integrating Coding and Literacy in Early Childhood Inclusive Settings

2021 ◽  
pp. 004005992110101
Author(s):  
Nicole S. Fenty ◽  
Abby Pierce ◽  
Julia Schildwachter
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Young Children ◽  
21St Century ◽  
Grade Level ◽  
Literacy Skills ◽  
Inclusive Settings ◽  
Hands On ◽  
Common Grade ◽  
To Receive

There has been an increased emphasis in recent years on supporting young children with building 21st century literacy skills such as critical thinking and collaboration. Unfortunately, young children with or at risk for disabilities are unlikely to receive access to experiences that build 21st century literacies. Pre-coding activities, which include hands-on coding games and stories appropriate for young children, are one way to provide access to this population of students. The purpose of this article is to provide details about how educators in early childhood inclusive settings may integrate pre-coding activities with everyday routines and procedures as well as with common grade level appropriate read alouds. Fundamentals of pre-coding are provided along with guidelines for planning and instruction.

How nonprofits use Facebook to craft infrastructure

First Monday ◽  
2021 ◽  
Author(s):  
Libby Hemphill ◽  
A.J. Million ◽  
Ingrid Erickson
Keyword(s):  
Civic Engagement ◽  
Information And Communication Technologies ◽  
Uses And Gratifications ◽  
Communication Technologies ◽  
Technology Choice ◽  
Non Profit ◽  
Ict Use ◽  
Information And Communication ◽  
Moral Economies ◽  
Task Technology Fit

We present findings from interviews with 23 individuals affiliated with non-profit organizations (NPOs) to understand how they deploy information and communication technologies (ICTs) in their civic engagement efforts. Existing research about NPO ICT use is often critical, but we did not find evidence that NPOs fail to use tools effectively. Rather, we detail how NPOs assemble various ICTs to create infrastructures that align with their values. Overall, we find that existing theories about technology choice (e.g., task-technology fit, uses and gratifications) do not explain the assemblages NPOs describe. We argue that the infrastructures they fashion can be explained through the lens of moral economies rather than utility. Together, the rhetorics of infrastructure and moral economies capture the motivations and constraints our participants expressed and challenge how prevailing theories of ICT use describe the non-profit landscape.

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