Persistent anchoring to default rates when electing 401(k) contributions

2018 ◽  
Vol 10 (1) ◽  
pp. 88-104
Author(s):  
Bryan Foltice ◽  
Priscilla A. Arling ◽  
Jill E. Kirby ◽  
Kegan Saajasto
Keyword(s):  
Critical Thinking ◽  
Financial Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
College Level ◽  
Contribution Rate ◽  
Enrollment Rate ◽  
Content Type ◽  
Default Rates ◽  
Default Rate

Purpose The purpose of this paper is to investigate how the 401(k) auto-enrollment rate influences the size of elected contribution rates in defined contribution plans for new, young enrollees. Design/methodology/approach The authors survey 324 undergraduate students at a mid-sized Midwestern university, and compare the elected contribution rates for two groups who were randomly given two default rates: 3 and 15 percent. Findings The results indicate widespread evidence of the anchoring and adjusting heuristic in regards to the provided auto-enrollment rate, as the 3 percent default rate group selects a contribution rate of approximately 2 percent less than the group that was provided with the 15 percent default rate. The results also provide support to the benefits of financial education: those who were taking or had already taken a college-level finance course provide higher contribution rates by about 1.7 percent overall. Additionally, individuals with the lowest critical thinking skills elect approximately 2 percent less in annual contributions overall than those who demonstrate higher critical thinking skills. Originality/value Interestingly, all groups seem to be susceptible to the anchoring and adjustment heuristic, as the default rate plays a significant role in the elected contribution rate, regardless of an individual’s financial sophistication or critical thinking skill level. The authors hope that these findings prompt benefit plan administrators and policy-makers to reconsider default rates in their retirement plans that would allow for maximum savings and participation rates. The findings also speak in favor of developing programs that would assist enrollees with financial education and critical thinking skills that would yield better retirement savings decisions when asked to make their employee benefit selections.

NCSS notable trade book lesson plan: Joan Procter, dragon doctor: the woman who loved reptiles

2020 ◽  
Vol 15 (1) ◽  
pp. 115-120
Author(s):  
Holly Hilboldt Swain
Keyword(s):  
Critical Thinking ◽  
Content Knowledge ◽  
Lesson Plan ◽  
British Museum ◽  
Thinking Skills ◽  
Cultural Representation ◽  
Critical Thinking Skills ◽  
Content Type ◽  
Museum Exhibits ◽  
Art Writing

PurposeJoan Procter, Dragon Doctor describes the life of Joan Beauchamp Procter, renowned herpetologist, zoologist, Curator of Reptiles at the British Museum and designer of the London Zoo Reptile House. In this lesson, students reframe initial viewpoints of scientists that are not representative of a broad understanding of who scientists are and what being a scientist means. Exploring understandings and expanding their view of science to include varied areas of social sciences provokes deep discussions among students as they prepare to teach others. Using content area skills, artwork, writing, literacy and technology, students explore diverse people and fields of the sciences.Design/methodology/approachStudents engage in collaborative efforts with peers to involve themselves with content knowledge and skills in the social studies, as they integrate other areas of the curriculum including science, art, writing, literacy, literature, technology, critical thinking, research skills and inquiry-based learning. Findings include students participating in meaningful learning individually and collectively through inquiry. As students learn with and from one another, they conceptualize their own ideas through their own work in exploring relevant resources. Students plan action to move learning outside the classroom in generating changes in museums and monuments to showcase broader cultural representation of scientists in their communities.FindingsStudents engage in inquiry learning using Joan Procter, Dragon Doctor as a key text. Students explore the text and related resources, while learning with one another about scientists. Students expand their content knowledge and apply critical thinking skills, noting similarities and differences in scientists, ultimately acknowledging that what scientists do through inquiry and exploration helps them identify as scientists. Varied fields and backgrounds of scientists are explored, and students examine cultural representation in museums commemorating scientists and scientific contributions. Students create action plans to consult with museums about these issues and curate exhibits, like Joan Procter, to share with others.Originality/valueThis lesson provides students multiple avenues to deepen learning while conceptualizing and formulating their own understandings. Further, students are required to use multiple skills in conveying their ideas for social change to reflect their new broader conceptualization of scientists and the many fields that science includes. Additionally, they have to understand the topics discussed fully in order to convey their research findings to another audience in their school or community as they create museum exhibits. Finally, while students learn, they begin to see themselves represented in fields through evident, inclusive demonstrations of contributions by diverse scientists.

Assessing general education learning outcomes at Qatar University

2016 ◽  
Vol 8 (2) ◽  
pp. 159-176 ◽  
Author(s):  
Shaikha Bint Jabor Al-Thani ◽  
Ali Abdelmoneim ◽  
Adel Cherif ◽  
Dalal Moukarzel ◽  
Khaled Daoud
Keyword(s):  
Critical Thinking ◽  
Pilot Study ◽  
General Education ◽  
Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Content Type ◽  
English Writing ◽  
Internal Assessment ◽  
Education Outcomes

Purpose – The purpose of this paper is to assess the effectiveness of a new general education program at Qatar University (QU) in achieving English writing and critical thinking outcomes. Design/methodology/approach – Collegiate Assessment of Academic Proficiency (CAAP) test was used as direct assessment tool to identify the extent to which QU students are making progress with respect to general education outcomes, and how well QU students perform compared to US students on general education outcomes that are measured by the CAAP test. Findings – Findings show evidence that students make progress in English and critical thinking during their QU educational careers. However, QU students lag well behind their US counterparts in writing skills, but they performed relatively better in critical thinking and essay writing. Research limitations/implications – The sample of students tested was limited to students who met certain criteria. Therefore, the sample was neither representative nor random and does not reflect the performance of the entire student body. English is a second language for most QU students, and cultural differences as well as students’ high school preparation and quality of faculty at QU add to the complexity of the study. Practical implications – Research finding may have implication on the general education program curriculum plan, assessment process, assessment plan and tools. It may also trigger comprehensive review of courses addressing writing and critical thinking skills. Moreover, the findings will have impact on institutional total approach and support to retain and enhance some of the cornerstone skills that general education program promise to achieve. The pilot study, results and findings can have implications on similar GCC general educations programs that focus on English writing and critical thinking skills. Originality/value – This original pilot study indicates a need for improvement of internal assessment processes and reconsideration of general education program courses contributing to skills examined. It also provides evidence on students’ performance on two important generic skills, both are important for QU and its stakeholders. The study’s findings are of broad interest to assess the efficacy of internal assessment at international institutions using an internationally available standardized test.

The Erosion of Critical Thinking Development in Post-Secondary Education

2015 ◽  
pp. 68-96
Author(s):  
Michael Robert Hepner
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Development Strategies ◽  
Critical Thinking Skills ◽  
Assessment Instruments ◽  
College Level ◽  
Post Secondary ◽  
History Of ◽  
Definition Of

A quick look at virtually any list of college-level learning outcomes will almost certainly uncover the desire to develop critical thinking skills. While prioritizing the development of critical thinking skills on campuses nationwide is a noble cause, issues quickly arise because the definition of critical thinking varies widely amongst the different disciplines, so this chapter provides a history of the idea of critical thinking in higher education, as well as various critical thinking development strategies and assessment instruments. This chapter also outlines the need for the academe to move from simply mentioning the development of critical thinking skills in various institutional documents to prioritizing such skills through the return of liberal education.

The superstitious scholar

2019 ◽  
Vol 11 (3) ◽  
pp. 415-427
Author(s):  
Robin A.F. Andrews ◽  
Philip Tyson
Keyword(s):  
Critical Thinking ◽  
Academic Discipline ◽  
Significant Negative Correlation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
High Achievers ◽  
Science Students ◽  
Content Type ◽  
Paranormal Belief ◽  
Paranormal Beliefs

Purpose The development and application of critical thinking skills are an important component of success at University. Such skills permit students to evaluate the strengths and weaknesses of evidence, argument and theory. However research suggests that many students believe in paranormal phenomena (e.g. telekinesis). Such beliefs defy the basic principles of science and do not stand up to critical scrutiny. The paper aims to discuss these issues. Design/methodology/approach This study aimed to investigate paranormal beliefs within a student population: differences among gender, academic discipline and academic performance were explored. Findings Findings indicated that females expressed higher levels of paranormal belief than males, “hard” science students (e.g. Biology) and “soft” science students (e.g. Sociology) expressed lower levels of belief than arts students, and a significant negative correlation indicated that high achievers were less likely to endorse paranormal beliefs. Originality/value In light of these results the authors suggest that paranormal phenomena may be a useful tool for teaching critical thinking skills at university.

Internet outfitters: librarians in the twenty-first century

2017 ◽  
Vol 38 (6/7) ◽  
pp. 369-379 ◽  
Author(s):  
Robert Hallis
Keyword(s):  
Critical Thinking ◽  
Information Overload ◽  
Relevant Information ◽  
Thinking Skills ◽  
End Users ◽  
Critical Thinking Skills ◽  
First Century ◽  
Content Type ◽  
Academic Tasks ◽  
Twenty First Century

Purpose In the future, librarians need to prepare users to navigate a profoundly different informational landscape. Addressing issues of information overload and informed selection of both search tools and results, the purpose of this paper is to cast the collaborative relationship between librarian and student in the mode of an outfitter: a guide preparing a client for a journey. Within this context, the authors emerging role involves guiding students through the task at hand using critical thinking skills to access a wider range of publications to meet a broader range of needs. Design/methodology/approach Metaphors created by Raymond and Friedman reflect the current state of information, the relationship users have with these sources, and the role librarians play in a disintermediated environment. In The Cathedral and the Bazaar, Raymond portrays a decentralized environment as a bazaar. In The World is Flat 3.0, Friedman describes how technology flattens organizations through empowering end users. The informational landscape in the twenty-first century is decentralized, and more powerful search tools provide unparalleled access to these sources. Users, however, continue to experience problems finding their information. A librarian/outfitter can prepare users to effectively track information in the new environment. Findings In the twenty-first century, a broader range of sources are available, and search engines are turning to dashboards to prioritize the growing list of results. Users need to adapt to the new environment through viewing the search as an activity rather than a destination. Librarians can help this process through sharing their expertise in uncovering likely places relevant information may be found, in evaluating sources, and locating information in a larger context. Through developing the meta-skill of information management, librarians guide users through the process of finding information for personal, professional, and academic needs. Practical implications The author’s goal is what it has always been: empowering end users to successfully access needed information in a disintermediated environment. Today librarians need to emphasize a fundamentally different set of skills in the interactions they have with students and faculty. People can use dashboards and satisficing to find sources they need, but librarian/outfitters can introduce a broader range of sources and tools suitable for completing specific tasks. This paper illustrates the different skills needed to effectively find information for personal, professional, and academic tasks. Originality/value This paper provides a new context for the process used for locating and validating information in an increasingly broad and diffuse informational landscape. Librarians become advisors in navigating a more complex informational landscape that is used to meet a broader range of informational needs. While focusing on navigating the broader range of resources through decoding dashboards and satisficing techniques, the author can assist users in overcoming information overload and advocate a broader sense of satisficing through using more sophisticated critical thinking skills.

Teaching international business development using current business metrics

2020 ◽  
Vol 13 (2) ◽  
pp. 263-274
Author(s):  
Leonard L. Lundstrum
Keyword(s):  
Critical Thinking ◽  
International Business ◽  
Private Investment ◽  
Thinking Skills ◽  
Development Project ◽  
Business Development ◽  
Critical Thinking Skills ◽  
Business Professionals ◽  
Content Type ◽  
Business Metrics

Purpose The purpose of this paper is to set forth a less-costly, more flexible approach to teaching the analysis of international business development opportunities. Design/methodology/approach The approach capitalizes upon the high-quality business condition metrics, which are necessary to inform the development decision, that have recently become freely-available through a set of institutions that gather and distribute these metrics. Findings Critical thinking skills in this area are developed here not just by understanding the tools of analysis but also by having participated in a series of active classroom activities focused upon private investment decisions in a set of disparate countries. Practical implications This approach develops rising business professionals with refined critical thinking skills who will be able to immediately contribute to international business development decision-making. Social implications Opportunities for students to learn these critical thinking skills can be far more available because the traditional method by which these skills have been taught has been by finding a partner business with the resources to pay for such data. In exchange for allowing students to use the data experientially the partner firm benefits from the work product of the students who study the international business development project at the firm’s offices. Originality/value The approach set forth provides an accessible alternate for those on-campus students and distance-learning students who do not need to have the flexibility to travel to the site of a business partner – where most of this learning has heretofore been arranged.

Improving critical thinking skills through the integration of problem based learning and group investigation

2016 ◽  
Vol 5 (1) ◽  
pp. 36-44 ◽  
Author(s):  
Marhamah Asyari ◽  
Mimien Henie Irawati Al Muhdhar ◽  
Herawati Susilo ◽  
Ibrohim .
Keyword(s):  
Critical Thinking ◽  
Learning Style ◽  
Lesson Study ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Content Type ◽  
Solo Taxonomy ◽  
Biology Students ◽  
Essay Test

Purpose – The purpose of this paper is to improve the critical thinking of biology students of STKIP Hamzanwadi Selong on an environment course through the implementation of Problem-Based Learning (PBL) and Group Investigation (GI) through Lesson Study. Design/methodology/approach – This study employed a descriptive qualitative method. The subjects of the study were 73 freshmen biology students academic year 2013/2014 who were divided into two classes. The Lesson Study was conducted in 16 cycles, comprising Plan, Do, and See stages. The instrument of the study used to measure the students’ critical thinking was an essay test which covered several criteria of critical thinking adapted from SOLO Taxonomy. Findings – The implementation of PBL and GI encouraged the students to think critically through planning, arguing, stating questions and problems, and analysing and providing solutions to the surrounding environmental problems. Originality/value – This study depicted Lesson Study activity on an environment course which focused on the students’ critical thinking activity through the integration of PBL and GI. The learning was conducted through Lesson Study and was based on the environment. The crucial value of the Lesson Study was the lecturers showed more attention to the students since they wanted to know the students’ learning style and what made them learn.

scholarly journals Teaching “format as a process” in an era of Web-scale discovery

2015 ◽  
Vol 43 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Kevin Patrick Seeber
Keyword(s):  
Critical Thinking ◽  
Information Literacy ◽  
Critical Evaluation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Academic Librarians ◽  
Online Searching ◽  
Content Type ◽  
Research Libraries ◽  
The One

Purpose – This paper aims to present academic librarians with a framework for teaching and assessing information literacy in response to advancements in online discovery. Advancements in online discovery require academic librarians to develop new means of teaching and assessing information literacy, with an emphasis on having students use critical thinking to evaluate sources. Design/methodology/approach – This conceptual paper analyzes how the threshold concept “format as a process” could be incorporated into information literacy instruction sessions which address Web-scale discovery services and other online search tools. General guidelines for applying this concept are included, along with potential classroom activities and assessments. Findings – Format as a process provides a valuable framework for evaluating information, though librarians need to be mindful of how they present the concept to students. Instruction must be focused on fostering critical thinking skills, rather than how to perform tasks, and assessment must be qualitative in nature. Practical implications – These changes in online searching mean that information literacy programs will need to alter their approach to instruction and move beyond the “one shot” paradigm. Critical evaluation is a sustainable, lifelong skill which will continue to serve students after graduation, but developing that ability requires academic librarians to fulfill new roles in the classroom and on campus. Originality/value – The literature surrounding instruction of Web-scale discovery is still limited, and does not incorporate the threshold concepts provided in Association of College and Research Libraries Framework for Information Literacy in Higher Education. This paper concentrates on one such concept, as well as discusses how future concepts could be addressed.

Fourth graders’ perceptions about medicines and medicine use

2013 ◽  
Vol 114 (1) ◽  
pp. 43-57 ◽  
Author(s):  
Sirpa Kärkkäinen ◽  
Katri Hämeen-Anttila ◽  
Kirsti Vainio ◽  
Sirpa Kontturi ◽  
Risto Patrikainen ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Fourth Graders ◽  
School Context ◽  
School Setting ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Internet ◽  
Medicine Use ◽  
Content Type ◽  
Medicine Education

Purpose – The purpose of this paper is to contribute to the development of medicine education by examining pupils’ perceptions of medicines and medicine use. Design/methodology/approach – Fourth graders’ (n=51, aged 10-11) perceptions about medicines and their use were collected in one school through mixed-methods using a questionnaire, a drawing and discussions. Findings – Listing several over-the-counter medicines, pupils most frequently perceived that medicines are meant for treating headaches, wounds or temporarily when they are sick or have some pain, and that medicines help to ease symptoms and speed recovery. Pupils mentioned getting information about medicines from the pharmacist, the internet, the physician, as well as from medical packages. Research limitations/implications – This study was carried out in one school context and is therefore not necessarily generalizable, it does, however, bring an awareness of concrete pedagogical needs to the debate on health education and was conducted using methods that, to some extent, can be transferred to any school setting. Practical implications – These results show that medicine education should already be started in primary school, along with critical thinking skills related to use of the internet. Social implications – The development of medicine education may help improve the wellbeing of pupils. Originality/value – The triangulation of data used in the paper are in the authors’ awareness unique in the context of medicine education. The results particularly highlight the role of the internet in medicine education, thus suggesting the importance of critical thinking.

scholarly journals The Effect of Preconceived Notions and the Lack of Fundamental Skills while Taking General Chemistry

2017 ◽  
Vol 2 (1) ◽  
pp. 70-76
Author(s):  
Malinda Wilson Gilmore ◽  
Dwaynia Wilkerson ◽  
Razi Hassan
Keyword(s):  
General Chemistry ◽  
Critical Thinking ◽  
Negative Attitude ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Black College ◽  
College Level ◽  
Verbal Reasoning ◽  
Bachelor Of Science ◽  
Mathematics And Science

Science, Technology, Engineering and Mathematics (STEM) are vital areas of national interest. However, there has been a gradual decline in the number of Bachelor of Science (BS) degrees issued in STEM based disciplines from United States’ colleges and universities. Research indicates too few stu- dents are equipped with the mathematical and analytical skills necessary to be successful in college level mathematics and science courses. Data indicates that millions of people are discouraged from studying mathematics and science because of false assumptions about who has the ability to master these subjects.   It has been shown that in General Chemistry courses some students perform exceptionally well, but a large number of students avoid and/or have a fear of General Chemistry, which results in a high drop/failure/ withdrawal (DFW) rate.   This is coupled with the fact that they enter college ill-prepared in mathematics and lacking analytical and verbal reasoning/critical thinking skills.  This initial negative attitude and deficiency results in a frustrating experience in General Chemistry.  It is for these reasons that a study was performed to address the overall goal of deter- mining the attitudes and identifying the foundational levels of the students from Alabama Agricultural and Mechanical University (AAMU), a Historically Black College and Univer- sity (HBCU), currently enrolled in General Chemistry and at- tempt to determine the effect on their overall success in Gen- eral Chemistry. Subsequently, it was determined that a large percentage of students believe that attitude determines their overall success, but most lack self-confidence.  In addition, some appeared college ready with respect to their mathemat- ical skills, but, they were lacking in verbal reasoning/critical thinking skills. As a result of a negative attitude and a lack of foundational skills, their grades reflected such negativity and over 50% of the students earned a grade of “C” or below. These studies revealed supportive evidence as to why there might be a decline in the number of BS graduates in STEM.

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