scholarly journals Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree programs

2019 ◽  
Vol 10 (2) ◽  
pp. 50-66 ◽  
Author(s):  
Joanne Louise Hart
Keyword(s):  
Large Scale ◽  
Project Based Learning ◽  
Size Perception ◽  
Employability Skills ◽  
Degree Programs ◽  
Exact Test ◽  
Science Degree ◽  
Interdisciplinary Project ◽  
Undergraduate Science ◽  
Discipline Knowledge

Project-based learning units are often used for large scale work integrated learning (WIL) experiences in Liberal Studies Degrees as they offer scalability and sustainability of delivery to large cohorts. This systematic search and review evaluates the effectiveness of interdisciplinary project-based learning in Science Degree programs for developing discipline knowledge and employability skills. Education literature databases were searched for peer-reviewed journal articles that discussed undergraduate science-based degree programs with project-based learning units involving students from multiple disciplines. Data were analysed for evidence of a skill gain in 6 areas (Discipline knowledge, Communication, Teamwork, Interdisciplinary effectiveness, Critical thinking and problem solving, and Self-management). Projects were assigned to categories based on interdisciplinary breadth and depth. Data was analysed by cross-tabulations, Fisher’s Exact test and by calculating odds ratios (OR), which indicate the effect size. Perception of a skill gain was significantly more likely to be reported than an objectively measured skill gain (p<0.001). Real discipline skill gains were 6.6 times more likely in projects narrow in discipline mix (OR 6.6), however perceived discipline skill gains were high irrespective of project type. Projects with wide interdisciplinarity were significantly associated with perceived gains in interdisciplinary effectiveness (OR 32, p<0.05) and more likely to have perceived gains in communication (OR 2.5) and teamwork (OR 3.4) skills. When projects have greater interdisciplinary breadth or depth, perceived student employability skill gains increase, perceived discipline skill gains are unaffected, however actual discipline skill gains are less reported. Further research and evidence that project-based learning is meeting the desired WIL learning objectives of the curriculum is needed.

scholarly journals A structured reflective process supports student awareness of employability skills development in a science placement module

2021 ◽  
Author(s):  
Luciane V. Mello ◽  
Tunde Varga-Atkins ◽  
Steve W. Edwards
Keyword(s):  
Summative Assessment ◽  
Employability Skills ◽  
Skills Development ◽  
Independent Research ◽  
Reflective Process ◽  
New Horizons ◽  
Science Degree ◽  
First Results ◽  
Personal Skills ◽  
Undergraduate Science

ABSTRACTPlacements are often an extra-curricular activity of a science degree. This study reports on the outcomes of a final year credit-bearing 6-week placement module that was specifically designed to develop and enhance students’ employability skills. A key element of this module was that the student placements were not just evaluated from a science perspective, but with an emphasis on meaningful reflection and evaluation of employability skills development. Students recorded their levels of confidence in skills before, during and after the placement via an Online Reflective Log, as part of a module’s summative assessment. First, results showed that taking part in the placement and conducting their own independent research helped students to make connections between their scientific knowledge, otherwise constrained within the walls of the undergraduate science lab, and the wider impact of their research on society. Another theme that emerged concerned career choices and aspirations, and the placement experience either confirmed prior choices or opened new horizons. The Online Reflective Log helped students to feel supported by their university supervisor who were at a distance, while feedback on their tasks challenged them to reflect on the scientific and personal skills as they were engaged in scientific activities during placement. Students agreed that they had further developed their employability skills during the placement. Students acknowledged it was challenging to have to acquire evidence of skills development but appreciated the usefulness of this reflection in relation to their future careers.

Expanding the boundaries of learning

2021 ◽  
Vol 102 (8) ◽  
pp. 8-13
Author(s):  
Thomas Hatch
Keyword(s):  
Instructional Practices ◽  
New Hampshire ◽  
Large Scale ◽  
Educational Experiences ◽  
Scale Up ◽  
Project Based Learning

Taking advantage of the possibilities for learning outside of school requires us to build on what we know about why it is so hard to sustain and scale up unconventional educational experiences within conventional schools. To illustrate the opportunities and challenges, Thomas Hatch describes a large-scale approach to project-based learning developed in a camp in New Hampshire and incorporated in a Brooklyn school, a trip-based program in Detroit, and Singapore’s systemic embrace of learning outside school. By understanding the conditions that can sustain alternative instructional practices, educators can find places to challenge the boundaries of schooling and create visions of the possible that exceed current constraints.

scholarly journals Optimized permutation testing for information theoretic measures of multi-gene interactions

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
James M. Kunert-Graf ◽  
Nikita A. Sakhanenko ◽  
David J. Galas
Keyword(s):  
Large Scale ◽  
Permutation Test ◽  
Association Studies ◽  
Genome Wide Association Studies ◽  
Permutation Testing ◽  
Exact Test ◽  
Information Theoretic ◽  
Information Theoretic Measures ◽  
Full Analysis ◽  
Computational Bottleneck

Abstract Background Permutation testing is often considered the “gold standard” for multi-test significance analysis, as it is an exact test requiring few assumptions about the distribution being computed. However, it can be computationally very expensive, particularly in its naive form in which the full analysis pipeline is re-run after permuting the phenotype labels. This can become intractable in multi-locus genome-wide association studies (GWAS), in which the number of potential interactions to be tested is combinatorially large. Results In this paper, we develop an approach for permutation testing in multi-locus GWAS, specifically focusing on SNP–SNP-phenotype interactions using multivariable measures that can be computed from frequency count tables, such as those based in Information Theory. We find that the computational bottleneck in this process is the construction of the count tables themselves, and that this step can be eliminated at each iteration of the permutation testing by transforming the count tables directly. This leads to a speed-up by a factor of over 103 for a typical permutation test compared to the naive approach. Additionally, this approach is insensitive to the number of samples making it suitable for datasets with large number of samples. Conclusions The proliferation of large-scale datasets with genotype data for hundreds of thousands of individuals enables new and more powerful approaches for the detection of multi-locus genotype-phenotype interactions. Our approach significantly improves the computational tractability of permutation testing for these studies. Moreover, our approach is insensitive to the large number of samples in these modern datasets. The code for performing these computations and replicating the figures in this paper is freely available at https://github.com/kunert/permute-counts.

Mechanical engineering, computer science and art in interdisciplinary project-based learning projects

2017 ◽  
Vol 46 (1) ◽  
pp. 83-94 ◽  
Author(s):  
Carla MC e Cavalcante Koike ◽  
Dianne M Viana ◽  
Flavio B Vidal
Keyword(s):  
Implementation Process ◽  
Project Based Learning ◽  
Skills Acquisition ◽  
Transferable Skills ◽  
Science And Art ◽  
Interdisciplinary Project ◽  
Undergraduate Programs ◽  
The University ◽  
Learning Projects

This article describes the approach to promote project-based learning and interdisciplinarity within established engineering undergraduate programs at the University of Brasilia. The implementation process and some representative projects developed are presented, as well, as a discussion about the role of interdisciplinarity in transferable skills acquisition and their many benefits for all students from undergraduate courses involved.

scholarly journals Computer-simulated experiments and computer games: a method of design analysis

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Jerome J. Leary
Keyword(s):  
Computer Simulations ◽  
Computer Games ◽  
Design Analysis ◽  
Practical Work ◽  
Fourfold Increase ◽  
Science Degree ◽  
Undergraduate Science ◽  
The University ◽  
Method Of Design

Through the new modularization of the undergraduate science degree at the University of Brighton, larger numbers of students are choosing to take some science modules which include an amount of laboratory practical work. Indeed, within energy studies, the fuels and combustion module, for which the computer simulations were written, has seen a fourfold increase in student numbers from twelve to around fifty. Fitting out additional laboratories with new equipment to accommodate this increase presented problems: the laboratory space did not exist; fitting out the laboratories with new equipment would involve a relatively large capital spend per student for equipment that would be used infrequently; and, because some of the experiments use inflammable liquids and gases, additional staff would be needed for laboratory supervision.DOI:10.1080/0968776950030106

Strategies for Engaging Hispanic/Latino Youth in the US in Computer Science

2021 ◽  
pp. 203-221
Author(s):  
Jill Denner ◽  
Jacob Martinez ◽  
Heather Thiry
Keyword(s):  
High School Students ◽  
Computer Science ◽  
Latino Youth ◽  
Theoretical Models ◽  
The United States ◽  
Degree Programs ◽  
School Students ◽  
Social Good ◽  
Science Degree ◽  
The Social

In the United States, Hispanic/Latino youth are underrepresented in computer science degree programs and the workforce. This chapter reviews theoretical models and empirical evidence to guide efforts to engage Hispanic/Latino youth in activities and learning environments that have the potential to increase their interest and capacity to pursue and persist in computer science. The authors advocate for a culturally responsive approach to engaging youth in computer science, and highlight a research-based program called Computer Science for the Social Good that has evidence of increasing elementary and high school students' interest and capacity to study computer science. The chapter concludes with implications for research and practice.

Analyzing the IS 2010 Model Curriculum for Evidence of the Systems Approach

2016 ◽  
Vol 9 (1) ◽  
pp. 54-66
Author(s):  
George Schell ◽  
Richard Mathieu
Keyword(s):  
Decision Making ◽  
Information Systems ◽  
Systems Engineering ◽  
Large Scale ◽  
Systems Approach ◽  
Business Schools ◽  
Learning Objectives ◽  
Degree Programs ◽  
Course Content ◽  
Curriculum Guidelines

The systems approach is frequently associated with solving large-scale, complex problems and is regarded as a foundation for systems engineering and decision-making. Components of the systems approach are too frequently missing from information systems programs in business schools. The purpose of this paper is to determine the degree to which the IS 2010: Curriculum Guidelines for Undergraduate Degree Programs contains the systems approach in its learning objectives as well as specific course content. By examining the curriculum guidelines a preliminary judgment can be made concerning evidence of the systems approach having a broad implementation across information systems programs. The paper concludes with a discussion of the importance of the systems approach in the IS curriculum and establishing the systems approach as a theme in the curriculum of IS programs.

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