scholarly journals Integrating Workforce Competencies into Introductory Religion Writing Assignments

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Scott C. Ryan
Keyword(s):  
General Education ◽  
Mission Statement ◽  
Institutional Context ◽  
Institutional Mission ◽  
Writing Assignments ◽  
Undergraduate Level ◽  
Argument Analysis ◽  
Workforce Skills ◽  
Teaching Religion ◽  
Writing Assignment

Taking up the suggestions made by Eugene V. Gallagher and Joanne Maguire in their article, “Teaching Religion to Undergraduates in the 2020s: A Preliminary Reconnaissance,” this essay addresses one means of thinking about writing assignments in introductory religion courses at the undergraduate level with “broad goals” and “institutional mission” in mind. The essay begins with a description of the institutional context and proceeds to describe an argument analysis writing assignment for a general education religion course that attempt to draw out the “workforce competencies” developed in the exercise. Framing assignments explicitly in terms of the workforce skills students will hone offers teachers the ability to display the transferrable skills they help students develop and provides an avenue to connect assignments to the institution’s mission statement.

scholarly journals Teaching Religion to Undergraduates in the 2020s: A Preliminary Reconnaissance

2020 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Eugene V. Gallagher ◽  
Joanne Maquire
Keyword(s):  
General Education ◽  
Subject Matter ◽  
Student Perspective ◽  
Course Development ◽  
Institutional Mission ◽  
Teaching Religion ◽  
The Subject ◽  
General Education Courses ◽  
Education Courses

We survey the current landscape of teaching religion to undergraduates to imagine its contours over the next five to ten years. We follow Dee Fink’s outline of backwards design for course development to consider outside factors, the nature of the subject matter, the characteristics of learners and teachers, and issues related to particular courses, focusing on introductory and general education courses. Such courses serve students best when they are designed with broad goals, often articulated in the institutional mission. This opens new ways of conceiving of the field from the student perspective while helping teachers to attract more students and to embrace a variety of pedagogies and curricula to better serve the students they teach.

scholarly journals Teaching Religion to Undergraduates in the 2020s: A Preliminary Reconnaissance

2020 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Eugene V. Gallagher ◽  
Joanne Maquire
Keyword(s):  
General Education ◽  
Subject Matter ◽  
Student Perspective ◽  
Course Development ◽  
Institutional Mission ◽  
Teaching Religion ◽  
The Subject ◽  
General Education Courses ◽  
Education Courses

We survey the current landscape of teaching religion to undergraduates to imagine its contours over the next five to ten years. We follow Dee Fink’s outline of backwards design for course development to consider outside factors, the nature of the subject matter, the characteristics of learners and teachers, and issues related to particular courses, focusing on introductory and general education courses. Such courses serve students best when they are designed with broad goals, often articulated in the institutional mission. This opens new ways of conceiving of the field from the student perspective while helping teachers to attract more students and to embrace a variety of pedagogies and curricula to better serve the students they teach.

scholarly journals Embedded Peer Inquiry Specialists: A Gateway to Information Literacy

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Danielle Salomon ◽  
Julia Glassman ◽  
Simon Lee ◽  
Alicia Reiley
Keyword(s):  
General Education ◽  
Information Literacy ◽  
First Generation ◽  
Literacy Skills ◽  
Course Evaluations ◽  
Academic Librarians ◽  
Combined Model ◽  
Writing Assignments ◽  
Information Literacy Skills ◽  
Academic Year

Peer-assisted learning has been embraced by higher education as a way to boost student success. At the same time, academic librarians have found embedded librarianship to be an effective way to develop students' information literacy skills. The embedded librarianship model, however, is difficult to scale. The UCLA Library is testing a program that combines embedded librarianship with peer learning to solve some of the challenges associated with those models.The program works by embedding a student who has completed a General Education (GE) lecture course back into the current year's course to help students with research and writing assignments. The embedded student, called an "Inquiry Specialist,” is nominated by that course's faculty. The program launched in 2015 in five courses that serve a total of 830 students. Assessment is ongoing and includes: 1. IRB-approved study that will compare data (grades, retention, first-generation status, etc.) from students who connected with an Inquiry Specialist with those who did not; 2. Information literacy pre- and post-assessments; 3. Analysis of course evaluations; 4. Student survey.Results indicate that the combined model is an effective and scalable gateway to information literacy. During the first six weeks of Fall, 830 students (15% of the freshman class) attended a 40-minute library orientation. Approximately 20% of the 830 students subsequently sought additional help from the Inquiry Specialists. An analysis of course evaluations demonstrated that students in courses with an Inquiry Specialist rated their improvement in library and research skills 25% and 19% higher, respectfully, than students in courses without an Inquiry Specialist. Student scores on the information literacy quiz increased by an average of 9%. When surveyed, 68% of students said the Inquiry Specialists were “Very Helpful” (36%) or “Helpful” (34%). Plans are underway to double the size of the program in the 2016-17 academic year.

scholarly journals Human Resources Competency in the Era of Industrial Revolution 4.0

2021 ◽  
Vol 5 (1) ◽  
pp. 13
Author(s):  
Damayanti Damayanti
Keyword(s):  
Human Resources ◽  
General Education ◽  
Industrial Revolution ◽  
Project Based Learning ◽  
Team Work ◽  
Literacy Leadership ◽  
New Literacy ◽  
Mental Maturity ◽  
Workforce Skills ◽  
Hr Function

<p>An era of technological disruption is marked by digitization in various lives. Apart from offering benefits, the industrial revolution 4.0 also has challenges that must be faced. The challenges faced by a country when implementing the 4.0 industrial revolution are the emergence of resistance to changes in demographics and social aspects, instability in political conditions, limited resources, risk of natural disasters and demands for the application of environmentally friendly technology. The PESTEL framework is the basis for considering political, economic, social, technical, environmental and legal factors to analyze challenges in the era of the industrial revolution 4.0. Indonesia needs to improve the quality of workforce skills with digital technology. The relevance of education and work needs to be adjusted to the development of the era and science and technology while still paying attention to aspects of humanities. It is important to identify in competency classification, including: 1) Technical competence consists of all knowledge and skills related to work, 2) Methodological competencies include all skills and abilities for general problem solving and decision making, 3) Social competence includes all skills and abilities as well as attitudes to cooperate and communicate with others, and 4) Personal competence includes social values, motivation, and individual attitudes. New literacy, leadership, team work, mental maturity and character, culture and entrepreneurship make HR function properly in the community. The development of thematic studies in various disciplines is linked to the real world, project-based learning, through general education (extra-curricular) programs, and internships/practical work and the important thing that can support it is foreign language skills. Thus, competent human resources (HR), critical thinking, lateral thinking and entrepreneurship can be realized.</p>

A quarter-long exercise that introduces general education students to neurophysiology and scientific writing.

1997 ◽  
Vol 272 (6) ◽  
pp. S19 ◽  
Author(s):  
B I Krilowicz ◽  
H Henter ◽  
L Kamhi-Stein
Keyword(s):  
General Education ◽  
Literacy Skills ◽  
Scientific Writing ◽  
Bibliographic Databases ◽  
Education Students ◽  
General Education Students ◽  
Large Numbers ◽  
Writing Assignment ◽  
On Line ◽  
Introductory Biology Course

Providing large numbers of general education students with an introduction to science is a challenge. To meet this challenge, a quarter-long neurophysiology project was developed for use in an introductory biology course. The primary goals of this multistep project were to introduce students to the scientific method, scientific writing, on-line scientific bibliographic databases, and the scientific literature, while improving their academic literacy skills. Students began by collecting data on their own circadian rhythms in autonomic, motor, and cognitive function, reliably demonstrating the predicted circadian changes in heart rate, eye-hand coordination, and adding speed. Students wrote a journal-style article using pooled class data. Students were prepared to write the paper by several methods that were designed to improve academic language skills, including a library training exercise, "modeling" of the writing assignment, and drafting of subsections of the paper. This multistep neurophysiology project represents a significant commitment of time by both students and instructors, but produces a valuable finished product and ideally gives introductory students a positive first experience with science.

scholarly journals Learning through Writing: Teaching Critical Thinking Skills in Writing Assignments

2012 ◽  
Vol 45 (02) ◽  
pp. 298-306 ◽  
Author(s):  
Gamze Çavdar ◽  
Sue Doe
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Political Science ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Writing Assignments ◽  
Course Content ◽  
Lower Division ◽  
Writing Assignment

AbstractTraditional writing assignments often fall short in addressing problems in college students' writing as too often these assignments fail to help students develop critical thinking skills and comprehension of course content. This article reports the use of a two-part (staged) writing assignment with postscript as a strategy for improving critical thinking in a lower-division political science course. We argue that through well-designed writing assignments, instructors can encourage students to reconsider concepts, critically evaluate assumptions, and undertake substantive revisions of their writing.

scholarly journals On The Use Of Writing Assignments In Intermediate Microeconomic Theory

2009 ◽  
Vol 2 (4) ◽  
pp. 25-36
Author(s):  
Patrick B. O’Neill
Keyword(s):  
Consumer Choice ◽  
Choice Model ◽  
Microeconomic Theory ◽  
Writing Assignments ◽  
Term Paper ◽  
Writing Assignment ◽  
Upper Level ◽  
Economics Majors ◽  
Required Courses

A typical writing assignment in upper level required courses is a term paper. However many economics majors, particularly those in business schools, need to develop skill at writing shorter pieces. In this paper I describe numerous examples of shorter writing assignments that I have incorporated into an Intermediate Microeconomic Theory course. The assignments include such activities as comparison of competing theories; non-traditional applications of theory; book reviews; and explorations of the nuances of the standard consumer choice model. In addition to describing the details of the various assignments, the paper presents both student and instructor assessment of them.

Reducing Second Language Writing Anxiety

2021 ◽  
pp. 28-47
Author(s):  
Bashak Tarkan-Blanco
Keyword(s):  
Second Language ◽  
Secondary Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
Self Regulation ◽  
Esl Students ◽  
Writing Assignments ◽  
Writing Anxiety ◽  
Language Writing ◽  
Writing Assignment

Academic writing is a difficult task for many post-secondary students in the U.S. However, it is particularly challenging for ESL students due to linguistic and cognitive factors. This challenge may lead to second language writing anxiety (SLWA), as a result of which some students may perform poorly on writing assignments and eventually fail the course. Although previous research studies offer instructional strategies to address SLWA, they are insufficient in their theoretical basis and practical application. Thus, this paper fills that gap by situating those pedagogical recommendations within their theoretical foundations and includes a sample writing assignment with a student self-regulation checklist.

Introducing Translanguaging in an EAP Course at a Joint-Venture University in China

RELC Journal ◽  
2021 ◽  
pp. 003368822110149
Author(s):  
Kristin E Hiller
Keyword(s):  
Chinese Culture ◽  
Joint Venture ◽  
English For Academic Purposes ◽  
Cultural Knowledge ◽  
Writing Assignments ◽  
Transnational Students ◽  
Writing Assignment ◽  
English Medium Of Instruction ◽  
Definition Of ◽  
Explicit Discussion

This article describes an innovative approach to introducing translanguaging in an English for academic purposes (EAP) course at a young Sino–US joint-venture university in China. To promote the use of Chinese students’ full linguistic and communicative repertoires in an English-medium-of-instruction university, I intentionally incorporated translanguaging into an EAP course through three components: explicit discussion of translanguaging, a short writing assignment on an extended definition of a Chinese concept, and a team survey project to test a generalization about Chinese culture. Observation and feedback from students indicate that these translanguaging writing assignments have the potential to contribute to students’ cultural knowledge, writing and communication skills, intercultural communication and awareness, and identity construction as translingual and transnational students. I describe the context and rationale for the innovative assignments, and the assignments themselves. I then reflect on the process and discuss implications and plans for expansion of activities that promote translanguaging.

scholarly journals PASAR TENAGA KERJA KABUPATEN BANGKALAN

Media Trend ◽  
2016 ◽  
Vol 11 (2) ◽  
pp. 195
Author(s):  
Andri Wijanarko ◽  
Yustina Chrismardani
Keyword(s):  
High School ◽  
Labor Demand ◽  
Education Level ◽  
School Education ◽  
High School Education ◽  
Capital City ◽  
Primary Data ◽  
Training Centre ◽  
Undergraduate Level ◽  
Workforce Skills

<p>Kabupaten Bangkalan is a gateway that has been connected Madura island with Surabaya City, the capital city of East Java Province,  through Suramadu bridge. This study investigates the pattern of labor demand in Bangkalan. The pattern of labor demand is very important to be known, especially by Division of Social, Manpower and Transmigration Bangkalan, the authorized which provide guidance and address the labor problems</p><p>The method used is technically primary data collection through surveys and interviews to the company (employer) in five main districts, namely District of Bangkalan, District of Socah, District of Kamal, District of Labang and District of Burneh. The purpose of this study to know the pattern of demand for labor in Bangkalan so that The Bangkalan Agency of Social, Manpower and Transmigration can use the results of such research in developing planning strategies more better targeted.</p>Based on the survey, in 2016 is expected to increase the labor demand at high school education level who initially was balanced between primary education and highschool education level of workers. Likewise, in 2017 and 2018 was still dominated by the high school education level of workers, followed by undergraduate level. Recommendations from this study is the need for attention and follow-up of the The Bangkalan Agency of Social, Manpower and Transmigration to be able to open a Training Center more in some locations, especially Training Centre at the district level to train the workforce skills at the level of high school education, and implement the Job Fair in order to facilitate labor undergraduate level to get a job.

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