JTRF Volume 56 No. 3, Fall 2017Measuring the Transportation Workforce Skills Gap Using New Indices and Survey of Employers and Workers

2017 ◽  
Author(s):  
Zamira Simkins ◽  
Rubana Mahjabeen
Keyword(s):  
Critical Thinking ◽  
Resource Management ◽  
Problem Solving ◽  
Skills Gap ◽  
Management Skills ◽  
Problem Solving Skills ◽  
Equipment Operation ◽  
Workforce Skills ◽  
Using Data

Skills gap is a signifi cant mismatch between the knowledge, skills, and abilities (KSAs) required by employers and those held by workers. This study proposes four innovative indices to measure such KSA-gaps and calculates them using data from a survey of transportation workers and employers. The results suggest that the workers’ competencies do not match the employers’ requirements. Areas of particularly extensive KSA-gaps include knowledge of transportation, distribution, and logistics; knowledge of machines, tools, and equipment; equipment operation, maintenance, repair, and troubleshooting skills; critical thinking and problem-solving skills; work prioritization and resource-management skills; and ability to apply knowledge.

scholarly journals Career Skills: Our Process and Where We Are Today

2017 ◽  
Vol 27 (5) ◽  
pp. 586-590
Author(s):  
Dennis T. Ray ◽  
Joy J. Winzerling ◽  
Michael E. Staten
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Task Force ◽  
Management Skills ◽  
Problem Solving Skills ◽  
Time To Degree ◽  
Credit Hours ◽  
Leadership Management ◽  
University Of Arizona ◽  
Career Skills

Feedback from employers, internship supervisors, and graduate schools tells us that we are doing a good job of teaching students academically/technically, but our graduates require greater training in communications, critical thinking/problem solving, and leadership/management. Because of their long-term importance to our graduates, we call these “career skills.” To address this issue a task force was established, and over a 2-year period, this group defined the College of Agriculture and Life Sciences [CALS (University of Arizona, Tucson)] Students Career Skills Competencies and vetted them through college faculty and more than 50 companies. We divided the CALS Student Career Skills Competencies into three categories: 1) communication skills, 2) critical thinking/problem solving skills, and 3) leadership/management skills. We are currently asking each degree-granting unit in the college how they do, or will, incorporate these competencies into their curricula, with the idea of incorporating the competencies into existing courses first, to avoid increasing the number of required credit hours for graduation and time to degree. Our goal is that by graduation, each student should have had multiple opportunities to hone each of these competencies.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

scholarly journals Educational puzzles for understanding gastrointestinal physiology.

1999 ◽  
Vol 276 (6) ◽  
pp. S1 ◽  
Author(s):  
C M Bailey ◽  
C T Hsu ◽  
S E DiCarlo
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Deductive Reasoning ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Educational Tools ◽  
Problem Solving Skills ◽  
Gastrointestinal Physiology

We developed four innovative, creative, and fun educational tools to promote active learning, enhance problem-solving skills, and encourage small group discussion. Furthermore, the tools encourage deductive reasoning and critical thinking rather than passive memorization of material. The tools include crossword puzzles, hidden messages, word scrambles, and word searches. These tools were developed using two computer programs: the Crossword Construction Kit and The New Puzzle Factory. Instructors are encouraged to optimize the value of the tools by using the additional options presented at the end of each of the puzzles. The additional options encourage students to become active learners by creating their own tools. Although the principles of these four tools can be adapted to many disciplines, these specific games focused on gastrointestinal physiology. Our goal was to create tools that can be used either inside or outside the classroom to complement and enhance the lecture.

scholarly journals Effects of TASC Learning Model (Thinking Actively In A Social Context) on Ability Problem-solving in Natural Resource Management Materials

2019 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Rosikh Musabikha Mutaqy ◽  
Nasution Nasution ◽  
Nugroho Hari Purnomo
Keyword(s):  
Resource Management ◽  
Social Context ◽  
Problem Solving ◽  
Natural Resource Management ◽  
Natural Resource ◽  
Learning Model ◽  
Class Discussion ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills

This study aims to analyze the effect of the TASC learning model on students' ability to solve problems in natural resource management material. This study uses an experimental method with the design of Non-equivalent Pretest-Postest Control Group Design. The results of this study indicate that the TASC learning model has an effect on students' problem solving abilities in natural resource management materials, where experimental class students who use the TASC learning model have better problem solving skills than the control class that uses the class discussion model. in natural resource management material. Based on the results of hypothesis testing, it was concluded that there were significant differences between students learning using the TASC learning model (Active Thinking in Social Context) with students learning to use cooperative type class discussion learning models to solve problems.

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