Comparing desired workforce skills and reported teaching practices to model students’ experiences in undergraduate geoscience programs
Comparing desired workforce skills and reported teaching practices to model students’ experiences in undergraduate geoscience programs
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比较所需的劳动力技能和报告的教学实践，以模拟学生在本科地球科学课程中的体验
DOI：
10.1080/10899995.2020.1779568
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发表时间：
2020
影响因子：
--
通讯作者：
M. Schmitz
中科院分区：
文献类型：
--
作者：
K. Viskupic;A. Egger;Rory R. McFadden;M. Schmitz
摘要地球科学本科专业的目标是培养学生成为地球科学工作者。为了了解该计划在多大程度上成功地实现这一目标，我们确定了所需的劳动力技能，编制了本科地球科学课程的要求，并将劳动力技能映射到教师对2016年全国地球科学教师调查的回应上，该调查按受访者提供的专业课程名称进行分类（n = 1037）。我们使用贝叶斯统计模型来确定学生在本科地球科学课程中练习所需劳动力技能的后验概率，使用程序配置文件作为模型先验，条件是基于调查响应的学生在每个课程类别中练习劳动力技能的可能性。每个示例程序中的学生的概率蒙特卡罗模拟被用来计算学生练习每种技能的可能课程数量。活动，以帮助学生发展相关的地质推理，作为一个团队的一部分，定量技能（代数），在新的情况下，科学文献，时间思维，空间思维，书面沟通和管理不确定性的评价技能经常遇到的学生;平均而言，学生遇到这些活动在本科课程至少七次。相比之下，学生遇到的活动，以帮助他们发展的社会相关性和系统思维的理解，平均不到三次在本科课程。我们的研究结果提供了一个快照，通过教师的报告，整个本科学位课程的劳动力技能发展的状态，方法和数据集可以建立在未来的研究。
Abstract A goal of undergraduate geoscience programs is to prepare students for the geoscience workforce. In order to understand the extent to which programs succeed at this goal, we identified desired workforce skills, compiled undergraduate geoscience program requirements, and mapped workforce skills onto faculty responses to the 2016 National Geoscience Faculty Survey categorized by respondent-provided course names for majors-level courses (n = 1037). We used a Bayesian statistical model to determine the posterior probability of students practicing desired workforce skills in undergraduate geoscience programs, using program profiles as the model prior, conditioned by the likelihood of a student practicing workforce skills in each course category based upon survey responses. Probabilistic Monte Carlo simulations of students in each example program were used to calculate the likely number of courses in which a student practiced each skill. Activities to help students develop skills related to geologic reasoning, working as part of a team, quantitative skills (algebra), applying skills in new scenarios, evaluation of scientific literature, temporal thinking, spatial thinking, written communication, and managing uncertainty are frequently encountered by students; on average, students encounter these activities at least seven times during an undergraduate program. In contrast, students encounter activities to help them develop an understanding of societal relevance and systems thinking, on average, fewer than three times during an undergraduate program. Our results provide a snapshot, via instructors’ reporting, of the state of workforce skill development across undergraduate degree programs, and both the approach and data set can be built upon for future studies.
影响因子：
2.6
作者：
Benjamin AS;Tullis J
通讯作者：
Tullis J