Student and Faculty Views on Process of Science Skills at a Large, Research-Intensive University

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dc.contributor.author Addis, Elizabeth
dc.contributor.author Powell-Coffman, Jo Anne
dc.contributor.author Powell-Coffman, Jo Anne
dc.contributor.department Genetics, Development and Cell Biology
dc.date 2020-05-05T18:07:48.000
dc.date.accessioned 2020-06-30T04:02:15Z
dc.date.available 2020-06-30T04:02:15Z
dc.date.copyright Mon Jan 01 00:00:00 UTC 2018
dc.date.issued 2018-01-01
dc.description.abstract <p>The Association of American Colleges and Universities ranks multiple process of science (POS) skills among the top-10 skills employers seek in college graduates. As part of an effort to explore and align the emphasis on POS skills in our science departments, we sought three things: (a) to determine if faculty and students felt enough time was devoted to POS skills, (b) to identify the skills that science students and faculty felt were important to acquire from an undergraduate education, and (c) to evaluate whether there were differences in these views among disciplines. We found that faculty and students agreed on the amount of time spent in class on POS skills, but students thought that amount of time was sufficient, whereas faculty did not. Further, students and faculty placed a high importance on the POS skills of problem solving/critical thinking, communicating results, and interpreting data. We did not find differences among faculty of different science disciplines on the most highly ranked POS skills, but we did in students. The findings of this study have informed curricular discussions and decisions.</p>
dc.description.comments <p>This article is published as Addis, E.A. and Powell-Coffman, J.A. Student and faculty views on process of science skills at a large, research-intensive university. <em>Journal of College Science Teaching</em> 47 (2018): 72-82. doi: <a href="http://dx.doi.org/10.2505/4/jcst18_047_04_72" target="_blank">10.2505/4/jcst18_047_04_72</a>. Posted with permission.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/gdcb_las_pubs/246/
dc.identifier.articleid 1250
dc.identifier.contextkey 17633039
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath gdcb_las_pubs/246
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/37923
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/gdcb_las_pubs/246/0-Permission_from_J._of_College_Science_Teaching.pdf|||Fri Jan 14 22:54:17 UTC 2022
dc.source.bitstream archive/lib.dr.iastate.edu/gdcb_las_pubs/246/2018_PowellCoffman_StudentFaculty.pdf|||Fri Jan 14 22:54:18 UTC 2022
dc.source.uri 10.2505/4/jcst18_047_04_72
dc.subject.disciplines Curriculum and Instruction
dc.subject.disciplines Educational Assessment, Evaluation, and Research
dc.subject.disciplines Higher Education
dc.subject.disciplines Science and Mathematics Education
dc.title Student and Faculty Views on Process of Science Skills at a Large, Research-Intensive University
dc.type article
dc.type.genre article
dspace.entity.type Publication
relation.isAuthorOfPublication 4f85b957-cce1-4b97-9e44-4f75199c0b3c
relation.isOrgUnitOfPublication 9e603b30-6443-4b8e-aff5-57de4a7e4cb2
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