2019 Poster Award Winner

 

Development of Transferable Professional Skills in a Cooperative Learning Classroom
Dorian Canelas - Duke University


Students in a flipped format reported significantly higher gains in professional skills including cultural competency, being an effective teammate, leadership, and working with complex ideas.

 

 

Abstract

Professionals with STEM degrees often give high marks to their growth in technical knowledge and individual problem solving skills during college. Five years after joining the workforce, however, many members of the STEM workforce wish they had had more opportunities to practice and develop soft or transferable professional skills during their undergraduate coursework. Using a student assessment of learning gains (SALG) instrument, we compared learner self-reports of developing transferable professional skills in two different chemistry classroom settings: flipped versus lecture. Results suggest that gains in professional soft skill development can be realized without sacrificing technical content proficiency in STEM courses.
 

Objectives

  • Become familiar with the SALG instrument design.

  • Analyze how soft professional skill development occurs in their own STEM courses.

  • Think about how pre and post testing can be used for transferable skills development in their own courses.

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