Are College Graduates Ready for the 21st Century? Community-Engaged Research Can Help

Autor/inn/en	Carbone, Elena T.; Ware, Susan
Titel	Are College Graduates Ready for the 21st Century? Community-Engaged Research Can Help
Quelle	In: Journal of Higher Education Outreach and Engagement, 21 (2017) 4, S.173-207 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-6102
Schlagwörter	College Graduates; Undergraduate Students; Career Readiness; Educational Research; Student Research; Community Involvement; School Community Relationship; Pilot Projects; Research Skills; Skill Development; Models; Curriculum Design; Course Content; Communication Skills; Critical Thinking; Interpersonal Competence; Prosocial Behavior; Student Attitudes; Course Evaluation; Minority Group Students; Massachusetts + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Bildungsforschung; Pädagogische Forschung; Studentenforschung; Pilot project; Modellversuch; Pilotprojekt; Forschungsleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Analogiemodell; Lehrplangestaltung; Kursprogramm; Kommunikationsstil; Kritisches Denken; Interpersonale Kompetenz; Schülerverhalten; Master-Studiengang
Abstract	Research is clear: Employers want college graduates who can communicate clearly, think analytically, and interact respectfully. Targeted educational experiences have measurably improved these capacities. To better prepare undergraduates, the University of Massachusetts Amherst developed the Community-Engaged Research Program, a pilot program featuring a cornerstone course. The course seeks to realize the goal of making research-based learning a standard in U.S. undergraduate education. Data from process evaluations, student assessments, and end-of-semester surveys show meaningful gains in students' ability to think through the research process, communicate research findings, and respectfully address others' needs. Recommendations for building a sustainable undergraduate research model are provided. With further institutional support, such courses could improve college graduate preparedness for the workforce. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01