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Securing transferable skills training in geology education

Securing transferable skills training in geology education. Britta Smångs , Helena Alexanderson and Helena L. Filipsson. Who are we ?. Britta Smångs , librarian, the Geolibrary , Helena Alexanderson, professor, Department of

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Securing transferable skills training in geology education

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  1. Securing transferable skillstraining in geologyeducation Britta Smångs , Helena Alexanderson and Helena L. Filipsson

  2. Whoarewe? Britta Smångs, librarian, the Geolibrary, Helena Alexanderson, professor, Department of Geology, and Helena L. Filipsson, associate professor, Department of Geology

  3. Whatis a good text? • Right/Wrong(style), • Correct/not correct(correctness), • Good/Bad (functionality: is the text readable and understandable?)* *Rosenkvist, H. 2010. Rätt men dåligt : Om felfria studenttexter som inte är bra. I Svensson och svenskan: med sinnen känsliga för språk : [festskrift till Jan Svensson den 24 januari 2010], red. J. Svensson, G. Byrman, A. Gustafsson, and H. Rahm, 269-280 pp. Lund: Henrik Rahm.

  4. Ourprojectwork: To writewell, correct, and precise • For a degree of Bachelor, students must ”demonstrate an ability to present and discuss information, problems and solutions in dialogue with different groups, orally and in writing” (Higher Education Ordinance, SFS 1993:100). • Trainingis needed! • How is the trainingexecutedand is there a progression? • How do wesecurethistransferable skillstraining?

  5. The dept. of geology’s curriculum for transferable skills training • A four-yeareducation- and trainingprogram; a complementto the subjectlearning in geology • Writing/Information literacy: an ”co-operation” issue for the teachingstaff, the Geolibrary and the IT-department • To trainwritten and oral communicationand totrainlanguage/professionaljargon in Swedish and English • To betterpreparethe students for workinglife

  6. Student writing at the Dept. ofgeology • The students mostlywriteprojectreport, reviews, excursionguides Ourquestions: • Arethe students given opportunitiestotrain in different kinds ofwriting? • To whatextentdoes the current situation correspondwith the department’s curriculum?

  7. The inventory • Studyof relevant documentation at department, university and national level • Questionnaires sent to students and teachingstaff

  8. Findings from the questionnaires • The students find it difficulttoconformto style and structureofscientificwriting; the teachersalsorecognizethis as a problem • Students want feedback on theirwriting, teachers express considerableinterest in helping the students developtheirwriting, but lack time • Teachersthinktheygivemore feedback than the students thinktheyare given

  9. And whatnow? The department’s curriculum needs revison, a workgroup has startedthiswork: • Adopttosyllabus • Adopttolarger student groups • Student peerreviewgroups • Promoteawarenessofboth students and teachersof the importanceof transferable skill = use the existing curriculum documentmoreactively!

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