Cohort Learning: Supporting Transdisciplinary Communication and Problem-Solving Skills in Graduate STEM Researchers

Autor/inn/en	O'Neill, Megan; Adams, Matthew P.; Bandelt, Matthew J.; Chester, Shawn A.; Cai, Wenbo; Nadimpalli, Siva P. V.
Titel	Cohort Learning: Supporting Transdisciplinary Communication and Problem-Solving Skills in Graduate STEM Researchers
Quelle	In: International Journal of Teaching and Learning in Higher Education, 31 (2019) 1, S.166-175 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Interdisciplinary Approach; Graduate Students; Student Research; STEM Education; Problem Solving; Evaluative Thinking; Metacognition; Cooperative Learning; Communities of Practice; Communication Skills; Student Educational Objectives; Grouping (Instructional Purposes) + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studentenforschung; STEM; Problemlösen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kooperatives Lernen; Community; Kommunikationsstil; Grouping; Gruppenbildung
Abstract	The 21st century STEM researcher is increasingly called upon to work collaboratively on large-scale societal challenges. In this setting, disciplinary methods and methodologies may function as starting points, but they lack a focus on the metacognition and inquiry-based thinking required to analyze, evaluate, and synthesize diverse global problems. Transdisciplinary theories of learning push researchers and students to make just such a move beyond the boundaries of disciplinarity and toward the co-creation and co-use of knowledge that is the result of interactions between the academic disciplines and society: government, industry, and civil society. For graduate programs with limited financial resources, faculty resources, and collaborative working spaces, cohort learning models may ameliorate the practical "costs" of transdisciplinary research and education while providing precisely the environment in which it may flourish. This article presents the rationale, structure, and assessment plan for one such STEM cohort learning community. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01