What should students be able to do? Helping students recognize professional skills in our courses

Author:

Yahnke Christopher J1ORCID,Lanier Hayley2,Flaherty Elizabeth A3ORCID,Varner Johanna4,Munroe Karen5ORCID,Duggan Jennifer M6,Erb Liesl7,Dizney Laurie8,Connors Patrice K4ORCID

Affiliation:

1. College of Natural Resources and UWSP Museum of Natural History, University of Wisconsin–Stevens Point , 800 Reserve Street, Stevens Point, Wisconsin 54481 , USA

2. Sam Noble Museum and Department of Biology, University of Oklahoma , 2401 Chautauqua Avenue, Norman, Oklahoma 73071 , USA

3. Department of Forestry and Natural Resources, Purdue University , 195 Marsteller Street, West Lafayette, Indiana 47907 , USA

4. Department of Biological Sciences, Colorado Mesa University , 1100 North Avenue, Grand Junction, Colorado 81501 , USA

5. Department of Biology and Geology, Baldwin Wallace University , 275 Eastland Road, Berea, Ohio 44017 , USA

6. Department of Applied Environmental Science, California State University, Monterey Bay , 100 Campus Center, Seaside, California 93955 , USA

7. Departments of Biology and Environmental Studies, Warren Wilson College , Asheville, North Carolina 28815 , USA

8. Department of Biology, University of Portland , 5000 N. Willamette Blvd., Portland, Oregon 97203 , USA

Abstract

Abstract While the traditional goals of undergraduate courses are often content-based, the development of career-readiness and professional skills, such as those listed by the National Association of Colleges and Employers, are increasingly recognized as important learning outcomes. As Mammalogy courses embrace more hands-on learning activities, they provide the opportunity to embed these professional skills, which are directly relevant to many careers in science. For example, many Mammalogy courses may include projects that incorporate experimental design and data analysis that focus on quantitative literacy, in addition to technical skills including small mammal trapping and handling, or preparing voucher specimens, that focus on problem-solving and attention to detail. Here, we review the professional skills that can be developed through a Mammalogy course and evaluate evidence-based approaches to build those skills into our courses. One approach, using Course-based Undergraduate Research Experiences (CUREs), provides opportunities for both student skill development and instructor research program development. Because they invite students to participate in authentic scientific inquiry—from study design and data collection, to analysis and reporting of results—students participating in CUREs reported significant gains in their comfort with several important professional skills, including conducting field procedures, formulating and analyzing data, normalizing failure, and attempting new procedures on their own. Finally, we review the literature to demonstrate how active learning approaches inherent in CUREs can help students to build familiarity with technologies and techniques for collecting and assessing data from wild mammal populations, as well as to build important professional skills such as teamwork, leadership, problem-solving, and written and oral communication.

Funder

National Science Foundation

National Institute of Food and Agriculture

University of Wisconsin System Teaching Fellows

Publisher

Oxford University Press (OUP)

Subject

Nature and Landscape Conservation,Genetics,Animal Science and Zoology,Ecology,Ecology, Evolution, Behavior and Systematics

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