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Direct linkViskupic, Karen; Egger, Anne E.; McFadden, Rory R.; Schmitz, Mark D. – Journal of Geoscience Education, 2021
A goal of undergraduate geoscience programs is to prepare students for the geoscience workforce. In order to understand the extent to which programs succeed at this goal, we identified desired workforce skills, compiled undergraduate geoscience program requirements, and mapped workforce skills onto faculty responses to the 2016 National Geoscience…
Descriptors: Job Skills, Thinking Skills, Mathematics Skills, Communication Skills
Download full textSemilarski, Helen; Soobard, Regina; Rannikmäe, Miia – Science Education International, 2019
Developing student self-efficacy and conceptualizing the importance of core ideas are seen as important learning areas in science education. Such core ideas can be elucidated with respect to the science discipline as well as interdisciplinary learning. Schools can be expected to promote high levels of students' self-efficacy in acquiring major…
Descriptors: Self Efficacy, Science Education, Daily Living Skills, Job Skills
Underwood, Ryan; Spann, Lynda; Erickson, Karin; Povilaitis, Judy; Menditto, Louis; Jones, Terri; Sario, Vivienne; Verbeck, Kimberlee; Jacobi, Katherine; Michnal, Kenneth; Shelton-Meader, Sheree; Richens, Greg; Jones, Karin Erickson; Tighe, Denise; Wilhelm, Lee; Scott, Melissa – Nevada Department of Education, 2010
The standards in this document are for Hospitality and Tourism programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. Minimally, the student will complete a two-year program to achieve all standards. The Hospitality and Tourism Standards Writing Team followed…
Descriptors: Tourism, Academic Achievement, Academic Standards, Lifelong Learning
