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dc.contributor.author Kirnbauer, Thomas
dc.contributor.author BrckaLorenz, Allison
dc.date.accessioned 2020-04-17T18:13:55Z
dc.date.available 2020-04-17T18:13:55Z
dc.date.issued 2020-04
dc.identifier.uri https://hdl.handle.net/2022/25347
dc.description.abstract Transferable skills are crucial for undergraduates to be prepared to enter the workforce after college. Previous research has shown how effective educational approaches enhance student learning. There is, however, limited research that understands how the emphasis on transferable skills relates to the value of deep approaches to student learning. This paper analyzes how faculty emphasis of transferable skills, through analytical writing and problem-solving, is related to deep approaches to learning in higher education. Data come from a large-scale, multi-institutional study that surveys faculty at four-year institutions. Findings indicate that the intentional development of transferable skills has a positive relationship with emphases on deep approaches to learning. The study reinforces the importance of collaboration between multiple stakeholders to foster student learning. en
dc.language.iso en en
dc.title Developing Transferable Skills for the Public Good en
dc.type Presentation en


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