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An Exploratory Study of the Learning of Transferable Skills in a Research-Oriented Intensive Course in Atmospheric Sciences

Author

Listed:
  • Taina Ruuskanen

    (Institute for Atmospheric and Earth System Research/Physics, Faculty of Science, University of Helsinki, P.O. Box 64, 00014 Helsinki, Finland)

  • Hanna Vehkamäki

    (Institute for Atmospheric and Earth System Research/Physics, Faculty of Science, University of Helsinki, P.O. Box 64, 00014 Helsinki, Finland)

  • Laura Riuttanen

    (Institute for Atmospheric and Earth System Research/Physics, Faculty of Science, University of Helsinki, P.O. Box 64, 00014 Helsinki, Finland)

  • Antti Lauri

    (Institute for Atmospheric and Earth System Research/Physics, Faculty of Science, University of Helsinki, P.O. Box 64, 00014 Helsinki, Finland)

Abstract

Transferable skills, such as learning skills as well as oral and written communication skills, are needed by today’s experts. The learning of transferable skills was studied during a multidisciplinary two-week, research-oriented intensive course in atmospheric sciences. Students were assessed on their experience of learning data analysis, writing reports and articles, oral presentation, learning and teaching, as well as project and time management skills and the importance of learning these transferable skills in the beginning and at the end of the course. The learning outcomes were constructively aligned with the course and it supported the learning of transferable skills needed by researchers working with multidisciplinary research questions. The methods of teaching were group work, data analysis of real scientific questions and real scientific data, a few expert lectures, discussions with experts and peer-support, and the course evaluation that was based on the groups’ oral presentations and a written report. The groups consisted of seven to eight students and four to six assistants who were working side-by-side for the period of the course. Students considered data analysis, including the formulation of research questions, as the most important transferable skill of the course and stated that it was also what they learned the most. We conclude that the students felt that working with real scientific questions and data in multidisciplinary groups supports the learning of transferable skills. The findings suggest that the students may have learned transferable skills from peers, assistants, and teachers while working in small groups of students in different stages of their studies. The study was conducted from student feedback from one course only, but we have observed while organizing over 50 similar courses that working on real scientific questions and data in a multidisciplinary and multicultural course has been motivating for both the teachers and the students. We recommend this method to be used by research groups who are training the future generation of researchers and experts in atmospheric sciences and other fields.

Suggested Citation

  • Taina Ruuskanen & Hanna Vehkamäki & Laura Riuttanen & Antti Lauri, 2018. "An Exploratory Study of the Learning of Transferable Skills in a Research-Oriented Intensive Course in Atmospheric Sciences," Sustainability, MDPI, vol. 10(5), pages 1-20, May.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:5:p:1385-:d:144006
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    References listed on IDEAS

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    1. Melanie Sinche & Rebekah L Layton & Patrick D Brandt & Anna B O’Connell & Joshua D Hall & Ashalla M Freeman & Jessica R Harrell & Jeanette Gowen Cook & Patrick J Brennwald, 2017. "An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs," PLOS ONE, Public Library of Science, vol. 12(9), pages 1-16, September.
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    Cited by:

    1. Amith Khandakar & Muhammad Enamul Hoque Chowdhury & Antonio Jr. San Pedro Gonzales & Farid Touati & Nasser Al Emadi & Mohamed Arselene Ayari, 2020. "Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development," Sustainability, MDPI, vol. 12(2), pages 1-21, January.

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