Enhancing employability through group work
M Josie LateganDepartment of Chemistry and Biomolecular Science
Faculty of Science and Engineering
Building F7B
Macquarie University
Macquarie Park
NSW 2091, Australia
Tel: +61 2 9850 9684
Email: maria.lategan@mq.edu.au
Microbiology Australia 37(2) 88-89 https://doi.org/10.1071/MA16029
Published: 19 April 2016
Abstract
Graduates are expected to demonstrate a wide set of soft skills in order to compete successfully in the current job market. Evidence of effective skills in teamwork, organisation, time management and interpersonal relationships are ultimately very important in determining levels of success as they show how one leads, relates and works along with other people. Experiencing leadership roles in the microbiology laboratory classes encouraged the development of soft skills and provided examples to support job applications.
References
[1] Addressing selection criteria: a guide for professional staff. Careers and Employer Liaison Centre. http://www.flinders.edu.au (accessed 14 March 2016).[2] Addressing selection criteria. Career Service. http://www.careers.mq.edu.au (accessed 14 March 2016).
[3] Hanson, D. (2006) Instructors guide to process-oriented guide inquiry learning. Pacific Crest, Lisle IL, 20–30.
[4] Hale, D. et al. (2009) Designing process oriented guided inquiry activities: a new innovation for marketing class. Mark. Educ. Rev. 19, 73–80.
| Designing process oriented guided inquiry activities: a new innovation for marketing class.Crossref | GoogleScholarGoogle Scholar |
[5] Eberlein, T. et al. (2008) Pedagogies of engagement in science: a comparison of PBL, POGIL, and PLTL. Biochem. Mol. Biol. Educ. 36, 262–273.
| Pedagogies of engagement in science: a comparison of PBL, POGIL, and PLTL.Crossref | GoogleScholarGoogle Scholar | 1:CAS:528:DC%2BD1cXpsFOhsbg%3D&md5=f1a499615b06efc0e6c5126726be55acCAS | 19381266PubMed |
[6] Farrell, J. et al. (1999) A guided inquiry general chemistry course. J. Chem. Educ. 76, 570–574.
| A guided inquiry general chemistry course.Crossref | GoogleScholarGoogle Scholar | 1:CAS:528:DyaK1MXitVSkurY%3D&md5=54be417728f07f8f0d42a87c3e3a9daaCAS |
[7] Bailey, C. et al. (2012) Learning transferrable skills in large lecture halls: implementing a POGIL approach in biochemistry. Biochem. Mol. Biol. Educ. 40, 1–7.
| Learning transferrable skills in large lecture halls: implementing a POGIL approach in biochemistry.Crossref | GoogleScholarGoogle Scholar | 1:CAS:528:DC%2BC3MXhs1SgurvM&md5=0736cb3068edc668e963a817bf9ed3e7CAS |
[8] Minderhout, V. et al. (2007) Lecture – free biochemistry. Biochem. Mol. Biol. Educ. 35, 172–180.
| Lecture – free biochemistry.Crossref | GoogleScholarGoogle Scholar | 1:CAS:528:DC%2BD2sXms1aks7c%3D&md5=ded1b644da3274838905d82b54e802c5CAS | 21591084PubMed |
[9] McGarrah, M.W. (2015) Lifelong learning skills for college and career readiness: considerations for education policy. http://www.ccrscenter.org (accessed 14 March 2016).
[10] Prince, M. (2004) Does active learning work? A review of the research. J. Eng. Educ. 93, 223–231.
| Does active learning work? A review of the research.Crossref | GoogleScholarGoogle Scholar |