Transdisciplinary engaged learning: Upskilling with communication strategies in bioinformatics

Mary Griffith

Authors

Mary Griffith Universidad de Málaga

Keywords:

Persuasion, Pitch, Bioinformatics, Health engineering, Engaged learning, Transdisciplinary approaches, Bilingualism

Abstract

This study highlights an innovative educational project entitled ‘Dynamic Teaching through Communication Skills’ as well as forming part of joint initiative for Erasmus + Communities and Students Together (CaST) 2019-1-UK01-KA203-061463. The pilot study shows that there are many ways to approach teaching across the disciplines with Engaged Learning. The proposal includes discussions on the practical methodologyof integrated content and language in higher education. While bringing real worldproblem solving into the Health Engineering degree, the chapter underscores aspects of persuasion and pitch development within the paradigm of English as a LinguaFranca.

References

Anderson, L. (2022). Communities and Students Together (CaST) Piloting New Approaches to Engaged Learning in Europe. Maklu. https://www.cast-euproject.eu/wedit/uploads/contenuti/17/e-versie-communities-and-students-together-cast-idc-3_compressed.pdf

Anderson, L., Dyer, S. & Freedman, J. (forthcoming 2022) Institutionalisation of Engaged Learning. In M. Griffith (Ed.) Engaged Learning: Voices Across Europe.

Awan, W. (March 1, 2022) Differentiation between Interdisciplinary and Transdisciplinary Concepts. IMAQPRESS Inc. Canada. Available at https://imaqpress.com/2678/differentiation-between-interdisciplinary-and-transdisciplinary-concepts/

Chmelka, A., Anderson, L., Ferraresi, E., Griffith, M., Klima, N., Marsh, C., Pohlenz, P., Jarkko Rasinkangas, R.T., Ruoppila. S. y Sutela, E. (2020). Communities and Students Together (CaST): A state-of-theart review of Engaged Learning in Belgium, Finland, Germany, Italy, Spain and the United Kingdom. www.cast-euproject.eu

Coates, H., & Goedegebuure, L. (2012). Recasting the academic workforce: Why the attractiveness of the academic profession needs to be increased and eight possible strategies for how to go about this from an Australian perspective. Higher Education, 64(6), 875–889. https://doi.org/10.1007/s10734-012-9534-3

Crowe, S., Cresswell, K., Robertson, A. Huby, G., Avery, A. & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodolgy 11, 100. https://doi.org/10.1186/1471-2288-11-100

Daly, P., & Davy, D. (2016). Structural, linguistic and rhetorical features of the entrepreneurial pitch: Lessons from Dragon’s Den. Journal of Management Development, 35(1), 120–132. doi:10.1108/JMD-05-2014- 0049

Díez-Prados, M. (2019). Verbal and nonverbal engagement devices in business persuasive discourse: The elevator pitch. In C. Sancho Guinda (Ed.), Engagement in Professional Genres (pp. 217–242). Amsterdam: John Benjamins. https://doi.org/10.1075/pbns.301.12die

Griffith, M. & De Haro, D. (2020). Engaged Learning with Communication Skills in Engineering. In Gerardo Gómez García, Magdalena Ramos Navas Parejo, Carmen Rodríguez Jiménez, Juan Carlos de la Cruz Campos (Eds,) Teoría y práctica en investigación educativa: una perspectiva internacional. Madrid: Editorial Dykinson.

Griffith, M. (2021). Compensatory discourse strategies in the bilingual university classroom. In E. Crespo (Ed.), Discourse Studies in Public Communication, 298–319 John Benjamins https://doi.org/10.1075/dapsac.92.13gri

Jacoby, B. (2014). Service-learning essentials: Questions, answers, and lessons learned. San Francisco: Jossey-Bass.

Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford University Press.

Marsh, C., Anderson, L. & Klima, N. (Eds) (2021). Engaged Learning in Europe. Maklu.

Marsh, C. (2022). CaST overview (unpubCommunication). Multiplier Event Communities and Students Together, University of Malaga.

Navas, I. (2021). Final results from “Standards, open access and data integration” [Estándares de Datos Abiertos e Integración de Datos]. Health Engineering. University of Málaga.

OECD-IMHE. (2012). Fostering quality teaching in higher education: Policies and practices. An IMHE Guide for Higher Education Institutions. Paris: OECD-IMHE. Retrieved from www.oecd.org/edu/imhe. Accessed 1 Nov 2018.

Oonk, C., Gulikers, J.T.M., den Brok, P.J., Wesselink, R.. Mulder, M. & JelleBeers, P. (2020). Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles. Higher Education, 80, 701–718. https://doi.org/10.1007/s10734-020-00510-9

Penfold, E., & Goodman, S. (2011). An evaluation of a knowledge partnership - a review of the literature. Retreived from www.knowledgeco-op.uct.ac.za/usr/knowledgeco-op/downloads/Penfold&Goodman_Lit%20Review_2011.pdf.

Yazan, Bedrettin. 2015. Intelligibility. ELT Journal (69) 2: 202–204. https://doi.org/10.1093/elt/ccu073.

Zomer, A. y Benneworth, P. (2011) The rise of the university’s Third Mission. In J. Enders, H. F. de Boer y D. Westerheijden (Eds), Reform of higher education in Europe. Sense Publishers.

Transdisciplinary engaged learning

Upskilling with communication strategies in bioinformatics

Authors

Keywords:

Abstract

References

Downloads

Published

Issue

Section

License