This collection is exclusively made up of theses, dissertations, and project reports submitted as a requirement for completing a graduate degree at UPR-Mayagüez.
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Browsing Theses & Dissertations by Subject "21st century skills"
Ruiz González, Marcus C.; de Hoyos-Ruperto, Moraima; College of Business Administration; Pomales García, Cristina D.; Asencio Pagán, Edwin J.; Amador-Dumois, María A.; Department of Business Administration; Cruzado, Ivette
There is a need for change in engineering programs to better prepare its students for today’s workforce. These changes suggest and recommend the inclusion of certain abilities, competencies, and qualities identified in literature as part of 21st century skills. This research analyzed the inclusion of two 21st century skills: creativity and innovation, and financial literacy on the undergraduate engineering programs of the University of Puerto Rico-Mayagüez, Virginia State University, University of Delaware, and Alabama State University. An assessment tool was developed using a content analysis approach to review the information provided by these programs through their respective academic catalog, websites, and news archive. These sources of information provided a description on what and how these 21st century skills subjects where been implemented through the curricular, co-curricular, and extra-curricular domain of each institution.
Research findings showed these institutions are providing its students the opportunity to be involved and engaged in the learning and development of the 21st century skills through their educational programs. However, the institutions analyzed differed on how these 21st century skills subjects where been implemented through three domain levels and what kind of activities were used to promote them. Additionally, these results identified what kind of activities are been implemented by the programs to include the financial literacy, creativity and innovation through the three domain levels. Based on these findings each institution was analyzed at an individual level, ranked according to their counting totals and proportion per program results, and recommendations were made to each institution based on the observations.