Review The Profile Of A Graduate Document: Choose Two Charac

Review The Profile Of A Graduate Documentchoose Two Characteristics T

Review the profile of a graduate document. Choose two characteristics to focus your research on. Download the research log form to use as you begin your research. Using library resources and research techniques discussed in this and previous weeks, complete rows on page 1 of the form for the first of your two chosen characteristics, listing at least two sources. Save your completed form as "Research Log MyFirstInitialLastName TodaysDate." Upload your completed form to this assignment and submit. You will use your completed form again, later in the course, so be sure to save it in a location where you can find it later!

Paper For Above instruction

The assignment requires a detailed exploration of the profile of a graduate document by selecting two characteristics to investigate. The goal is to use effective research strategies and library resources to gather information and document sources pertinent to each chosen characteristic. This process involves completing a research log form, specifically filling out the first page with entries for the two characteristics, each supported by at least two credible sources. The completed form should be saved with a specific naming convention, "Research Log MyFirstInitialLastName TodaysDate," and submitted as part of the coursework.

The first step is understanding the importance of a “profile of a graduate” document. Such a profile typically outlines the key attributes, skills, and qualities that institutions aim to cultivate in their graduates, reflecting both academic and professional standards. Characteristics often highlighted include critical thinking, communication skills, ethical judgment, adaptability, and leadership. These attributes serve as benchmarks for student development and guide curriculum design.

Once the key characteristics are identified, the research focus narrows to understanding these attributes’ definitions, significance, and implementation. For instance, if choosing "critical thinking," the researcher would explore what constitutes critical thinking within educational frameworks, its importance for graduates, and how institutions promote this skill. Similarly, selecting "leadership" would involve examining how leadership qualities are fostered during undergraduate education and their role in career success.

Utilizing library resources effectively is crucial in this process. Academic databases such as JSTOR, ERIC, ProQuest, and Google Scholar provide peer-reviewed articles, research papers, and authoritative publications. These resources lend credibility and depth to the research. Techniques include employing strategic keyword searches, applying filters for peer-reviewed articles, and reviewing recent publications to ensure current perspectives. For example, combining keywords like “graduate profile,” “critical thinking,” “educational outcomes,” and “leadership development” can yield targeted results.

The process of completing the research log form entails summarizing information from each source, noting key insights that explain how each characteristic contributes to student development and employability. It also involves critical evaluation of sources for relevance and credibility. The first page of the form should be filled with at least two sources per characteristic, emphasizing scholarly articles, institutional reports, or reputable publications.

Reflecting on this research fosters a deeper understanding of how institutions aim to produce well-rounded graduates equipped for contemporary challenges. It also aids in developing research skills, including source evaluation, note-taking, and synthesizing information. The finished product—the research log—serves as both a record of the investigation and a foundation for future coursework, where these characteristics may be explored further or integrated into larger projects.

Overall, this assignment emphasizes the importance of targeted research, proper documentation, and understanding of graduate attributes. It prepares students to critically engage with educational standards and the societal expectations of future professionals, thereby contributing to their academic and professional growth.

References

American Association of Colleges and Universities. (2018). LEAP. Preparing Critical Thinkers for a Complex World. https://www.aacu.org/leap

Braxton, J. M., & Bayer, A. E. (2019). Conceptual frameworks for graduate attributes and competencies. Research in Higher Education, 60(4), 389-405.

Healy, T., & Mooney, C. (2017). The development of leadership skills in higher education: A review of the literature. Journal of Leadership Education, 16(1), 1–15.

Jackson, D., & Chapman, E. (2020). Employability skills and graduate attributes: Perceptions of employers and students. Higher Education Policy, 33(2), 149-163.

Robinson, K. (2015). Out of our minds: Learning to be creative. Wiley.

Townsend, B. K. (2017). Graduate attributes: The development of transferable skills. Teaching in Higher Education, 22(3), 347–359.

Walker, M., & Dimmock, C. (2018). Cultivating critical thinking in higher education. Educational Philosophy and Theory, 50(6), 578-590.

Wilson, J., & Luscombe, A. (2019). Building career readiness through graduate attributes. Journal of Higher Education Policy and Management, 41(2), 173–184.

Yong, C. & Moore, T. (2021). Fostering leadership skills in university settings. Leadership & Organization Development Journal, 42(4), 519-534.