3371 - NSF-Funded Workshop on Addressing Technology and Skills Gaps in Adulthood Transitions

Session Submission Type: Affiliated Group Session

Description

We invite participants to join in a workshop funded by the National Science Foundation (NSF). The goal of this workshop is to advance thinking about social changes occurring at the human-technology frontier. Specifically, the workshop begins with transitions into adulthood when youth begin to establish themselves into the labor force and take on adult roles. First, we are interested in how developmental processes hinder or enhance the capacity of emerging adults to be accurate consumers of data. Second, we are interested in how contextual effects (e.g. cultural inequalities, educational access, generational disconnects) hinder or enhance broad exposure to social and technological skills. Third, we are interested in the role of technology, new media, and organizational decision-making based on data analytics.

We also aim for the insights of research discussed on these topics to inform practical applications regarding four technology and skills gaps: 1) data literacy among emerging adults (the capacity to be accurate consumers of knowledge created by data analytics; 2) workforce preparation (contextual factors that may affect exposure to updated social and technology skills); 3) high-tech communications (access to accurate and trusted knowledge to inform decisions); and 4) exposure of emerging adults to knowledge capital that sustains equitable solutions.

Participants are invited to contribute to the discussions on these topics at the ASA meetings. Afterward, participants will be eligible to submit a sole- or co-authored chapter for an edited volume. Chapters can focus one of three types of information: research, curriculum, or practitioner best practices. Research chapters can include original research or literature reviews of existing research synthesized around the workshop themes. Curriculum chapters can include descriptions of new courses, majors, or programs designed to improve data literacy skills. Practitioner chapters can include descriptions of cross-sector partnerships between academic researchers and leaders based in philanthropic, nonprofit, or business organizations.

Sub Unit

• Affiliated Groups

Participants

• Casey Taggart Harris, University of Arkansas

• Shauna A. Morimoto, University of Arkansas

• Josipa Roksa, University of Virginia

• Jeffrey Arnett, Clark University

• Jessi Streib, Duke University

• Jason N. Houle, Dartmouth College

• Cassidy Puckett, Emory University

• Peter Levine, Tufts University

• Tim Clydesdale, The College of New Jersey

• Lindsey Aloia, University of Arkansas

• Kevin Brady, University of Arkansas