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College and Career Competencies

College and Career Competencies. Susan A. Ambrose Senior Vice Provost, Undergraduate Education & Experiential Learning Professor of Education & History NEASC Annual Meeting & Conference December 2015. Agenda. Goals. II. Educational Model. III. Educational Framework.

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College and Career Competencies

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  1. College and CareerCompetencies Susan A. Ambrose Senior Vice Provost, Undergraduate Education & Experiential Learning Professor of Education & History NEASC Annual Meeting & Conference December 2015

  2. Agenda • Goals II. Educational Model III. Educational Framework IV. Approach to Assessment

  3. Our Overarching Goal is Balance Intellectual Exploration & Discovery Employment Preparation & Practical Skills

  4. Examples of Intellectual Skills Gap Areas • Ability to obtain and process information • Problem solving • Analytical reasoning • Critical thinking • Written communication • Verbal communication

  5. Examples of Professional Skills Gap Areas • Build relationships • Plan, organize & prioritize work • Manage time • Work well in diverse teams • Advocate & negotiate • Respect boundaries • Use appropriate work etiquette • Tactfulness

  6. Our Educational Model is Experiential Learning by doing integrates theory and practice • Increases student motivation (value & expectancy) • Facilitates practice & feedback • Promotes transfer of learning • Assists in mastery • Encourages “just in time” learning +

  7. Our Educational Model is Experiential In 2014-2015 (undergraduates): • 35% completed 3 or more Co-ops • 41% completed 2 Co-ops • 18% completed 1 Co-op • 40% of graduating seniors engaged in at least one global experience • 900 showcased their research at RISE • 3,522 students completed in 221,720 community service hours +

  8. Our Framework is Integrated & Student-Centric GLOBAL MINDSET INTELLECTUAL AGILITY COGNITIVE CORE SOCIAL CONSCIOUSNESS & COMMITMENT WELL-BEING PROFESSIONAL & PERSONAL EFFECTIVENESS

  9. ISLE Cognitive Core • THINKING & • REASONING • e.g., • Critical thinking • Integrative thinking • Design thinking • Strategic thinking • Computational thinking • Creative thinking • Ethical reasoning APPLIED SKILLS e.g., Problem solving Decision making Creative expression Inquiry & analysis Negotiation Emotional intelligence Intercultural competency Teamwork/collaboration Observation & Interpretation Visual, written, oral & digital communication TRAITS e.g., Curious/Inquisitive Open-minded Empathetic Initiative Innovative Resourcefulness Independent Civically-minded Adaptable/Flexible Perseverance METACOGNITION KNOWLEDGEACQUISITION

  10. Our Approach to Data Collection includes Multiple Methods & Approaches Quantitative Assessment of curriculum through capstone courses and AAC&U Rubrics Co-op employer evaluation of student learning outcomes Employer skills gap survey Alumni survey Student self-assessment of Co-op Employer eval of Co-op Student eval of Dialogues of Civilization Student eval of Service Learning Job data for graduates Indirect Direct Phenomenological Study (104 Seniors) Cross sectional study of guided inquiries Longitudinal study of guided inquiries Co-op Experiences: Phase I: Student poster presentations of co-op artifacts, learning outcomes and integration of academic & co-op knowledge and skills Phase II: Developing a rubric for poster presentations Qualitative

  11. Examples of how we have used data for IMPROVEMENT

  12. Examples of how we have used data for RESOURCE ALLOCATION • Redeployment of • staff resources, e.g., CATLR • financial resources, e.g., Provost grants, staff expansion, staff development • New resources for Research Institute for Experiential Learning

  13. Examples of how we have used dataTO INFORM THE PUBLIC • Recruiting & admissions materials, alumni materials, presentations, etc. • Research articles • Discussions with legislators to impact policy

  14. In Conclusion . . . We are excited by the possibilities of learning new things – through assessment and research – about what we do in order to continually evolve a high quality experience for our students to allow them to be successful in a high-velocity world.

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