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Personalizing Competencies:
Helping Students Envision and Reflect Upon
the Demands of their Professional Futures
Gail Matt...
Outline
• Competency Warm-up Exercise
• Competencies and Personalized Learning
• Example Assignment
• Competency Applicati...
Competency: Working Definition
Competency Clusters = Expertise
Warm Up Exercise
Think about your field and specific people (colleagues,
collaborators, supervisors/visees).
•Who are the ...
Warm Up Exercise
Now think of a specific people from your present and
past who you would describe as “beginners” in the
pr...
Warm Up Exercise
Use your notes to articulate key competencies in
your profession.
1.Group discrete competencies into them...
For Example
Contextual Cognizance
•Conducts environmental scans to identify
needs and resources, analyze gaps and
strength...
Warm Up Exercise
5 Minutes
•Drawing on you observations about the
difference between experts/novices, use the
handout to a...
Brief Debrief
• What did you identify?
• Observations, questions?
Competency Controversies
Competencies: Hopes
Outcomes Beyond Seat Time Multifaceted, Student-Focused
Competencies: Fears
Fragmented a la Carte Learning Standards/Assessment-Centric
Competency Process as an
Opportunity for Inquiry and Formation
Heidi Elmendorf, Georgetown
Professional Competency Model
(PCM) Case Study Example
Assignment Context
• Introduced in EDU6319 How People Learn
• Fully online course
• eLearning program gateway and Higher
E...
Phase I: Professional Landscape Survey
• What do my “dream job”
employers want?
• What are the implications
of recent rese...
Phase I: Professional Landscape Survey
Evidence Sources
•Advertisements
“Dream” Job
•Peer-Reviewed
Research
•White Papers
...
Phase II: Competency Comparison
• This is what your
faculty have identified
as essential in your
field.
• How does it squa...
Phase III: Self-Assessment
• Personalize
– Identify additional
competencies
• Assess & Seek Evidence
– Rate current profic...
Phase IV: PCM Narrative in ePortfolio
• Reflect
Surprises, Patterns
• Self-Represent
Expertise, Growth Areas
• Envision Op...
Example
Areas for improvement:
•Needs to strengthen computer skills and knowledge
of graphic design.
•Experience with trai...
Your Turn
Revisit the competencies you identified during the
warm-up. Select one competency (something you
haven’t complet...
Example
Contextual Cognizance
•Conducts environmental scans to identify needs and resources, analyze gaps
and strengths, a...
Your Turn
Revisit the competencies you identified during the
warm-up. Select one competency you haven’t
completely mastere...
PCM Assessment
Criteria Definition of Excellence
Wiki Pre-
work
• Draws on all sources to summarize profession’s landscape...
Evidence of Assignment Impact
Carolyn Harris
M.Ed. in Higher Education
Administration Program
30 years to complete B.A.
De...
Carolyn’s PCM Highlights
Strengths
•Explores inner workings of
departments other than own
•Has ideas for designing new sys...
Evidence of Impact
Chance Favors the
Prepared Mind
- Lois Pasteur
Debrief
• What did you gain from the experience?
• What was most challenging?
• How might this firsthand experience influe...
Final Thoughts
Work with competencies should
•Engage students in inquiry &
visionary thinking
•Create opportunities for
ge...
Thank You!
Gail Matthews-DeNatale, Ph.D.
Graduate School of Education
Northeastern University
g.matthews-denatale@neu.edu
...
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Personalizing Competencies: Helping Students Envision and Reflect Upon the Demands of their Professional Futures

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Presentation given at the 2015 Northeastern University College of Professional Studies Faculty Conference

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Personalizing Competencies: Helping Students Envision and Reflect Upon the Demands of their Professional Futures

  1. 1. Personalizing Competencies: Helping Students Envision and Reflect Upon the Demands of their Professional Futures Gail Matthews-DeNatale, Ph.D. Northeastern University Graduate School of Education
  2. 2. Outline • Competency Warm-up Exercise • Competencies and Personalized Learning • Example Assignment • Competency Application Exercise • Example Assignment Results • Applying the Ideas to Your Own Practice
  3. 3. Competency: Working Definition
  4. 4. Competency Clusters = Expertise
  5. 5. Warm Up Exercise Think about your field and specific people (colleagues, collaborators, supervisors/visees). •Who are the experts? Who do you most respect the most? •What has been their most prominent or influential work? What are the markers of excellence in this work? •What makes these people and their work so great? What are their most prominent characteristics? What are their capabilities and skills?
  6. 6. Warm Up Exercise Now think of a specific people from your present and past who you would describe as “beginners” in the profession. Focus on people who are capable in general, but newbies. •What were the gaps in their understanding and abilities? •If you mentored, coached, or supervised the person, what areas did you focus on the most?
  7. 7. Warm Up Exercise Use your notes to articulate key competencies in your profession. 1.Group discrete competencies into thematic clusters (headings). 2.Elaborate with examples under the headings.
  8. 8. For Example Contextual Cognizance •Conducts environmental scans to identify needs and resources, analyze gaps and strengths, and discover partners and opportunities. •Demonstrates responsiveness to organizational culture, including the capacity to negotiate with others and manage change.
  9. 9. Warm Up Exercise 5 Minutes •Drawing on you observations about the difference between experts/novices, use the handout to author a competencies framework for your profession. 10 Minutes •Share with your neighbor to compare and revise
  10. 10. Brief Debrief • What did you identify? • Observations, questions?
  11. 11. Competency Controversies
  12. 12. Competencies: Hopes Outcomes Beyond Seat Time Multifaceted, Student-Focused
  13. 13. Competencies: Fears Fragmented a la Carte Learning Standards/Assessment-Centric
  14. 14. Competency Process as an Opportunity for Inquiry and Formation Heidi Elmendorf, Georgetown
  15. 15. Professional Competency Model (PCM) Case Study Example
  16. 16. Assignment Context • Introduced in EDU6319 How People Learn • Fully online course • eLearning program gateway and Higher Education Administration elective • PCM revisited at Midpoint & Capstone in eLearning
  17. 17. Phase I: Professional Landscape Survey • What do my “dream job” employers want? • What are the implications of recent research for my professional aspirations? • What pressing challenges in the world are relevant to this profession? • Who are the visionaries & what are they saying about future directions?
  18. 18. Phase I: Professional Landscape Survey Evidence Sources •Advertisements “Dream” Job •Peer-Reviewed Research •White Papers Challenges & Opportunities •Blogs/Opinion Pieces Visionaries & Future directions
  19. 19. Phase II: Competency Comparison • This is what your faculty have identified as essential in your field. • How does it square with your own background research? • What else is important to you and your professional vision for yourself?
  20. 20. Phase III: Self-Assessment • Personalize – Identify additional competencies • Assess & Seek Evidence – Rate current proficiency – Support assertions with artifacts & examples
  21. 21. Phase IV: PCM Narrative in ePortfolio • Reflect Surprises, Patterns • Self-Represent Expertise, Growth Areas • Envision Opportunities - Course Project Topics - Electives Selection - Informal Learning - Workplace Learning
  22. 22. Example Areas for improvement: •Needs to strengthen computer skills and knowledge of graphic design. •Experience with training, but needs more experience with Instructional Design. Strategy: •Project Management elective •Summer ‘15 self-paced learning with Lynda.com in lieu of coursework •Fall ‘15 internship with NEU Global Network
  23. 23. Your Turn Revisit the competencies you identified during the warm-up. Select one competency (something you haven’t completely mastered). •Rate yourself of the scale of novice to expert. •Identify at least one example of your work that could be used as evidence to support that assertion. •Write an explanation. Also consider opportunities for improvement. What specific experiences would help you develop your proficiency?
  24. 24. Example Contextual Cognizance •Conducts environmental scans to identify needs and resources, analyze gaps and strengths, and discover partners and opportunities. •Demonstrates responsiveness to organizational culture, including the capacity to negotiate with others and manage change. Self-Rating, Evidence, Opportunities •Rating: 8 out of 10 (based on national award for 2011 M.Ed. redesign) •Evidence: Environmental scan and M.Ed. redesign documents •Reflection and Opportunities: Leading change without official authority was the greatest challenge. Could seek out professional development opportunities to deepen understanding of leadership and improve skills.
  25. 25. Your Turn Revisit the competencies you identified during the warm-up. Select one competency you haven’t completely mastered. •Rate yourself of the scale of novice to expert. •Identify at least one work sample or story that could be used as evidence to support your assertion. •Write an explanation. Also consider opportunities for improvement. What specific experiences would help you develop your proficiency?
  26. 26. PCM Assessment Criteria Definition of Excellence Wiki Pre- work • Draws on all sources to summarize profession’s landscape • Notes connections, contradictions, surprises among the sources • Describes potential future direction of the field Introduction • Positions professional aspirations within professional landscape • Describes requirements of professionals in the field • Envisions field’s future and ramifications for needed competencies Competencies • Provides personalized working definition and clarification of competencies • Identifies additional competencies specific to personal vision Ratings • Range of ratings indicates the author has sincerely considered personal level of expertise • Ratings are grounded in evidence (examples from practice) Summary • Describes patterns of strength and areas for development in ratings • Considers formal/informal opportunities to pursue development Indicates genuine insight gained from the exercise
  27. 27. Evidence of Assignment Impact Carolyn Harris M.Ed. in Higher Education Administration Program 30 years to complete B.A. Defines education as a “work in progress” Professional purpose is to understand “how a student defines personal and academic success”
  28. 28. Carolyn’s PCM Highlights Strengths •Explores inner workings of departments other than own •Has ideas for designing new systems and processes Growth Opportunities •Confidence speaking to groups •Tends to accept methods put forth by others when believes there are more effective ways Professional Landscape: Observations and Vision •Students need to feel engaged with the advisor, the process, and the results •As opportunities for earning a degree have transformed, academic advising also requires transformation •What should or could this look like for fully online and older learners?
  29. 29. Evidence of Impact Chance Favors the Prepared Mind - Lois Pasteur
  30. 30. Debrief • What did you gain from the experience? • What was most challenging? • How might this firsthand experience influence your approach to engaging students in self-assessment and reflection? • What opportunities in your program do you see for extending the process of student reflection and strategic professional development?
  31. 31. Final Thoughts Work with competencies should •Engage students in inquiry & visionary thinking •Create opportunities for generative self-critique •Be interpreted, applied, & connected •Promote dialogue on possibilities for the future self “I believe exposing my weaknesses now is the only way to turn them into strengths later.” “It was instrumental in aligning my previous work experience, educational goals, qualifications, projects, and skills into an integrated assessment of my professional strengths and limitations.” “This is an exercise in self-regulated learning [that] gave me a an opportunity to reflect on my academic goals in relation to my professional goals.”
  32. 32. Thank You! Gail Matthews-DeNatale, Ph.D. Graduate School of Education Northeastern University g.matthews-denatale@neu.edu This workshop is based on a presentation given at the 2015 AAEEBL conference on ePortfolios in higher education. I wish to thank the Northeastern CPS Faculty Fund for the financial support to attend that conference.

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