Key Findings from Focus Groups with College StudentsRobert Kelly
The document summarizes key findings from focus groups with current college students conducted by Hart Research Associates in September 2014. The focus groups explored students' understanding of their colleges' expected learning outcomes, feelings about post-college transition, and confidence in having skills for success after college. Key takeaways are that while students focus on degree requirements rather than skills, they recognize employers value both field-specific and cross-cutting skills. Students believe critical thinking, teamwork, and communication skills are most important to employers. Though anxious about transitioning, students generally feel prepared with needed skills and knowledge.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
Multi-State Collaborative To Advance Quality Student Learning Robert Kelly
This document summarizes the results of a demonstration study involving 48 institutions across 12 states that used common rubrics to assess over 8,000 student work products. Key findings include:
- Faculty generally found the VALUE rubrics to be valid assessments of student learning outcomes.
- Results provided actionable data on student achievement and areas for improvement in critical thinking, quantitative literacy, and other skills.
- Faculty reliably scored student work from other institutions and disciplines after training.
- Next steps include expanding the study to 13 states and 20,000 artifacts to further evaluate the approach and focus on equity.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
Falling Short? College Learning and Career SuccessRobert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for the Association of American Colleges and Universities by Hart Research Associates.
From November 3 to 11, 2014, Hart Research Associates conducted an online survey on behalf of the Association of American Colleges and Universities among 400 employers whose organizations have at least 25 employees and report that 25% or more of their new hires hold either an associate degree from a two-year college or a bachelor’s degree from a four-year college. Respondents are executives at private sector and nonprofit organizations, including owners, CEOs, presidents, C-suite level executives, and vice presidents. The objective of the survey is to understand which learning outcomes employers believe are most important to acquire to be able to succeed in today’s economy, how prepared they believe recent college graduates are in these areas, and employers’ feelings about the importance of applied and project-based learning in college.
In addition, from November 13 to December 3, 2014, Hart Research conducted an online survey among 613 college students. Respondents included 455 four-year college seniors (304 at public colleges and 151 at private colleges) and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months. This survey explored many of the same topics as the survey of employers in order to provide a comparative perspective among college students. This report highlights selected findings from both the research among employers and the survey of current college students.
The majority of employers continue to say that possessing both field-specific knowledge and a broad range of knowledge and skills is important for recent college graduates to achieve long-term career success. Very few indicate that acquiring knowledge and skills mainly for a specific field or position is the best path for long-term success. Notably, college students recognize the importance of having both breadth and depth of skills and knowledge for their workplace success.
Employers say that when hiring, they place the greatest value on demonstrated proficiency in skills and knowledge that cut across all majors. The learning outcomes they rate as most important include written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings. Indeed, most employers say that these cross-cutting skills are more important to an individual’s success at their company than his or her undergraduate major.
However, employers feel that today’s college graduates are not particularly well prepared to achieve the learning outcomes that they view as important. This critique applies to all of the 17 learning outcomes tested, including the cross-cutting skills that employers highly value.
Recent Trends in General Education Design, Learning Outcomes, and Teaching Ap...Robert Kelly
This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teaching and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)
This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.
This document contains a word cloud and text from a five-year plan for LEAP State Georgia. The plan discusses developing a stronger statewide system through a steering committee, annual conferences, and improved communication. It also outlines goals for individual institutions, such as incorporating LEAP into strategic plans, developing community partnerships, and providing professional development for faculty on essential learning outcomes. The plan aims to strengthen LEAP implementation at both the system and institutional levels in Georgia over five years.
Bringing Equity and Quality Learning Together: Institutional Priorities for T...Robert Kelly
The document summarizes key findings from a survey of 325 Chief Academic Officers about how their institutions track data on underserved student success and outcomes. Some of the main findings include:
- Most institutions track graduation and retention rates, but fewer track data on high-impact practices and learning outcomes, and even fewer disaggregate those data by factors like race/ethnicity.
- Institutions are more likely to track and disaggregate data based on race/ethnicity than other factors like socioeconomic status.
- Over half of institutions have set goals to close gaps in retention and graduation rates specifically for different racial/ethnic groups.
- The majority have or are developing programs to build faculty capacity to support underserved
Key Findings from Focus Groups with College StudentsRobert Kelly
The document summarizes key findings from focus groups with current college students conducted by Hart Research Associates in September 2014. The focus groups explored students' understanding of their colleges' expected learning outcomes, feelings about post-college transition, and confidence in having skills for success after college. Key takeaways are that while students focus on degree requirements rather than skills, they recognize employers value both field-specific and cross-cutting skills. Students believe critical thinking, teamwork, and communication skills are most important to employers. Though anxious about transitioning, students generally feel prepared with needed skills and knowledge.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
Multi-State Collaborative To Advance Quality Student Learning Robert Kelly
This document summarizes the results of a demonstration study involving 48 institutions across 12 states that used common rubrics to assess over 8,000 student work products. Key findings include:
- Faculty generally found the VALUE rubrics to be valid assessments of student learning outcomes.
- Results provided actionable data on student achievement and areas for improvement in critical thinking, quantitative literacy, and other skills.
- Faculty reliably scored student work from other institutions and disciplines after training.
- Next steps include expanding the study to 13 states and 20,000 artifacts to further evaluate the approach and focus on equity.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
Falling Short? College Learning and Career SuccessRobert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for the Association of American Colleges and Universities by Hart Research Associates.
From November 3 to 11, 2014, Hart Research Associates conducted an online survey on behalf of the Association of American Colleges and Universities among 400 employers whose organizations have at least 25 employees and report that 25% or more of their new hires hold either an associate degree from a two-year college or a bachelor’s degree from a four-year college. Respondents are executives at private sector and nonprofit organizations, including owners, CEOs, presidents, C-suite level executives, and vice presidents. The objective of the survey is to understand which learning outcomes employers believe are most important to acquire to be able to succeed in today’s economy, how prepared they believe recent college graduates are in these areas, and employers’ feelings about the importance of applied and project-based learning in college.
In addition, from November 13 to December 3, 2014, Hart Research conducted an online survey among 613 college students. Respondents included 455 four-year college seniors (304 at public colleges and 151 at private colleges) and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months. This survey explored many of the same topics as the survey of employers in order to provide a comparative perspective among college students. This report highlights selected findings from both the research among employers and the survey of current college students.
The majority of employers continue to say that possessing both field-specific knowledge and a broad range of knowledge and skills is important for recent college graduates to achieve long-term career success. Very few indicate that acquiring knowledge and skills mainly for a specific field or position is the best path for long-term success. Notably, college students recognize the importance of having both breadth and depth of skills and knowledge for their workplace success.
Employers say that when hiring, they place the greatest value on demonstrated proficiency in skills and knowledge that cut across all majors. The learning outcomes they rate as most important include written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings. Indeed, most employers say that these cross-cutting skills are more important to an individual’s success at their company than his or her undergraduate major.
However, employers feel that today’s college graduates are not particularly well prepared to achieve the learning outcomes that they view as important. This critique applies to all of the 17 learning outcomes tested, including the cross-cutting skills that employers highly value.
Recent Trends in General Education Design, Learning Outcomes, and Teaching Ap...Robert Kelly
This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teaching and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)
This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.
This document contains a word cloud and text from a five-year plan for LEAP State Georgia. The plan discusses developing a stronger statewide system through a steering committee, annual conferences, and improved communication. It also outlines goals for individual institutions, such as incorporating LEAP into strategic plans, developing community partnerships, and providing professional development for faculty on essential learning outcomes. The plan aims to strengthen LEAP implementation at both the system and institutional levels in Georgia over five years.
Bringing Equity and Quality Learning Together: Institutional Priorities for T...Robert Kelly
The document summarizes key findings from a survey of 325 Chief Academic Officers about how their institutions track data on underserved student success and outcomes. Some of the main findings include:
- Most institutions track graduation and retention rates, but fewer track data on high-impact practices and learning outcomes, and even fewer disaggregate those data by factors like race/ethnicity.
- Institutions are more likely to track and disaggregate data based on race/ethnicity than other factors like socioeconomic status.
- Over half of institutions have set goals to close gaps in retention and graduation rates specifically for different racial/ethnic groups.
- The majority have or are developing programs to build faculty capacity to support underserved
AAC&U Members on Trends in Learning Outcomes AssessmentRobert Kelly
56% of AAC&U member institutions assess learning outcomes across the curriculum in departments. This is up from 42% in 2008. 77% assess outcomes in all or most departments, while 16% do so in a few or no departments.
Assessment of cumulative learning outcomes in general education has also increased, from 52% in 2008 to 67% in 2015. Institutions most commonly use rubrics applied to student work and culminating projects to assess general education outcomes. Use of rubrics has increased while use of standardized tests has decreased.
When using AAC&U VALUE rubrics, critical thinking and written communication rubrics are used most often by institutions to assess general education student learning outcomes.
Credit Flexibility Presentation by Sarah LuchsEric Calvert
This slide set was presented by Sarah Luchs of the Ohio Department of Education in a session for the Southern Ohio Educational Service Center in March, 2010.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Adult Student Gains Degree, Demographic, and Motivational InsightsHobsons
Hobsons and UPCEA partnered on a groundbreaking study one year ago to measure motivation and impact of degree completion. This year, analysis of the multi-year study revealed differences in motivation, career goals, and outcomes by major and demographic characteristics. Learn more about: www.hobsons.com
Measuring Adult Student Gains and Satisfaction After Earning an Undergraduate...Hobsons
UPCEA’s Center for Research and Consulting (CRC), in partnership with Hobsons, has conducted multi-year studies on adult student gains and satisfaction after earning a bachelor’s from a U.S. college or university. The objective of the research has been to measure how the undergraduate degree has impacted adult learners’ careers and personal lives. The data represents only degree completers.
Learn more at www.hobsons.com.
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...the nciia
This study investigated the impact of entrepreneurship education on engineering students. It found that students who took entrepreneurship courses had higher interest, involvement, and self-efficacy related to entrepreneurship compared to students who did not take courses. Specifically, entrepreneurship courses were linked to higher confidence in business skills and abilities not directly tied to entrepreneurship. The study also found that certain student demographics like Asian students and males participated in entrepreneurship education at higher rates. However, overall few engineering students were exposed to entrepreneurship in their programs.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
The document summarizes key findings from a survey of 302 employers on their views of college learning and student preparation. Nearly half of employers had layoffs in the past year due to the economic downturn. While most employers plan to keep staff levels steady, 38% plan to increase hiring. Employers expect to place more emphasis on hiring bachelor's degree holders. They also believe higher levels of learning are now needed for success and that colleges can improve preparation for today's challenges. Employers value both broad and specific skills for career advancement. High-impact educational practices like internships and projects are seen as highly valuable for student preparation.
The document provides an overview of the PISA 2012 results, including:
- Shanghai-China had the highest scores in mathematics, 119 points above the OECD average.
- 13% of students across OECD countries performed at the top level in mathematics, compared to 55% in Shanghai-China.
- Between 2003-2012, 25 countries improved their mathematics performance, while Italy, Poland and Portugal increased their top performers and reduced low performers.
- Shanghai-China, Hong Kong-China, Singapore, Japan and Finland were the top performers in reading and science.
This document provides information about an upcoming workshop on alternative charter school oversight called A-GAME. The workshop will be held on October 23, 2019 in St. Louis, Missouri as part of the 2019 NACSA Leadership Conference. It will be presented by the A-GAME co-directors and members of the National Authorizer Leadership Team. The goals of the workshop are to discuss the A-GAME project and team, provide guidance for identifying alternative education campuses, and make recommendations for alternative accountability frameworks. Activities will allow participants to provide feedback and discuss measuring school quality using available data.
The document summarizes discussions from the STARS Conference on June 22, 2021 regarding student equity policy and funding in higher education. It provides an overview of the key policies and funding frameworks that aim to improve access, participation, and outcomes for underrepresented student groups in higher education, including the Higher Education Participation and Partnerships Program (HEPPP) and the new Indigenous, Regional and Low SES Attainment Fund (IRLSAF). It also discusses some common issues with HEPPP eligibility requirements and funding use. Breakout session topics focused on lifelong learning pathways, approaches to widening participation, and the appropriate use of equity funding.
PIAAC Session at COABE 2015_Jill Castek PresentationAIRPIAAC
Powerpoint slides from Jill Castek's presentation at COABE 2015 Conference on "Using PIAAC's Education and Skills Online to Examine Adults' Skills Locally".
1) The document discusses changing student and employer attitudes towards work placements, including factors that affect student engagement, employer expectations, and student choice of placement field.
2) It highlights data showing that students who complete placements are more likely to obtain graduate-level jobs and less likely to be unemployed after graduation. However, fewer than half of eligible students complete placements.
3) The document seeks to examine key issues around student motivation for placements, skills employers desire in placement students, and trends in common placement fields chosen by different academic disciplines.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
This document provides an overview of the Institute of Education Sciences (IES) and its funding opportunities for research grants, with a focus on opportunities for Historically Black Colleges and Universities (HBCUs). IES aims to fund research that identifies best practices to improve education, including the development and testing of new interventions. It encourages HBCUs to apply for grants by providing information on the various grant programs, required application materials, and tips for identifying appropriate topics and goals for potential research projects.
This document provides an overview of the Institute of Education Sciences (IES) and its funding opportunities for research grants, with a focus on opportunities for Historically Black Colleges and Universities (HBCUs). IES aims to fund research that identifies best practices to improve education, including the development and testing of new interventions. It encourages HBCUs to apply for grants from its Education Research and Special Education Research programs. Researchers should identify an appropriate topic and goal for their research, such as exploration, development, efficacy/replication, or measurement. Successful applications will require a strong significance section that provides a compelling rationale and justification for the proposed work.
Employer Priorities for Most Important College Learning OutcomesRobert Kelly
Employers were surveyed about important college learning outcomes. The top three outcomes identified were: oral communication (85% said very important), problem solving in diverse settings (96% agreed is important regardless of field), and knowledge and understanding of democratic institutions and values (87% agreed is important regardless of field). Teamwork skills, written communication, and critical thinking were also identified as very important outcomes.
The Economic Case for Liberal EducationRobert Kelly
There is increasing demand from employers for college graduates with higher levels of learning and skills beyond just knowledge in a specific field, including skills like critical thinking, complex problem solving, communication and collaboration. Employers prioritize hiring candidates who can contribute to innovation in the workplace through these types of skills. Data also shows higher earnings potential and career success for those with broader skillsets associated with a liberal education, including skills like writing, reasoning and social/interpersonal skills. A liberal education approach to college that combines broad and field-specific knowledge with the development of transferable skills is recommended.
AAC&U Members on Trends in Learning Outcomes AssessmentRobert Kelly
56% of AAC&U member institutions assess learning outcomes across the curriculum in departments. This is up from 42% in 2008. 77% assess outcomes in all or most departments, while 16% do so in a few or no departments.
Assessment of cumulative learning outcomes in general education has also increased, from 52% in 2008 to 67% in 2015. Institutions most commonly use rubrics applied to student work and culminating projects to assess general education outcomes. Use of rubrics has increased while use of standardized tests has decreased.
When using AAC&U VALUE rubrics, critical thinking and written communication rubrics are used most often by institutions to assess general education student learning outcomes.
Credit Flexibility Presentation by Sarah LuchsEric Calvert
This slide set was presented by Sarah Luchs of the Ohio Department of Education in a session for the Southern Ohio Educational Service Center in March, 2010.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Adult Student Gains Degree, Demographic, and Motivational InsightsHobsons
Hobsons and UPCEA partnered on a groundbreaking study one year ago to measure motivation and impact of degree completion. This year, analysis of the multi-year study revealed differences in motivation, career goals, and outcomes by major and demographic characteristics. Learn more about: www.hobsons.com
Measuring Adult Student Gains and Satisfaction After Earning an Undergraduate...Hobsons
UPCEA’s Center for Research and Consulting (CRC), in partnership with Hobsons, has conducted multi-year studies on adult student gains and satisfaction after earning a bachelor’s from a U.S. college or university. The objective of the research has been to measure how the undergraduate degree has impacted adult learners’ careers and personal lives. The data represents only degree completers.
Learn more at www.hobsons.com.
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...the nciia
This study investigated the impact of entrepreneurship education on engineering students. It found that students who took entrepreneurship courses had higher interest, involvement, and self-efficacy related to entrepreneurship compared to students who did not take courses. Specifically, entrepreneurship courses were linked to higher confidence in business skills and abilities not directly tied to entrepreneurship. The study also found that certain student demographics like Asian students and males participated in entrepreneurship education at higher rates. However, overall few engineering students were exposed to entrepreneurship in their programs.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
The document summarizes key findings from a survey of 302 employers on their views of college learning and student preparation. Nearly half of employers had layoffs in the past year due to the economic downturn. While most employers plan to keep staff levels steady, 38% plan to increase hiring. Employers expect to place more emphasis on hiring bachelor's degree holders. They also believe higher levels of learning are now needed for success and that colleges can improve preparation for today's challenges. Employers value both broad and specific skills for career advancement. High-impact educational practices like internships and projects are seen as highly valuable for student preparation.
The document provides an overview of the PISA 2012 results, including:
- Shanghai-China had the highest scores in mathematics, 119 points above the OECD average.
- 13% of students across OECD countries performed at the top level in mathematics, compared to 55% in Shanghai-China.
- Between 2003-2012, 25 countries improved their mathematics performance, while Italy, Poland and Portugal increased their top performers and reduced low performers.
- Shanghai-China, Hong Kong-China, Singapore, Japan and Finland were the top performers in reading and science.
This document provides information about an upcoming workshop on alternative charter school oversight called A-GAME. The workshop will be held on October 23, 2019 in St. Louis, Missouri as part of the 2019 NACSA Leadership Conference. It will be presented by the A-GAME co-directors and members of the National Authorizer Leadership Team. The goals of the workshop are to discuss the A-GAME project and team, provide guidance for identifying alternative education campuses, and make recommendations for alternative accountability frameworks. Activities will allow participants to provide feedback and discuss measuring school quality using available data.
The document summarizes discussions from the STARS Conference on June 22, 2021 regarding student equity policy and funding in higher education. It provides an overview of the key policies and funding frameworks that aim to improve access, participation, and outcomes for underrepresented student groups in higher education, including the Higher Education Participation and Partnerships Program (HEPPP) and the new Indigenous, Regional and Low SES Attainment Fund (IRLSAF). It also discusses some common issues with HEPPP eligibility requirements and funding use. Breakout session topics focused on lifelong learning pathways, approaches to widening participation, and the appropriate use of equity funding.
PIAAC Session at COABE 2015_Jill Castek PresentationAIRPIAAC
Powerpoint slides from Jill Castek's presentation at COABE 2015 Conference on "Using PIAAC's Education and Skills Online to Examine Adults' Skills Locally".
1) The document discusses changing student and employer attitudes towards work placements, including factors that affect student engagement, employer expectations, and student choice of placement field.
2) It highlights data showing that students who complete placements are more likely to obtain graduate-level jobs and less likely to be unemployed after graduation. However, fewer than half of eligible students complete placements.
3) The document seeks to examine key issues around student motivation for placements, skills employers desire in placement students, and trends in common placement fields chosen by different academic disciplines.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
This document provides an overview of the Institute of Education Sciences (IES) and its funding opportunities for research grants, with a focus on opportunities for Historically Black Colleges and Universities (HBCUs). IES aims to fund research that identifies best practices to improve education, including the development and testing of new interventions. It encourages HBCUs to apply for grants by providing information on the various grant programs, required application materials, and tips for identifying appropriate topics and goals for potential research projects.
This document provides an overview of the Institute of Education Sciences (IES) and its funding opportunities for research grants, with a focus on opportunities for Historically Black Colleges and Universities (HBCUs). IES aims to fund research that identifies best practices to improve education, including the development and testing of new interventions. It encourages HBCUs to apply for grants from its Education Research and Special Education Research programs. Researchers should identify an appropriate topic and goal for their research, such as exploration, development, efficacy/replication, or measurement. Successful applications will require a strong significance section that provides a compelling rationale and justification for the proposed work.
Employer Priorities for Most Important College Learning OutcomesRobert Kelly
Employers were surveyed about important college learning outcomes. The top three outcomes identified were: oral communication (85% said very important), problem solving in diverse settings (96% agreed is important regardless of field), and knowledge and understanding of democratic institutions and values (87% agreed is important regardless of field). Teamwork skills, written communication, and critical thinking were also identified as very important outcomes.
The Economic Case for Liberal EducationRobert Kelly
There is increasing demand from employers for college graduates with higher levels of learning and skills beyond just knowledge in a specific field, including skills like critical thinking, complex problem solving, communication and collaboration. Employers prioritize hiring candidates who can contribute to innovation in the workplace through these types of skills. Data also shows higher earnings potential and career success for those with broader skillsets associated with a liberal education, including skills like writing, reasoning and social/interpersonal skills. A liberal education approach to college that combines broad and field-specific knowledge with the development of transferable skills is recommended.
Liberal Education & Civic Capacity: We Are Only Half-Way ThereRobert Kelly
This document summarizes research on students' civic learning in college. It finds that according to a national survey, less than half of students reported gains in understanding people from other backgrounds, developing personal values and ethics, contributing to their community, or participating in community projects related to courses. Additionally, the percentage of students who agreed their campus helped them expand awareness of civic involvement declined each year of college. However, the percentage who agreed their ability to consider diverse perspectives increased with time in college. The document concludes that while many students develop civic skills, too many do not, and more work is needed by educational institutions to prepare students for civic participation and a democratic society.
Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
This document provides an overview of the civic case for liberal education. It discusses the challenges facing America both domestically and globally, and argues that rising to these challenges will require civic will, capacity, and commitment. Liberal education uniquely builds civic capacity through developing critical thinking, knowledge of diverse cultures and viewpoints, and a sense of civic responsibility. However, not all students currently receive a liberal education. The document outlines the historical links between liberal education and citizenship in America dating back to the founders. It argues that higher education must ensure all students, including first-generation students, receive a liberal education to develop the civic skills and knowledge needed to address societal problems.
Google Tech Talk given on January 24, 2011 in Mountain View, CA on gamification and how to get three »missing ingredients« right: meaning, mastery, and autonomy.
This document contains Ronda Wilson's professional portfolio, including personal details, education history, career goals, and samples of work. The personal section includes statements of authenticity for the portfolio contents and Ronda's career mission statement. The education section outlines Ronda's plan of study at DeVry University for a Bachelor's degree in Computer Information Systems, along with descriptions of relevant coursework. The professional section covers Ronda's resume, references, and career goals. The portfolio concludes with samples of Ronda's project work.
This document discusses disruptive demographic trends in North Carolina that are challenging the state's education system. It notes that the state's population is growing older and more racially diverse as the Hispanic population increases. Specifically, the population growth is driven by minorities while the white population is aging. This demographic shift means North Carolina schools must adapt to serve a more multicultural student body in the coming years.
This presentation discusses developing a multi-faceted approach to assisting dual-career couples through higher education recruitment. It emphasizes the importance of institutional commitment, clear policies and funding, and collaboration across departments and with outside employers. Developing these comprehensive support systems can help institutions recruit and retain top talent by addressing dual-career needs, while also advancing diversity, quality of life, and return on investment goals. Research shows dual-career hiring cannot be ignored if an institution wants success in competitive academic markets.
On May 1st, the Center for Innovative School Facilities hosted a group workshop led by Adam Rubin of New Visions for Public Schools. Adam led a discussion focusing on education reform and how it is driving the design, construction, and community and administrative infrastructure of school facilities.
This document summarizes key findings from a Forrester Consulting study on employee education. The study found that most employees are interested in continuing their education through certifications, trainings, or degree programs. Motivations vary by age, with younger employees focused more on salary and career growth, and older employees on improving current job skills. Employees prefer blended online and classroom learning and value flexibility, cost, and reputation when choosing educational institutions. While motivated to learn, employees face barriers like cost, workload, and lack of company support. The study provides recommendations to help employers better support employee education.
MPACE2015: The Power of Partnerships and Data in Driving Student PlacementLauren Russo
This presentation provides specific strategies for the creation of strong partnerships and the strategic collection and use of data to support students' career success.
Chegg talked to educators, employers and current college students to examine why a current skills gap exists. The report reveals an important perspective to the ongoing skills gap and extends the narrative on Chegg’s findings from last year’s “Bridge That Gap” study (www.chegg.com/pulse).
The following presentation was shared at the ASU/GSV Education Innovation Summit on April 22nd, 2014. Presented by Chegg CEO Dan Rosensweig.
Chegg is publishing a brand new data report detailing the growing skills gap and a culture of complacency – educators, employers and students acknowledge the gap exists, but they each believe other parties are responsible. The report comes from a new study of university educators, college students, and hiring managers and brings a new, important perspective to Chegg’s findings from last year’s “Bridge That Gap” study.
Experience Counts! Leveraging Internship/Externship Experience to Secure Employment for your Graduates.
Join highly-rated APSCU speaker Ann Cross of the Sparrow Group and Connie Johnson Ed.D, Chief Academic Officer at CTU for this interactive and engaging workshop about standardizing and implementing institutional wide externship best practices. This is not a theoretical workshop- You’ll hear stories of success, see data that supports employment outcomes and leave with tools that you can take back to your institution and use immediately.
The Real Economy in the Long RunPurpose of Assignment Students.docxoreo10
The Real Economy in the Long Run
Purpose of Assignment
Students examine the long-run determinants of both the level and the growth rate of real GDP per person and the factors that determine the productivity of workers and what governments might do to improve the productivity of their citizens. Students will learn how saving and investment are coordinated by the loanable funds market and will see the effects of taxes and government deficits on saving, investment, the accumulation of capital, and ultimately, the growth rate of output. Students will be introduced to tools that people use when they participate in financial markets. Students will see how people compare different sums of money at different points in time, how they manage risk, and how these concepts combine to help determine the value of a financial asset, such as a share of stock. Students will be introduced to the labor market and how economists measure the performance of the labor market using unemployment statistics. Students will address a number of sources of unemployment and some policies that the government might use to lower certain types of unemployment.
Assignment Steps
Resources:National Bureau of Economic Research
Scenario: The organization's strategic plan calls for an aggressive growth plan, requiring investment in facilities and equipment, growth in productivity, and labor over the next five years. It is your team's task to determine where, outside the United States, your organization should locate its new manufacturing plant.
Write a 1,050-word report recommending an off-shore country and support your choice with the following data:
· The factors determining the country's productivity
· How the country's policies influence its productivity growth
· How the country's financial system is related to key macroeconomic variables
· How your organization can reduce the risk they would face in relocating
· The current and projected unemployment over the next five years
Cite a minimum of three peer-reviewed sources not including your textbook.
Format the assignment consistent with APA guidelines.
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It Takes More than a Major: Employer Priorities for College Learning and
Student Success: Overview and Key Findings
A 2013 Na�onal Survey of Business and Non Profit Leaders
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Especially since the recent economic downturn and in light of the increasingly compe��ve global economy, employers express concerns about
whether the ...
This document summarizes a presentation about holistic admissions. It discusses the benefits of holistic admissions, promising practices institutions are using, and resources available. Specifically, it outlines 12 promising practices like setting clear enrollment goals, diversifying admissions committees, using application components holistically, and viewing standardized test scores as one positive indicator among many. The presentation recommends the website holisticadmissions.org for more information and resources to help institutions implement holistic review processes.
The Pathways to College Network is a national alliance directed by TERI that aims to improve college access and success for underserved students. It focuses on academic preparation, access to information, financial aid, and college success. The network uses techniques from commercial marketing to design campaigns to motivate behaviors that increase college enrollment and completion rates. It conducts research on target audiences and tests assumptions to develop effective messages and partnerships with community organizations.
The document discusses a survey of students regarding career preparation and the future of work. Some key findings include:
1) Most students see taking ownership of their learning and developing skills like problem solving and critical thinking as their responsibility, with some support from education providers.
2) Students are more likely than current workers to prefer a hybrid work model that combines working from home and the office.
3) The top opportunities students see are career mobility, productivity from technology, and entrepreneurship rather than just traditional employment.
4) While many students have an idea of their ideal career path, some remain unsure or have not chosen one yet as they finish their studies.
2014 older workers_survey_overall_results-draft_part3_skills and older worker...SHRMRESEARCH
This document summarizes the key findings of a survey conducted by SHRM on the aging workforce. The survey investigated organizations' views on an aging workforce and the actions taken to prepare for it. Some key findings include:
- HR professionals see the top advantages of older workers as their experience, maturity, and strong work ethic.
- The strongest basic skills of older workers are seen as writing, reading comprehension, and spoken English. Their strongest applied skills are professionalism, critical thinking, and lifelong learning.
- To prepare for potential skills gaps from losing older workers, organizations are most increasing training/cross-training and developing succession plans, though 34% are taking no steps.
2012 Australian Higher Education Survey ResultsJohn Burgher
Extensive research is put into interviewing the Australian Higher Education Sector to ensure top quality conference agendas. The content strives to be a reflection of the most critical issues, challenges and opportunities that will impact the Higher Education Sector over the next 12 months.
Using Market Research to Improve Student ExperiencesCass Erbs
The document discusses how a school uses market research to improve student experiences. It outlines conducting secondary research by monitoring demographics, competitors, and trends. Primary research includes surveys of parents, students, staff, and alumni to obtain feedback. The school analyzes data and incorporates findings into strategic planning. Research shows high satisfaction rates and helps identify areas for continued focus, such as technology integration. The school then communicates research results and student progress to stakeholders.
The document summarizes key findings from a SHRM survey on the aging workforce. Some of the main findings include:
- HR professionals see the top advantages of older workers as their experience, maturity, and strong work ethic.
- The strongest basic skills of older workers are seen as writing, reading comprehension, and spoken English. The strongest applied skills are professionalism, critical thinking, and lifelong learning.
- Many organizations are increasing training to address potential skills gaps from retiring older workers, but 1/3 have taken no steps to prepare.
- Over half of organizations are using knowledge transfer strategies like training programs to share older workers' knowledge with younger employees.
Research, policy and practice in widening participation: the evidence from A...johnroseadams1
The session will include a brief overview of the statistical trends in part-time admissions to HE, a presentation on the approaches used in Aimhigher to track learners and the impact of Aimhigher interventions on their progress and discussion of research methods and the uses of data for targeting.
Questions will be raised about the ways in which researchers and practitioners frame an oppositional discourse and could do things differently.
Discussion groups will include:
• Trend data in part-time applicants and entrants.
• Taking the evidence from Aimhigher - how could/does this translate into research?
• Making a difference in widening participation - the responsibilities of researchers and practitioners
This document discusses using data to improve accountability and engagement with families and communities. It provides examples of data that can be shared with stakeholders, such as achievement, growth, improvement, and acceleration metrics. It also discusses understanding different types of parents and the data they want, such as information on their child's strengths/weaknesses and progress. The document emphasizes transparency, acknowledging failures, and using facts to have productive discussions about school performance and improvement efforts.
The document discusses holistic assessment and its application to improve student success. It begins by outlining degree attainment rates which show that a significant portion of students, particularly underserved populations, do not complete a degree. It then discusses how holistic assessments that measure noncognitive skills can provide a more comprehensive understanding of students and help target support. The document presents the SuccessNavigator assessment as a tool that measures both cognitive and noncognitive skills to help with placement, advising, and planning support services. It provides an example of how the assessment could be used to recommend support services to a student and accelerate course placement when appropriate.
This document discusses the results of a survey of Vietnamese youth on education and career topics. Some key findings:
1. Students value soft skills development and varied learning methods in addition to academic results. Social volunteering clubs are also important.
2. When choosing a university, students highly value the method of teaching and soft skills development opportunities.
3. While most students want to find jobs after graduation, over a third are seeking further overseas study for global knowledge and experience.
The document also summarizes strategies for employers to attract and retain Generation Y employees in Vietnam, such as using social media, offering career development, flexibility, and recognition.
Similar to It Takes More Than A Major: Employer Priorities for College Learning and Student Success (20)
Fulfilling the American Dream: Liberal Education and the Future of WorkRobert Kelly
The document summarizes key findings from surveys of over 1,000 business executives and hiring managers regarding their views on the value of a college education and the preparedness of recent college graduates. Some of the main findings include:
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- Executives prioritize skills like critical thinking, written communication, and problem-solving but feel graduates are less
Beyond the "A" Word: Assessment that Empowers Faculty to Take Risks with Peda...Robert Kelly
Assessment doesn’t have to be a dirty word. This webinar, presented by AAC&U, provides practical techniques, strategies, and use cases that demonstrate an approach to assessing student learning that promotes innovation and enables creative practices for marrying teaching and learning with authentic assessment. Panelists will provide unique perspectives on how to engage faculty and students in the assessment process in meaningful ways, and outline their experiences across a wide range of institution types, learning environments, and disciplines.
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This document outlines Michigan's draft state action plan for the Liberal Education and America's Promise (LEAP) initiative for year 1. It recommends initially focusing on sharing best practices around general education assessment, high impact practices, and strategies to facilitate integrative learning between institutions. It also recommends developing a communication plan to convey the value of general education skills to various stakeholders. The action plan's steps include joining the LEAP Faculty Collaborative, collecting and analyzing general education assessment data to determine impact on underserved student groups, and identifying which LEAP skills are taught in general education programs.
Michigan LEAP State Summit 2016 VisualRobert Kelly
This document outlines Michigan's draft state action plan for the Liberal Education and America's Promise (LEAP) initiative for year 1. It recommends initially focusing on sharing best practices around general education assessment, high impact practices, and strategies to facilitate integrative learning between institutions. It also recommends developing a communication plan to convey the value of general education skills to various stakeholders. The action plan's steps include joining the LEAP Faculty Collaborative, collecting and analyzing general education assessment data to determine impact on underserved student groups, and identifying which LEAP skills are taught in general education programs.
Kentucky LEAP State Summit 2016 visualRobert Kelly
AAC&U provides resources like data, objectives, criteria and plans to help institutions develop their programs in areas like authentic assessment, high-impact educational practices, essential learning outcomes, principles of excellence, and inclusive excellence. These resources can be adapted and implemented in different ways depending on the individual institution to best improve and develop their programs.
Connecting College Learning and Career SuccessRobert Kelly
Employers prioritize liberal and applied learning for all college students.
-Nearly all employers (91 percent) agree that for career success, “a candidate’s demonstrated
capacity to think critically, communicate clearly, and solve complex problems is more
important than his or her undergraduate major.”*
-Nearly all employers (96 percent) agree that “all college students should have experiences
that teach them how to solve problems with people whose views are different from
their own.”
-More than three-quarters (78 percent) agree that “all college students should gain
intercultural skills and an understanding of societies and countries outside the
United States.”
Employers endorse broad learning as essential to long-term career success.
-When hiring recent graduates, employers place the greatest priority on a demonstrated
proficiency in skills and knowledge that cut across majors. Of 17 outcome areas tested,
written and oral communication, teamwork skills, ethical decision making, critical
thinking, and the ability to apply knowledge in real-world settings are the most highly
valued by employers.*
-Confirming findings from four previous national surveys extending back to 2006, employers
overwhelmingly endorse broad learning and cross-cutting skills as the best preparation for
long-term career success. When asked in the latest survey, only 15 percent chose field-specific learning alone as the best preparation for long-term success.*
Employers strongly endorse an emphasis on applied learning and view student
work on applied learning projects as valuable preparation for work. Students
agree that applied learning projects are valuable.
-73 percent think that requiring college students to complete a significant applied learning
project before graduation would improve the quality of their preparation for careers.*
-60 percent think that all students should be expected to complete a significant applied
learning project before graduating.*
-87 percent of employers agree that they are somewhat or much more likely to consider a
graduate as a job candidate if she or he has completed a senior project.*
-Gallup reports that college graduates who did internships, were involved in extracurricular
activities, and worked on a project that took a semester or more to complete were twice as
likely to be engaged at work. Only 6 percent of graduates report experiencing all three of
these things. About one-third report doing a significant project.**
-89 percent of students agree that doing an applied learning project would increase their
likelihood of being hired.*
Sources: *Hart Research Associates. Forthcoming. Falling Short? College Learning and Career Success.
Washington, DC: Association of American Colleges and Universities.
**Gallup. 2014. Great Jobs, Great Lives: The 2014 Gallup-Purdue Index Report. Washington, DC: Gallup.
Liberal Education: Our Students' Best Preparation for Work and Citizenship – ...Robert Kelly
This document discusses the importance of liberal education for preparing students for work and citizenship in the 21st century. It argues that liberal education outcomes like critical thinking, communication skills, and ethical reasoning are valued by employers and important for civic engagement. While liberal education can provide these benefits, not all students currently receive such an education, with some being steered away from broad arts and sciences courses. Overall, the document makes the case that liberal education is essential for both individual and societal success in today's world.
The Economic Value of Liberal EducationRobert Kelly
There is increasing demand from employers for college graduates with higher-level skills such as critical thinking, complex problem solving, and communication skills. As the global economy becomes more knowledge-based, employers require workers who can drive innovation. Recent surveys find that over 90% of employers prioritize these types of skills over a candidate's specific major. However, the supply of college-educated workers with these skills is not keeping pace with demand. Liberal arts education aims to develop broad intellectual skills and has been shown to lead to higher earning potential. Studies find the highest salaries are in jobs requiring skills like writing, reasoning, creativity, and social skills - core areas of liberal education.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
It Takes More Than A Major: Employer Priorities for College Learning and Student Success
1. HART
RESEARCH
A S S O T E SC I A
It Takes More Than A Major:
Employer Priorities for College Learning
and Student Success
Key findings from survey among 318 employers
Conducted January 9 – 13, 2013
for
2. It Takes More Than A Major – January 2013 – Hart Research for2
Methodology
Online survey among 318 executives at private-
sector and nonprofit organizations that have 25 or
more employees
Each reports that 25% or more of their new hires
hold an associate degree from a two-year college
or a bachelor’s degree from a four-year college.
3. It Takes More Than A Major – January 2013 – Hart Research for3
Key Findings
Innovation is a priority for employers, and they report that the
challenges their employees face today are more complex and
require a broader skill set than in the past.
Employers recognize capacities that cut across majors as critical
to a candidate’s potential for career success, and they view these
skills as more important than a student’s choice of
undergraduate major.
Employers recognize the importance of a liberal education and
the liberal arts. The majority agree that having both field-specific
knowledge and skills and a broad range of skills and knowledge is
most important for long-term career success.
Employers endorse education practices that involve students in
active, effortful work and the application of skills.
Employers express interest in e-portfolios and partnerships with
colleges to ensure college graduates’ successful transition to the
workplace.
4. It Takes More Than A Major – January 2013 – Hart Research for4
Our company puts a priority on hiring people with the intellectual and inter-
personal skills that will help them contribute to innovation in the workplace
Candidates’ demonstrated capacity to think critically, communicate clearly, &
solve complex problems is more important than their undergraduate major
Our company is asking employees to take on more responsibilities and to use
a broader set of skills than in the past
Innovation is essential to our company/organization’s continued success
The challenges employees face within our company are more complex
today than they were in the past
Consensus among employers is that innovation,
critical thinking, and a broad skill set are important for
taking on complex challenges in the workplace.
50%
51%
52%
59%
57%
Strongly agree with this statement about employees/future hires Somewhat agree
95%
93%
93%
92%
91%
5. It Takes More Than A Major – January 2013 – Hart Research for5
Having both field-specific knowledge and skills AND a
broad range of skills and knowledge
Having a range of skills and knowledge that apply to a
range of fields or positions
Having knowledge and skills that apply to a specific
field or position
A majority of employers agree that both specific
knowledge and a broad range of skills are necessary
for advancement and long-term career success.
16%
29%
55%
Which is more important for recent college graduates who want to pursue
advancement and long-term career success at your company?
6. It Takes More Than A Major – January 2013 – Hart Research for6
4%
40%
47%
9%
The majority of employers think that higher
education is doing at least a good job in
preparing students for success.
Thinking about the economy overall, and not just about your own company
or organization, how good a job do you think higher education is doing in
preparing graduates to succeed and contribute in this economy?
Excellent
job
Good
job
56%
EXCELLENT/
GOOD JOB
Only
fair job
Poor job
7. It Takes More Than A Major – January 2013 – Hart Research for7
Two in three employers believe most college graduates have
the skills/knowledge to succeed in entry-level positions; they
feel fewer graduates have what it takes to advance.
67%
23%
10%
44%
28% 28%
What proportion of applicants for positions at your company in the past few
years possess the full set of skills and knowledge needed for this?
All/most college grads About half of college grads Only some/very few college grads
Success in entry-level positions Advancement/promotion
8. It Takes More Than A Major – January 2013 – Hart Research for8
Ethical judgment and integrity
Comfortable working with colleagues, customers, and/or clients from
diverse cultural backgrounds
Demonstrated capacity for professional development and continued
new learning
Interest in giving back to the communities in which our
company is located or those that it serves
Knowledge of global cultures, histories, values,
religions, and social systems
16%
26%
61%
63%
76%
Very important that our employees have this quality/skill Fairly important
96%
94%
96%
71%
55%
Employers value cross-cutting skills and qualities
when hiring.
9. It Takes More Than A Major – January 2013 – Hart Research for9
Critical thinking/
analytical reasoning
Ability to analyze/solve
complex problems
Effective oral
communication
Effective written
communication
Apply knowledge/skills
to real-world settings
Locate, organize, evaluate
info from multiple sources
Innovation/creativity
Teamwork/collaboration
in diverse group settings
Ability to connect
choices and actions
to ethical decisions
64% 27% 9%
67% 22% 11%
71% 20% 9%
72% 19% 9%
78% 16% 6%
80% 12% 8%
80% 12% 8%
81% 13% 6%
82% 11% 7%
More emphasis than they do today Less emphasisThe same emphasis
Majorities of employers want colleges to place more
emphasis on selected outcomes.
10. It Takes More Than A Major – January 2013 – Hart Research for10
Knowledge of science
and technology
Ability to work w/numbers
and understand statistics
Proficiency in a language
other than English
Knowledge of global
issues/developments &
implications for the future
Knowledge of
U.S. role in world
Knowledge of cultural
diversity in America/
other countries
Civic knowledge/
participation, community
engagement
Knowledge of democratic
institutions and values 27% 53% 20%
30% 52% 18%
33% 45% 22%
35% 47% 18%
40% 45% 15%
43% 39% 18%
55% 35% 10%
56% 35% 9%
More emphasis than they do today Less emphasisThe same emphasis
Majorities of employers want colleges to place the
same or more emphasis on other outcomes.
11. It Takes More Than A Major – January 2013 – Hart Research for11
All students should have educational experiences that teach them how to solve
problems with people whose views are different from their own
All students should learn about ethical issues and public debates
important in their field
All students should have direct learning experiences working
with others to solve problems important in their communities
All should take courses that build knowledge, judgment, commit-
ment to communities, ensure integrity/vitality of democracy
All students should acquire broad knowledge in
liberal arts and sciences
All should learn about societies and cultures outside the
U.S. and global issues and developments
Employers are in agreement with a broad set of
college learning goals that extend beyond workplace
preparation.
26%
32%
27%
41%
43%
57%
Strongly agree with this statement about the aims of college learning Somewhat agree
91%
86%
87%
82%
78%
80%
12. It Takes More Than A Major – January 2013 – Hart Research for12
Expecting students to develop the skills to research questions
in their field and develop evidence-based analyses
Students complete significant project before graduation, demonstrating
knowledge in major & analytical, problem-solving, communication skills
Students complete internship or community-based field project to
connect classroom learning with real-world experiences
Expecting students to develop the skills to conduct research
collaboratively with their peers
Students acquire hands-on experience with the methods of
science to understand how scientific knowledge is developed
Expecting students to work through ethical issues and debates
to form their own judgments about the issues at stake
34%
39%
33%
47%
42%
45%
Will help a lot to prepare college students for success after graduation Will help a fair amount
83%
78%
79%
74%
69%
66%
Employers believe a variety of emerging educational
practices have the potential to help graduates succeed.
13. It Takes More Than A Major – January 2013 – Hart Research for13
4%
13%
40%
43%
Employers say that an electronic portfolio of students’
work and knowledge areas would be useful in evaluating
candidates for hire.
In addition to a recent college graduate’s résumé and college transcript . . . how useful
would it be to see an electronic portfolio of student work that demonstrates
accomplishment in key skill and knowledge areas (effective communication, knowledge
in their field, evidence-based reasoning, ethical decision-making)?
Very useful
Fairly useful
Only somewhat
useful
Not
useful
14. It Takes More Than A Major – January 2013 – Hart Research for14
Offer internships/apprenticeships in partnership with nearby college or university
Work closely with career services office of nearby college to help prepare students
to transition into the workplace
Partner with two-/four-year college(s) in local area(s) to better align curriculum/
learning outcomes with skills/knowledge you are looking for in new hires
Sponsor program at two-/four-year institution in local area to get students involved
in more “real-world” or hands-on learning while they are still in college
Does not do this but have high/medium interest in doingMy company/organization does this
A notable proportion of employers say that their company
offers internships to college students; fewer partner with
colleges in other ways tested but many express interest.
53%
18%
54%
22%
51%
26%
42%
47%
15. It Takes More Than A Major – January 2013 – Hart Research for15
6%
43%
51%
Employers endorse the concept of a liberal
education.
How important is it for today’s colleges to provide this type of education?
Very important
“This approach to a college education provides both broad knowledge in a variety of areas of
study and knowledge in a specific major or field of interest. It also helps students develop a
sense of social responsibility, as well as intellectual and practical skills that span all areas of
study, such as communication, analytical, and problem-solving skills, and a demonstrated
ability to apply knowledge and skills in real-world settings."
Fairly important
Only somewhat important
16. It Takes More Than A Major – January 2013 – Hart Research for16
74%
7%
19%
If you were advising your child or a young person you know about the type of college
education they should seek to achieve in order to achieve professional and career
success in today's global economy, would you recommend they pursue an education
like the one described below?
I would
advise a
young
person to
pursue
[a liberal
education]
Would not
Depends
Three in four would recommend the concept of
a liberal education to their own child or a
young person they know.
“This approach to a college education
provides both broad knowledge in a
variety of areas of study and
knowledge in a specific major or field
of interest. It also helps students
develop a sense of social
responsibility, as well as intellectual
and practical skills that span all areas
of study, such as communication,
analytical, and problem-solving skills,
and a demonstrated ability to apply
knowledge and skills in real-world
settings."