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.
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.
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.
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.
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.
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.
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.
Calibrating Assessment Literacy Through Benchmarking TasksSimon Knight
Slides that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483
In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.
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.
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.
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.
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.
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.
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.
Calibrating Assessment Literacy Through Benchmarking TasksSimon Knight
Slides that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483
In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.
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/
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.
Transactional Research from the Inter/National Coalition for Electronic Portf...dcambrid
The document summarizes research from the Inter/National Coalition for Electronic Portfolio Research on how eportfolios can support three types of learning: reflective learning, integrative learning, and learning to establish identity. It discusses findings from various coalition universities that show correlations between eportfolio use and increased reflection, engagement, and retention. It also examines contributing factors like matrix thinking and the balance of freedom and structure in eportfolios. Finally, it proposes questions for future research such as how reflection varies across contexts and how employer audiences understand complex representations of professional identity in eportfolios.
Linked in thomas v. millington resume_2021.docxTom Millington
Thomas Millington has over 10 years of experience in international education, including advising students on study abroad programs, developing new international programs, and managing international offices. He is currently the Executive Director of Abroadia, where he promotes connections between universities in Latin America and the US and develops study abroad training programs. Prior to this role, he held several director positions at universities where he increased participation in study abroad, developed new programs and partnerships, and managed office operations and budgets.
Sivakumaran, thillainatarajan hiring agents’ expectations for new teacher por...William Kritsonis
This document summarizes a study that surveyed hiring agents (principals and administrators) about their expectations for new teacher portfolios. The study found:
1) Most hiring agents rated themselves as intermediate technology users and preferred paper portfolios over digital ones.
2) Portfolios are not usually required for teaching applications but hiring agents will review them if provided.
3) The top items hiring agents want in portfolios are resumes, recommendations, work experience, and transcripts - traditional application materials rather than evidence of teaching skills.
4) Hiring agents generally do not see digital portfolios as increasing candidates' chances of getting hired or as an adequate measure of teaching technology ability.
The document discusses the federal response in the United States to the findings from the Programme for the International Assessment of Adult Competencies (PIAAC). It notes that PIAAC found low skills levels across adults in the US and a lack of effective interventions. The document calls researchers to help address this issue through more rigorous and relevant research that engages stakeholders and works across disciplines. It provides new datasets and resources to support this research.
Jenni hayman ed media brief paper presentationJenni Hayman
The document summarizes a literature review and preliminary instrument developed for a Delphi study on essential practices for online instruction. The literature review analyzed 18 sources and identified 70 recommended practices across categories like facilitation, assessment, and instructional design. These practices will be used to develop a survey to determine which ones expert online instructors agree are essential at their institution. The goal is to establish guidelines to improve online instructor training and evaluation.
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.
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.
EDUCAUSE Horizon Report | 2019 Higher Education Edition.
Informe completo @educause
The EDUCAUSE Horizon Report Preview provides summaries of each of the upcoming edition’s trends, challenges, and important developments in educational technology, which were ranked most highly by the expert panel. This year’s trends include modularized and disaggregated degrees, the advancing of digital equity, and blockchain.
For more than a decade, EDUCAUSE has partnered with the New Media Consortium (NMC) to publish the annual Horizon Report - Higher Education Edition. In 2018, EDUCAUSE acquired the rights to the NMC Horizon project.
This document discusses organizational culture and learning organizations. It defines organizational culture and describes its characteristics. There are four main types of organizational culture: clan, adhocracy, market, and hierarchy. Strategies for strengthening culture include the actions of leaders, rewards, workforce stability, and socializing employees. A learning organization facilitates members' learning and transformation to remain competitive. Features include systems thinking, personal mastery, mental models, shared vision, and team learning. Benefits are innovation, responsiveness, quality, and image. Adult learning principles emphasize value of process, experience, goals, relevance, practicality, and respect. Learning styles are visual, auditory, and tactile/kinesthetic. WNS is used as an
The document discusses 10 trends affecting the future of higher education: 1) Financial challenges due to public funding cuts and the economic downturn. 2) President Obama's priorities of increasing the percentage of college graduates and supporting community colleges. 3) The growing influence of for-profit colleges. 4) The increasing role of technology and distance education. 5) Internationalization and globalization of higher education. 6) Increased focus on quality, accountability and student outcomes. 7) Sustainability and climate change initiatives on campuses. 8) Shifting focus to 21st century skills. 9) New forms of institutions through partnerships and online programs. 10) What other trends should be considered.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
Comparative and non-comparative evaluation in Educational technologyAlaa Sadik
The document discusses four major categories of evaluation research in educational technology: developmental studies, cost-benefit analysis studies, perception and performance studies, and non-comparative studies. Developmental studies investigate the strengths and weaknesses of educational technology designs, like online learning environments. Cost-benefit analysis studies examine the cost elements of educational technologies and compare costs and effectiveness of different formats like online versus printed materials. Perception and performance studies investigate student perceptions and learning outcomes of educational technologies compared to traditional methods. Non-comparative studies examine factors related to successful learning in educational technologies without direct comparison, like the relationship between student learning styles, strategies, and achievement.
Comparative and Non-Comparative Evaluation Studiesu068717
This document summarizes and compares two studies: a non-comparative study on web-based learning and a comparative study on technology skill development in computer labs versus classrooms.
The non-comparative study examined relationships between student motivation, attitude, learning styles and achievement in web-based courses. It involved 99 online students and found that motivation was the main factor influencing achievement.
The comparative study compared technology skill development for 53 students who received instruction either in a computer lab or classroom with few computers. It found that students who used the computer lab scored higher on technology skills tests due to more engaged learning time.
Both studies provided insights but also had limitations since results may not apply in all contexts due to different
School-Based Assessment or SBA has been a feature of CXC examinations from their inceptions in 1979. This issue highlights the CXC model of school-based assessment and its philosophical underpinnings, as well as a sampling of
stakeholder views on SBA. It also features the launch of the CXC mobile app CXC Connect and reports on performances in CXC suite of examinations.
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.
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.
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/
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.
Transactional Research from the Inter/National Coalition for Electronic Portf...dcambrid
The document summarizes research from the Inter/National Coalition for Electronic Portfolio Research on how eportfolios can support three types of learning: reflective learning, integrative learning, and learning to establish identity. It discusses findings from various coalition universities that show correlations between eportfolio use and increased reflection, engagement, and retention. It also examines contributing factors like matrix thinking and the balance of freedom and structure in eportfolios. Finally, it proposes questions for future research such as how reflection varies across contexts and how employer audiences understand complex representations of professional identity in eportfolios.
Linked in thomas v. millington resume_2021.docxTom Millington
Thomas Millington has over 10 years of experience in international education, including advising students on study abroad programs, developing new international programs, and managing international offices. He is currently the Executive Director of Abroadia, where he promotes connections between universities in Latin America and the US and develops study abroad training programs. Prior to this role, he held several director positions at universities where he increased participation in study abroad, developed new programs and partnerships, and managed office operations and budgets.
Sivakumaran, thillainatarajan hiring agents’ expectations for new teacher por...William Kritsonis
This document summarizes a study that surveyed hiring agents (principals and administrators) about their expectations for new teacher portfolios. The study found:
1) Most hiring agents rated themselves as intermediate technology users and preferred paper portfolios over digital ones.
2) Portfolios are not usually required for teaching applications but hiring agents will review them if provided.
3) The top items hiring agents want in portfolios are resumes, recommendations, work experience, and transcripts - traditional application materials rather than evidence of teaching skills.
4) Hiring agents generally do not see digital portfolios as increasing candidates' chances of getting hired or as an adequate measure of teaching technology ability.
The document discusses the federal response in the United States to the findings from the Programme for the International Assessment of Adult Competencies (PIAAC). It notes that PIAAC found low skills levels across adults in the US and a lack of effective interventions. The document calls researchers to help address this issue through more rigorous and relevant research that engages stakeholders and works across disciplines. It provides new datasets and resources to support this research.
Jenni hayman ed media brief paper presentationJenni Hayman
The document summarizes a literature review and preliminary instrument developed for a Delphi study on essential practices for online instruction. The literature review analyzed 18 sources and identified 70 recommended practices across categories like facilitation, assessment, and instructional design. These practices will be used to develop a survey to determine which ones expert online instructors agree are essential at their institution. The goal is to establish guidelines to improve online instructor training and evaluation.
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.
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.
EDUCAUSE Horizon Report | 2019 Higher Education Edition.
Informe completo @educause
The EDUCAUSE Horizon Report Preview provides summaries of each of the upcoming edition’s trends, challenges, and important developments in educational technology, which were ranked most highly by the expert panel. This year’s trends include modularized and disaggregated degrees, the advancing of digital equity, and blockchain.
For more than a decade, EDUCAUSE has partnered with the New Media Consortium (NMC) to publish the annual Horizon Report - Higher Education Edition. In 2018, EDUCAUSE acquired the rights to the NMC Horizon project.
This document discusses organizational culture and learning organizations. It defines organizational culture and describes its characteristics. There are four main types of organizational culture: clan, adhocracy, market, and hierarchy. Strategies for strengthening culture include the actions of leaders, rewards, workforce stability, and socializing employees. A learning organization facilitates members' learning and transformation to remain competitive. Features include systems thinking, personal mastery, mental models, shared vision, and team learning. Benefits are innovation, responsiveness, quality, and image. Adult learning principles emphasize value of process, experience, goals, relevance, practicality, and respect. Learning styles are visual, auditory, and tactile/kinesthetic. WNS is used as an
The document discusses 10 trends affecting the future of higher education: 1) Financial challenges due to public funding cuts and the economic downturn. 2) President Obama's priorities of increasing the percentage of college graduates and supporting community colleges. 3) The growing influence of for-profit colleges. 4) The increasing role of technology and distance education. 5) Internationalization and globalization of higher education. 6) Increased focus on quality, accountability and student outcomes. 7) Sustainability and climate change initiatives on campuses. 8) Shifting focus to 21st century skills. 9) New forms of institutions through partnerships and online programs. 10) What other trends should be considered.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
Comparative and non-comparative evaluation in Educational technologyAlaa Sadik
The document discusses four major categories of evaluation research in educational technology: developmental studies, cost-benefit analysis studies, perception and performance studies, and non-comparative studies. Developmental studies investigate the strengths and weaknesses of educational technology designs, like online learning environments. Cost-benefit analysis studies examine the cost elements of educational technologies and compare costs and effectiveness of different formats like online versus printed materials. Perception and performance studies investigate student perceptions and learning outcomes of educational technologies compared to traditional methods. Non-comparative studies examine factors related to successful learning in educational technologies without direct comparison, like the relationship between student learning styles, strategies, and achievement.
Comparative and Non-Comparative Evaluation Studiesu068717
This document summarizes and compares two studies: a non-comparative study on web-based learning and a comparative study on technology skill development in computer labs versus classrooms.
The non-comparative study examined relationships between student motivation, attitude, learning styles and achievement in web-based courses. It involved 99 online students and found that motivation was the main factor influencing achievement.
The comparative study compared technology skill development for 53 students who received instruction either in a computer lab or classroom with few computers. It found that students who used the computer lab scored higher on technology skills tests due to more engaged learning time.
Both studies provided insights but also had limitations since results may not apply in all contexts due to different
School-Based Assessment or SBA has been a feature of CXC examinations from their inceptions in 1979. This issue highlights the CXC model of school-based assessment and its philosophical underpinnings, as well as a sampling of
stakeholder views on SBA. It also features the launch of the CXC mobile app CXC Connect and reports on performances in CXC suite of examinations.
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.
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.
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.
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 provides a template for reporting the findings of a focus group. The template outlines sections for an executive summary, introduction, methodology, demographics, discussion results, conclusion, and recommendations. It also includes guidance on customizing the look and feel of the report to reflect the company brand. Key information to include in each section is described, such as participant selection process, discussion topics and questions analyzed, and conclusions drawn from the focus group feedback.
HIFE Scholars newsletter April 2016 editionJeffrey Borden
This document discusses the importance of career planning for high school students. It recommends that students explore potential career choices through internships, job shadowing, volunteer work or talking to people in different fields. This helps students understand if they will be suited for and interested in various careers before committing to them. The document emphasizes that early career planning can help students choose the right path and be more successful and happy in their working lives.
The document discusses the importance of gaining professional experience during university studies. It notes that professors are too focused on academics and do not value real-world experience. The author shares their positive experiences working part-time during studies, saying it helped them apply lessons to real problems and better understand customer needs. They also learned soft skills like teamwork and communication. The author argues universities should encourage these experiences as it facilitates the transition to careers.
Running head EDUCATION SKILLSEDUCATION SKILLS 9.docxsusanschei
Running head: EDUCATION SKILLS
EDUCATION SKILLS 9
Name
Institution
Professor
Course
Date
Knowledge and abilities developed from my undergraduate study:
Introduction:
As a student, I have learnt that bachelor degree is a compact program that can offer knowledge from different directions and dimensions to look deeper into specific issue, to narrow down to the bottom to look for best solution (Langlois, al.2016). Therefore as I conclude my undergraduate education, pressing needs for greater understanding on the goals and purposes of higher education include the following:
Good citizen committed to ethics and values; the main purpose of undergraduate or Bachelor degree education is about discipline specific knowledge or applied skills and developing generic skills (Mihăilă-Lică, 2015).
Provide context in which ideas can be most productively developed; important ideas rarely come fully developed from the brain of a single individual
Breaks down intellectual barriers between general ideas; accidental collisions of ideas are necessary for the continued productivity of faculty, and has suggested that the presence of students provides a “lubrication” to break down ideas between faculties (Hussain, Ahmed & Si, 2010).
Prepares one’s competencies; Get the desired outcome; for at least a professional level work, and also “to get a decent job, or to get a scholarship for master degree, or earn knowledge, or to get skills to do business, or to be a civilized person.”
Emphasizing the limits and modesty of problem solving; it is supposed to allow students to grow as people, develop time organization skills, to experiment and test themselves.
Accrediting someone more eligible and marketable to a much range of lucrative career option; Undergraduate education focuses on broadening student horizons; emphasizing the limits and modesty of problem solving, look at the world as a challenge not as a problem.
Mastering the disciplines of my career; if some people do not want to do the masters they can stop at the pre-master's level. That is the under-graduate level. Such a person is believed to have attained a reasonable level of understanding her/his field of study.
License for practical professional life; Apart from employment, a graduate degree makes a person to think, know others and the world and take right decision in work and life.
Developed communication skills and acquire some forms of interpersonal skills; For example, I may not remember every term of business theory that I have learnt in my first semester of Bachelor degree, but I know where to find every information I need.
Generic education into specific education in a certain specialization; Specialization in a certain field does not guarantee the conversion of a person into a civilized one but it may just increase the skills in a particular field (Cegielski & Jones-Farmer, 2016).
Skills to do business; the mind of research develops skilled ideas in business and hence pushes me to th ...
This document provides information and advice about applying to graduate school. It discusses how to choose graduate programs by researching skills needed for desired careers. The application typically includes essays, letters of recommendation, academic history, and test scores. Letters require asking recommenders 4-6 weeks in advance and providing them information. Essays should explain how the applicant and program are a good fit and how the program will help achieve goals. Overall, the document offers guidance on navigating the graduate school application process.
This document provides information and advice about applying to graduate school. It discusses how to choose graduate programs by researching skills needed for desired careers. The application typically includes essays, letters of recommendation, academic history, and test scores. Letters require asking recommenders 4-6 weeks in advance and providing information to help them write strong letters. Essays should highlight how the applicant and program are a good fit and how the program will help achieve goals. The document provides an example essay structure and paragraphs to demonstrate these points. It emphasizes starting early, getting feedback, and highlighting how the program will help obtain skills and career goals.
Choose a career you are passionate about that matches your values. Research careers thoroughly to make an informed decision. Consider your interests, skills, education and lifestyle needs. Seek advice from career centers, mentors and professional networks. Maintain lifelong learning to stay employable as the economy and job market changes.
Choose a career you are passionate about that matches your values. Research careers thoroughly to make an informed decision. Consider your interests, skills, education and lifestyle needs. Seek advice from career centers, mentors and professional networks. Maintain lifelong learning to stay employable as the economy and job market changes.
Choose a career you are passionate about that matches your values. Research careers thoroughly to make an informed decision. Consider your interests, skills, education and lifestyle needs. Seek advice from career centers, mentors and professional networks. Maintain lifelong learning to stay employable as the economy and job market changes.
The document provides guidance on choosing a career, including researching options that match your values, looking at various factors related to different careers, selecting multiple career options rather than just one, networking, assessing your skills, seeing a career counselor, getting experience, researching jobs, and exploring relevant part-time and summer jobs. The overall message is to thoroughly research and explore various options in order to choose a career path aligned with your interests and abilities.
The document presents an integrated instruction framework called the Research Support Framework developed at Portland Community College to guide students' progression in information literacy. It includes 6 stages of instruction aligned with Bloom's Taxonomy that correlate to 3 categories: perceptual shifts and basic skills, information mediation, and higher-level critical thinking. Courses are placed on the framework based on their information literacy outcomes. The framework is iterative, allowing students to practice skills in different contexts. Three dimensions of information literacy instruction are described in detail with examples.
Social Conditions Affecting Career Development.pptssusera4a4d6
The document provides guidance on choosing a career, including researching options that match one's values, accepting risks to advance one's career, getting advice from professionals in target fields, and following one's passions. It emphasizes exploring multiple careers and majors rather than focusing on just one, and developing a variety of skills like communication. Networking, internships, volunteering and informational interviews can provide experience. University resources like career centers and academic advisors are also recommended for career guidance.
Chris Roush on 'Organizing your class' at Reynolds Business Journalism Week, Feb. 4-7, 2011, Business Journalism Professors Seminar.
Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.
The document discusses an assignment given to students in the Master of Education program at Northeastern University aimed at helping students personalize and set competency goals. The assignment requires students to research competencies needed in their field, self-assess their current abilities, and develop a personalized competency model (PCM) outlining goals and strategies. Excerpts from student reflections show how the assignment helped one student identify project management skills needed for her dream job and exposed areas of weakness for another student to focus her learning. The summary concludes that one student applied for and was selected to her dream job after completing the assignment.
With colleges and universities offering numerous courses, it is truly confusing making a choice.
For a student, choosing a career path that is far from ones’ interest & ability can cause dissatisfaction in the long run.Hence it is essential to plan a student's career from a long term perspective.
This document contains answers to frequently asked questions about a criminology module. It addresses questions about careers not covered by module lectures, doing work placements instead of seminars, the relevance of the module to criminology, criticisms of the basic career plan assignment, and participation marks. The answers emphasize developing transferable skills, utilizing university resources, gaining experience beyond the classroom, and creating an informed career plan that reflects the student's goals and interests.
Slides for the presentation by Patricia McKellar (UKCLE) and Karen Barton (Glasgow Graduate School of Law) at the Higher Education Academy's ePortfolios for the 21st century meeting on 23 April 2008.
This document outlines the syllabus for an undergraduate career exploration course. The course aims to help students gain an understanding of their personal strengths, interests, and values as they relate to career possibilities and majors. It will expose students to multiple career paths and have them explore a career path of interest. Key assignments include a best self reflection paper, a career research paper and presentation on a selected career cluster, and a final career portfolio. The course is discussion-based and emphasizes active participation, attendance, timeliness, and academic integrity.
This document discusses various factors to consider when deciding whether to pursue graduate school and how to apply. It addresses questions about motivation, career goals, financial readiness, and more. When choosing a program, it recommends evaluating criteria like faculty quality, curriculum focus, resources, cost, and diversity. The application process involves standardized tests, transcripts, recommendations, a personal statement, resume, and interviews. A lower GPA can be overcome by emphasizing course difficulty and contacting faculty directly. Overall, the document provides a comprehensive overview of deciding on, finding, and applying to graduate programs.
Shravan Shetty Interview 11 Dr Srijan Sandip Mandal Historian Shravan Shetty
Shravan Shetty, Career Coach Interviews Dr Srijan Sandip Mandal
Dr Srijan Sandip Mandal is a historian with a PhD in History from the University of Hyderabad. He is on the faculty of the Center for Public History at the Srishti Institute of Art, Design and Technology, Bengaluru, where he teaches in the Center's postgraduate programme in Public History and Heritage Interpretation.
Similar to Key Findings from Focus Groups with College Students (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:
- Most executives and hiring managers express confidence in colleges/universities and see a college degree as important or very important. However, many think colleges need to improve in ensuring graduates have the skills needed for the workplace.
- Employers find it difficult to fill many open positions and want colleges to better prepare graduates for success in entry-level jobs and ability to advance.
- 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.
Este documento lista las nacionalidades y géneros de 6 personas y luego proporciona instrucciones en inglés y español para que una de las personas se siente en una mesa mirando hacia el hablante.
Este documento lista las nacionalidades y géneros de 6 personas (2 hombres colombianos, 1 hombre puertorriqueño, 1 mujer argentina, 1 mujer colombiana y 1 mujer española). Luego incluye una instrucción en inglés para que la persona "Please sit on the table facing me" y la traducción al español "Por favor, siéntese sobre la mesa mirando hacia mí".
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.
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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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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 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
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Key Findings from Focus Groups with College Students
1. 1724 Connecticut Avenue, NW, Washington, DC 20009 202-234-5570 202-232-8134 FAX www.hartresearch.com
TO: Debra Humphreys, AAC&U
FROM: Hart Research Associates
DATE: December 9, 2014
RE: Key Findings from Focus Groups with College Students
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 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 discussions were structured to explore current college students’ understanding
of their colleges’ expected learning outcomes for students, their feelings about
making the transition to life after college, and their level of confidence that they will
have the skills and knowledge needed to be successful after college. The
discussions also sought to provide an understanding of how college students think
employers weigh the importance of graduates acquiring knowledge and skills in a
specific field vs. a broad range of cross-cutting skills and knowledge, as well as their
impressions of the college learning outcomes that employers value most. The
sessions also explored students’ participation in and perceptions of various applied
learning experiences and the value of these experiences.
Key takeaways from these discussions are outlined in this memorandum. It is
important to note that this is qualitative research, and thus the findings should not
be interpreted as broadly representative of the views of the nation’s college
students.
1) When articulating their education goals for college, students tend to
focus on courses and requirements needed to get a degree, rather than on
the skills and knowledge they hope to get out of their college experience.
Conversations that are focused on exploring college students’ impressions of
their colleges’ set of “expected goals for student learning” or “learning
outcomes” reveals that this lexicon is not readily used by students today. When
asked about their colleges’ expectations for learning, they mention general
education requirements and course requirements within their major. They focus
more on specific courses than on types of skills or knowledge that colleges are
aiming for students to acquire in those areas of study.
“Well, I assume that's what prerequisites are for. I'm assuming that's what
basics are for, because . . .you still have these prerequisites that at the end of
your college career, you will have to have taken these classes. So I think,
yeah, they have things that they want you to accomplish before you get out of
college.”
–Public four-year-college student
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When directed to think about specific types of skills or knowledge a student can
achieve through college learning, participants in these sessions ultimately focus
on some key outcomes they believe are particularly important, including
teamwork skills, communication skills, and analytical reasoning skills. These are
the types of skills that some professors and other people in their lives (parents,
older siblings, advisors) have indicated are important for success in college and
afterwards. Participants indicate that their colleges and universities are not
explicitly communicating with their students about expected learning outcomes
or education goals in a formalized or comprehensive way.
2) While college students may not talk about “learning outcomes” the way
members of the higher education community do, they have clear ideas of
the types of skills and knowledge that employers value and they recognize
the importance of acquiring a range of skills and knowledge that cut across
fields, rather than just acquiring field-specific skills. Indeed, students
believe that employers are looking for graduates with both field specific
skills and knowledge and those that cut across fields.
Across the three groups, when asked to select which they think employers value
more when hiring college graduates—a) skills and knowledge that apply to a
specific field or position or b) a broad range of skills and knowledge that apply to
a range of fields or positions—most students think that employers are focused
first and foremost on hiring college graduates who have acquired a broad range
of skills and knowledge. As they discuss the importance of cross-cutting skills,
however, it is clear that most college students believe that employers are
looking to hire recent graduates who have both of these types of skills and
knowledge.
“I don't think that just because I can tell you a lot about macroeconomics [it]
is going to make someone hire me. But maybe if I show them my critical
thinking skills, these presentation skills, maybe that's why they're going to
hire me.”
–Private four-year-college student
“I think that it's a better thing to have a broad range of the skills and different
knowledge so that . . . in a changing company or a changing, evolving world,
you can adapt and change very quickly to new skill sets, and you have all
these things that you can offer to employers.”
–Private four-year-college student
“I said B [broad range of cross-cutting skills], but I would say it kind of
depends, because I feel like employers are looking for you to have specific
skills. Like you need to be able to build models and work with Excel, but it
also is very helpful to have a broad range, because you're probably going to
be wearing multiple hats in your position, and they're going to want you to do
other things. And it's also helpful for yourself, like just to know how to do
multiple things, because the jobs environment is constantly changing.”
–Private four-year-college student
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“I think it has to be both in the sense of, you know, we can't just be
completely broad. You obviously have to have a little depth to your
knowledge in terms of what the job is because you're getting hired to do a
job, and, yes, it might change, and that's why you have these broad skills.
But at the end of the day, it's kind of just like you're going to have that depth
of the knowledge toward that industry or whatever it is.”
–Private four-year-college student
“I feel like if you're going into the business field, the more well-rounded, the
more broad, the more knowledge you have, the better. But for something, if
you're like going into nursing or something like that, you really need to hone
in on your skills on anatomy and on medicine rather than anything else. So it
really depends on what field you go in.”
–Public four-year-college student
“I say B [broad range of cross-cutting skills] because I've been on that side
where I'm looking at resumes and looking to hire someone. And in the
financial industry . . . you need to have a wide range of skills, be able to be
moldable. Like, we need you to be able to do this now. Now we need you to
be able to do this . . . I was working on a contract in June where we were
building databases, and now we're doing like, accounting work. So it's like
people that work in our group, they have to be able to do so many different
things.”
–Community college student
“I think a lot of companies, unless there's something very, very specific, like
medical or something like that, a lot of companies will train you. Of course,
they want someone who has an education to some extent, but a business
degree or a marketing degree that can encompass so many different
responsibilities or job positions . . . I think being versatile around skills is
much more valuable to a company because you can do multiple things when
they ask.”
–Community college student
A student’s major is recognized as important, but skills like the ability to work in
teams, communication skills, and critical thinking are what students mention as
most important to employers.
All participants across the groups say they have given an oral presentation in
a class and worked with classmates in a team on a group project. These are
seen as basic requirements and expectations for college learning today.
Participants tend to place more emphasis on the importance of oral
communications skills over written communications skills, but quantitative
research is needed to determine whether college students in general make
this distinction.
Most, but not all of the participants, say they have completed a paper of 10
or more pages in length. Some note the importance of being able to express
oneself effectively in writing.
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3) When specifically asked to choose from a list of 17 learning outcomes
the ones that they think employers value most, students’ responses are
generally aligned with what employers indicate are important.
Of the 17 learning outcomes of a college education presented to students in the
focus groups, the six listed below rise to the top. These are the learning
outcomes that college students are most likely to think that employers value
when hiring. In past research we conducted for AAC&U among employers, these
were also the areas in which employers were most likely to think colleges should
place more emphasis.
Teamwork skills and the ability to collaborate with others in diverse group
settings
The ability to apply knowledge and skills to real-world settings
Critical thinking and analytical reasoning skills
The ability to effectively communicate orally
The ability to analyze and solve complex problems
The ability to be innovative and be creative
“Part of most jobs, especially in the business area, is going to be working with
other people on projects. And if you're good at it, and you're able to either
lead or work with other people well, it's one of the most important things that
you'll be able to do.”
–Private four-year-college student
“It's like every single class I've had, you always are involved in group
projects, and it really just boosts your communication skills and even your
critical thinking skills, because it's not just you by yourself, it's working with
someone else and understanding what they're saying and, you know, working
that through.”
–Private four-year-college student
“Being able to work with people. You can always do the work by yourself,
but, yeah, having someone there to actually talk to and somebody you know
that you can, like a fellow colleague that can help you with work, and you can
help them in turn just makes it so much easier, especially once you leave the
schooling environment into the working environment. You're not going to be
working alone. You're going to have people that are working above you and
below you, and you have to learn how to work with these people . . .”
–Community college student
“Working on my senior thesis this year, I'm literally applying everything that I
know to a field that I haven't learned before. So that's just the best
example.”
-Public four-year-college student
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“ . . . you have to stand in front of the class and not make a fool out of
yourself. You have to know how to present yourself. You have to know how
to communicate properly. And I think with the amount of projects in every
class that I've taken, there is a least one or two projects you have to present
and do in front of the class.”
–Public four-year-college student
It is notable that “the ability to effectively communicate in writing” does not rank
in the top tier of most-valued learning outcomes. This does not mean, however,
that college students do not recognize the value of writing skills or believe that
employers find them to be unimportant. (Indeed, we caution AAC&U from
interpreting this as a marked distinction in the degree to which students think
employers value these two types of communication skills without further
exploration or quantitative data.)
The outcomes that students think employers value the least are listed below.
We have seen in previous research that these outcomes tend to rank as lower
priorities when it comes to learning outcomes upon which employers would like
colleges and universities to place more emphasis. That is not to say that
employers or college students feel these skills are unimportant, however.
Understanding the role of the United States in the world
Understanding of democratic institutions and values
Understanding global issues and developments and their implications for the
future
Civic knowledge, civic participation, and community engagement
Proficiency in a foreign language
The focus group discussions reveal that some students see some of these types
of outcomes as important for individuals or society, but less so as factors
employers look for when hiring recent college graduates. Or they may see them
as important for senior-level executives, but not for individuals in entry-level or
lower-level positions. These sentiments are illustrated in the quotes below about
global learning and civic learning – learning outcomes that students in the
groups tended to think are less important to employers.
“It's very important to understanding what's going, what's happening around
the world is very important to understand how our economy is going to grow,
how business is going to change, how technologies will improve. I mean, it's
a huge thing. We're not, I mean, the US is not everything, and understanding
what's happening outside of our country is very, very important to what's
going to happen in the future.”
–Community college student
“I think it also could be, from more of a business standpoint, if you're working
for a global company, you're going to need to know what's going on with your
clients or cultural differences and political differences just to be able to be
successful and get along with them properly.”
–Private four-year-college student
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“. . . If you're in international business or something, then maybe it's really
important. But if you're doing something like technology-related, it’s not
really that relevant, I mean, it's relevant to your personal life but not really to
what's going on in your work.”
–Private four-year-college student
[For “understanding global issues and developments and their implications for
the future”:] “It's almost like [if] you're the head guy . . . Like if you're just a
worker, then that doesn't apply to you.”
–Community college student
“Companies want someone who understands what's happening around them,
and specifically, depending on the type of position you're going to be in, but
just focusing on communication, they also want someone who is going to be
an ambassador of their company in the community. So I, it's something that
I think, personally, is very important, philanthropy and volunteerism.”
–Community college student
“So having that knowledge of your local government and being involved really
doesn’t give you . . . it's like a gold star. It doesn't really put you ahead of
anything as far as what an employer is looking for . . . Being on the side of
hiring somebody, I wouldn't look at that and be like, oh, well, you know,
they're clearly more suitable for this position, because they donated.”
–Community college student
4) Despite many students’ anxiety about the transition to life after college,
participants in the groups express moderate to high levels of confidence
that they have the skills and knowledge needed to be successful after
college.
When asked to give a word or phrase to describe how they are feeling about the
transition to life after college, many students in the groups articulate feelings of
anxiety and worry. They use words such as “anxious,” “stressed,”
“overwhelmed,” and “worried,” as well as more positive words including
“excited” and “optimistic.” The sense of anxiety seems to be more acute among
four-year college seniors than community college students in the sessions.
Concerns about the ability to get a job in their chosen field within today’s
challenging economy loom large, and there is a concern about a future that is
unknown.
“Making the transition from college into like, the real world, it makes me
anxious. Because it's one thing to like be in a classroom in a day and be
learning new things, but then having to go out and apply that knowledge in
some kind of career, it's just a different environment to be in.”
–Private four-year-college student
“I think there's going to be a change of pace in a lot of ways, and it's like it's
a lot of pressure also because right after school you've got to start paying the
debt off.”
–Private four-year-college student
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“Mine would be nervous and excited, or nervous but excited, because I'm very
nervous, but I know what I need to do. I don't feel unprepared, so nervous
for actually doing it, but ready to be actually doing it.”
–Public four-year-college student
“I think optimistic. I've started a new job with an internship, and it's already
transitioned over, so I kind of see the light at the end of the tunnel.”
–Public four-year-college student
“Probably open-ended, the good and the bad that comes with that phrase,
because I have a lot of different options. Right now I could go and do
secondary school or something else, but also open-ended in the fact that I
don't know what I'm going to be doing in a year. But I'm, I think I'm ready
for anything that I could be doing in a year from now.”
–Public four-year-college student
“Definitely excited . . . because I'm ready to move on and kind of be done
with the junior college and go to something that's more focused on what
exactly I'm trying to do. But I guess maybe a better word would be anxious,
just because I've known what I've gone through prior to the whole, the
counseling that I got for going into, you know, a junior college, and I'm not,
haven't really gone over there to where thinking about transferring and talked
to a counselor over there. So it's exciting too, but it's also kind of a little bit
nervous.”
–Community college student
“Accomplished . . . Well, like out of my cousins, aunts, uncles, dad, their
brothers, no one has ever gone to college. And even like my older brother, he
goes to college, but he's, you know, part time. And I'm already past him.
And, yeah, and I'm transferring to UNC in the spring. And, you know, no one
has ever done that, so, accomplished.”
–Community college student
“Excited, and scared too a bit, because I do have my associate's in science
already, but I came back, because most, same thing that happened to him,
happened to me, and knowing that a year-and-a-half later, I had to take
classes that I didn't take. And it's just, it's horrible that feeling knowing that
you spent all that money and all that time in classes you didn't need to take.”
–Community college student
Indeed, despite many students saying they feel anxious or nervous, most of
these students feel well prepared for what will come after they graduate. When
asked to rate their level of confidence that they will have the skills and
knowledge needed to be successful after college, the average rating across the
three groups is 7.8 (on a zero-to-10 scale), with more than half of participants
giving a high rating of 8, 9, or 10.
One factor that several college students say has made them feel prepared to
enter the workforce is their experience applying what they have learned in
real-world settings. These are the types of experiences that college students
cite as helping prepare them to transition from college to the workforce.
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“I definitely think like my school prepared me for my field. There was a lot of
academic advising. Our classes were really focused on having real life skills.
And then like after having my internship, I definitely feel like I'm capable of
doing this, so.”
–Private four-year-college student
“I feel like I'm very prepared. I think after my internship as well, that it went
really well, and I can take on whatever it is I need to. . . I think it kind of
gave me an idea of like the real-world experiences, things you're going to
have to deal with, issues that will come up in your real job, and how to handle
them, and how to work with the people you need to work with. And it went
really well . . . it worked really well for me.”
–Private four-year-college student
“I feel like dealing with my school and experiences have prepared me. It's
just the, just like the unknown factor like not having a job yet is why I'd say
I'm not a ten. But, I mean, I feel like I am prepared to handle a job.”
–Private four-year-college student
“Eight. I have this internship, and it's in medical sales, and so a lot of the
stuff that I'm doing is kind of translating into this one class that I have. It's
called professional selling, and it, literally, is like transparent. Like he teaches
you stuff that I would literally do during the day like when I go call on an
office or something. And so I can kind of see like how school is translating
into what I'm going to do, and it's, it kind of helps me out, because I'm like,
okay, I actually am going to need this. I'm more motivated to like do good in
that class and take those skills and like really like learn to make sure I'm
reflecting that in the workforce.”
–Public four-year-college student
“I gave myself a 10, because my degree required two full classes on separate
semesters of doing work-study as well as we had additional hours of volunteer
work that was not required, but it could bump you up a letter grade if you
were wavering. And I also did two internships while doing that, not including
my work-study. So I feel that the practical, on-the-job experience, not only
at the job I do, but with the internships as well as my work at school has kind
of helped prepare me for what's next.”
–Community college student
5) When discussing applied learning experiences that have been helpful
and important, students in the groups focus mainly on internships and not
on other kinds of problem-based or experiential learning. Students across
the groups recognize internships as important to employers. While
participants indicate that internships are not a requirement at their
college, most of them have participated in one or plan to do so before
graduating.
In the sessions, there is a lot of discussion about the perceived value that
employers place on graduates having “experience”. The conversations tend to
focus on experience navigating the workplace and expectations that might be
different than in college (e.g., professionalism), as well as the critical skills of
communicating effectively, working well in teams with people different from
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oneself, critical thinking, and problem solving. It is about putting learning into
practice and gaining familiarity with the expectations for employees in the
workforce, and they most readily associate internships with these outcomes.
Nearly half of participants say they have done an internship, and most of the
rest say they expect to do so. In these sessions, four-year-college seniors are
more likely than community college students to say they have done so, but
community college students are highly interested in engaging in this type of
applied learning experience.
As noted in the previous section, students who have already completed an
internship place great value on the experience and feel that it provided
important benefits that will serve them well not only in getting a job but in
utilizing the skills and knowledge they have gained to perform effectively in the
workplace. They also appreciate that it provides the opportunity to see if a field
is really a good fit.
Participants tend to think of internships being most important and valuable when
they are within the field of study of their major and preferred career path, but
they also recognize the value of an internship in providing experience in applying
college learning, no matter the field.
“We have an online database for internships and job opportunities, and
academic advisors strongly encourage it, all professors, older students,
everyone. It's just like a known thing at our school: you need to get a junior
ship, internship, especially in your junior year.”
–Private four-year-college student
“No one like 30 or 40 years ago had internships in college . . . It wasn't nearly
as common. And now, in order to like legitimize yourself, you basically have
to have an internship. At least, maybe it's just the fields I want to get into.”
–Private four-year-college student
“I think they [internships] are [important], because you don't really know
what you're getting yourself into until you actually put yourself out there and
do the work. So if you graduate with a degree in something, and you end up
finding a job in it and end up hating it, I feel like internships are kind of the
catalyst, that they help you like transition into that a little better.”
–Private four-year-college student
“I think a lot of companies these days like to see like entry-level associates
come in with some sort of experience, and an internship kind of illustrates
that you do have experience. And it might not be the field that you're going
into, but they want to know that you have experience, and you're not just
book smart.”
–Private four-year-college student
“Oh, I was about to say the exact word that I'm sure she was about to say.
Experience is a real, real big deal. They can look at it and be like, oh, you
took this class with this professor? Oh, that's great, but you did just three
months of working hands on and doing that. I would way rather have three
months of you doing something that you were actually going to be doing than
like a whole year of learning from somebody you didn't.”
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–Public four-year-college student
“I guess it’s just more applying what you know and like learning how to
manipulate your skills to apply to what you're actually going to do in the real
world rather than sitting in the classroom . . .”
–Public four-year-college student
“I see when they see you have an internship, you have worked with people,
and you have those people skills . . . that's what shows instead of, oh, cool,
you have a 4.0, but you've got no extracurricular. You know, great, you have
great grades, but you haven't worked on a project with a peer or with a
professor and worked on communication skills and those type of things.”
–Public four-year-college student
“I know for us as far as like nursing and lately on the CRNA programs, part of
the requirement to get into that program is that you need to at least, if not
intern, at least shadow another CRNA so you know what their job entails. So
I think, you know, that shows when you do internships and shadowing that
you know what kind of job they're actually looking for or what it is they're,
you're expected to do in that work field.”
–Community college student
“You're at that internship for a reason. You're not just at some random place.
It's going towards your career choice.”
–Community college student
“Like a prep for which you're about to get into, so like they acknowledge that,
because, you know, you had some type of experience, you learn a little
something.”
–Community college student
Many students in these sessions have also engaged in other types of applied
learning and they recognize the value in putting their learning into practice in
real-world settings. Nonetheless, internships are the central focus of students’
discussion about the benefits of applied learning. For instance, participants do
not as readily recognize the value in highlighting for potential employers their
experiences completing research projects or senior projects.
“I don't think you can put that [senior project] on your resume, can you?”
–Private four-year-college student
“You're not supposed to.”
–Private four-year-college student
“I'm taking an honors class, and if you get a certain grade you get all this
credit, and they said that it's just a waste of space on your resume. They
don't care if you like wrote a 30-page paper. . . And I think depending on the
field it can be relevant. I'm writing a senior thesis in my area, which is
relevant. And even if I can't put it on a resume, I can talk about it in an
interview, so it still has a connection.”
–Private four-year-college student
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6) College students, particularly at community colleges, would welcome
more input and guidance from academic advisors in charting a path
through college that at a minimum ensures they achieve the necessary
requirements to graduate in their major but that preferably ensures that
students’ general education requirements are relevant to their major
and/or interests.
Four-year private school students tend to be less critical of the advising process
at their colleges, while those at community colleges are most likely to relate
unsatisfactory and unhelpful interactions. Most of the discontent with the
advising process centers around the guidance, or lack thereof, early in a
students’ career.
“I had no idea what to do . . . When I got there and was trying to apply for
classes, it was like crazy. And I went and sat with a lady, and she just was
like, all right, well, I'm just going to put you in whatever I can put you in.
And I was just like, okay, like I guess if that's what I need to get in. But she
ended up putting me in like a class that I didn't need. It was a bad first
semester.”
–Community college student
“I actually started at UNT, so I have a bachelor's of biology from the
University of North Texas. And my experience was pretty much like
everybody else's. I mean, nobody really helped with anything. It was the
same thing. Like they put us in a room, and you had to pick your own
classes. I think later on, like when I was going to upper-level classes, we
actually had a completely different kind of a pre-medical society that would
kind of help you figure out which classes you needed to take to get into
medical school. But the actual advisors were pretty much useless.”
–Community college student
“I came from overseas, so I did an entirely different system of education . . .
And when I came here to the United States, I went to the registration offices,
and instead of having someone to actually talk to and help me, you know,
register for the classes, they kind of had me log into a big computer, sat us in
front of the computers and were like, all right, choose your classes. And then
I was like, oh, okay, I don’t know what to choose.
I'm about to be done with my associate's in science. But since I'm
pursuing an engineering degree, they only told me about the STEM this year,
and that was before I actually started the semester. And I was working
through an advisor, and he was like, have you heard of the STEM? I was like,
no, I've been here for two years, and I haven't heard anything about STEM,
which is the engineering.”
–Community college student
“They've just given me a sheet and told me what classes I have to take, and
that's it, really . . . And I took one [class] I didn't even need to take, and I
never, the advisors told me, yeah, take that class. And it wasn't even going
to transfer. . .”
–Community college student
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“Well, I think that's a big thing. I mean, when I was at UNT, they basically
give us like, you know, what they printed out as the degree plan for whatever
bachelor's or whatever you're doing. But nobody ever tells you, you know,
you should probably take this class, because this will help you later on, or you
don't really need to take this elective, it's not really geared toward your
degree.”
–Community college student
“Actually, I was thinking there was actually one counselor I think went above
and beyond and actually mentioned, hey, you might want to take these
courses rather than these, because when you transfer to UNT, that's what
they're looking for in their accounting program . . . That's the only time that I
ever felt like somebody was doing more than just trying to get me out from in
front of them. They were actually like engaged, even if it was for just a few
minutes.”
–Community college student
“I feel like advisors don't really take the time that they need to really ask
what you really want or give you like let's say a type of homework to figure
what you really want to do in life, and come back and talk to us again if the
first time you go and talk to them you don't know. So that's what happened
to me.”
–Community college student
“They're not guiding you. They're just pretty much, okay, which classes do
you want to take? And then you have like 15 minutes with them and . . . but
like they kind of cut you off . . . they don’t really guide you and tell you, okay,
you need experience for this class.”
–Public four-year-college student
“See, I had a different experience. My advisor is like . . . like awesome. He's
really great. I do personal e-mails with him when I'm stressed out about
something saying what do I need to take or to get this, or I say I'm struggling
in a class like this, what would be better for me to take? He's the one that
helped me with study abroad applications, and he was, he's like he's just
awesome.”
–Public four-year-college student
“I think for like me, when we, like when I started, I don't know how it is at
other schools, but we have the first two years you have, you go to like the
learning center or whatever it is, and you meet with someone different every
time. So I would get like, they would tell me one thing one semester, and
now I go to next semester, and I wound up taking a class that was completely
irrelevant and was a waste of my time. So it's very frustrating.
Once I declared my major, and I went to the business building, I don't
have the same advisor, and she's been awesome, so ever since then it's been
great. But before that, like freshman and sophomore year, it was just a
mess. You wait in line for 40 minutes, and then you're in there for five, and
they're like rushing you out.”
–Public four-year-college student
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“I think as far as mine, I mean, I've had advisors, but I've had eight different
advisors in my four years, because they move around so much that I actually
was supposed to graduate last December, or I'm sorry, in spring, but my
advisor did not tell me that the class that was required was only offered in
fall. So I'm taking one class this semester because I should have taken it last
fall. And they could have told you this, because I've had the same degree
planned the entire four years, but they didn't feel the need to tell me or look
at, look that into it to where I'm still in college.”
–Public four-year-college student
“So we got assigned since like orientation. And it's really helpful, because I
think there's only like 15 of us to our academic advisor, and so she was like
really hands-on. She kind of helped me pick my classes, figure out like my
career plan, put me in touch with different recruiters, because like the whole
like junior year internship is a big deal and all that stuff. So she kind of lined
everything up so it was clear for me to figure out what I wanted to do.”
–Private four-year-college student
“They just kind of laid out a path for me since freshman year . . . If I wanted
to major with this, okay, well, you know you have these requirements, and
you can also take all these different courses. What are you interested in? So
I just found a minor and worked from there. And so they kind of just doled
out my entire four-year schedule, and then around that I could kind of work in
. . .”
–Private four-year-college student
Many college students in the sessions question the value of some of the general
education credits they have been required to obtain. Many do not feel that their
core requirements relate to their chosen major or even their interests, and so
they question the usefulness of these courses.
“I took a Spanish class, and it was in an auditorium setting, and it was just 100
people there, and it was absolutely terrible. And there's so many people, because
it's a requirement, there's so many people going to this class just trying to get
through it that you're not comprehending any of the things that you're supposed to
be learning.”
-Public four-year-college student
“You have to take two sciences to add to your core credits before you graduate. And
I'm like, oh . . . me, because I'm not good with math or science. It's just not my
brain. I'm very English and history. And so I had to take a chemistry class, and the
teacher that I was assigned to, I didn't go to class, because I didn't have to, because
his tests were verbatim from the book, and like 30 questions each time. So I didn't
even learn anything in my chemistry class, but I made an A. So how is that
beneficial to me?”
-Public four-year-college student
14. Hart Research Associates
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“For people that are business, they're going to take astronomy and something that
they could care less about. They're going to go sit and look at the stars. And they're
never going to talk about that in a business setting. They're never going to talk
about an astronomy class.
And I think that the university justifies it like, oh, we're trying to make you
well rounded. But in the end, at the end of the day, they could have taken those
nine hours that it took them to get that and focus it somewhere else, and been way
more beneficial to their future.”
-Public four-year-college student