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Susan A. AmbroseSenior Vice Provost, Undergraduate Education & Experiential
LearningProfessor of Education & History
NEASC Annual Meeting & Conference December 2015
College and CareerCompetencies
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Agenda
I. Goals
II. Educational Model
IV. Approach to Assessment
III. Educational Framework
Our Overarching Goal is Our Overarching Goal is BalanceBalance
Intellectual
Exploration &
Discovery
Employment
Preparation & Practical
Skills
Examples of Intellectual Skills Gap Areas
• Ability to obtain and process information• Problem solving • Analytical reasoning• Critical thinking• Written communication• Verbal communication
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Examples of Professional Skills Gap Areas
• Build relationships• Plan, organize & prioritize work• Manage time • Work well in diverse teams• Advocate & negotiate • Respect boundaries • Use appropriate work etiquette • Tactfulness
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Our Educational Model is Our Educational Model is Experiential Experiential
Learning by doing integrates theory and practice– Increases student motivation (value &
expectancy)– Facilitates practice & feedback– Promotes transfer of learning– Assists in mastery– Encourages “just in time” learning
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Our Educational Model is Our Educational Model is Experiential Experiential
In 2014-2015 (undergraduates):•35% completed 3 or more Co-ops•41% completed 2 Co-ops•18% completed 1 Co-op•40% of graduating seniors engaged in at least one global experience•900 showcased their research at RISE •3,522 students completed in 221,720 community service hours
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Our Framework is Integrated & Student-Our Framework is Integrated & Student-CentricCentric
GLOBAL MINDSET
INTELLECTUAL AGILITY
SOCIAL CONSCIOUSNESS& COMMITMENT
PROFESSIONAL & PERSONAL EFFECTIVENESS
WELL-BEING
COGNITIVE CORE
ISLE Cognitive CoreISLE Cognitive Core THINKING & THINKING & REASONINGREASONING e.g.,
Critical thinkingIntegrative thinkingDesign thinkingStrategic thinkingComputational thinkingCreative thinkingEthical reasoning
APPLIED SKILLSAPPLIED SKILLS e.g.,
Problem solving Decision makingCreative expression Inquiry & analysisNegotiation Emotional intelligence Intercultural competency Teamwork/collaborationObservation & InterpretationVisual, written, oral & digital
communication
TRAITSTRAITSe.g.,
Curious/Inquisitive Open-mindedEmpathetic InitiativeInnovative ResourcefulnessIndependent Civically-mindedAdaptable/Flexible Perseverance
KNOWLEDGEKNOWLEDGE ACQUISITIONACQUISITION
METACOGNITIONMETACOGNITION
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Dir
ec
t
Ind
irect
Employer skills gap survey
Alumni survey
Student self-assessment of Co-op
Employer eval of Co-op
Student eval of Dialogues of
Civilization
Student eval of Service Learning
Job data for graduates
Phenomenological Study (104 Seniors)
Cross sectional study of guided inquiries
Longitudinal study of guided inquiries
Co-op Experiences:
Phase I: Student poster presentations of co-op artifacts,
learning outcomes and integration of academic & co-
op knowledge and skills
Phase II: Developing a rubric for poster presentations
Assessment of curriculum through capstone courses and
AAC&U Rubrics
Co-op employer evaluation of student learning outcomes
Our Approach to Data Collection includes Our Approach to Data Collection includes Multiple Methods & ApproachesMultiple Methods & Approaches
Quantitative
Qualitative
Examples of how we have used data Examples of how we have used data for for IMPROVEMENTIMPROVEMENT
Findings Response / Actions Phenomenological study: Concern about students “having the experience but missing the meaning”
• Revision of co-op prep course• Revision of content & timing of guided
inquiries/reflections• Revision & alignment of co-op student
self-assessment & employer evaluation
Phenomenological study: Lack of consistency in integration between academic work & co-op
• Creating system to automatically share co-op job titles, descriptions & learning outcomes
Skills Gap Survey: Higher than other graduates but not high enough
• Created the Integrated Student Engagement Model (ISLE)
Assessment through capstone: Capstone defined differently across programs
• Currently under discussion
Student evals of Dialogues of Civilization: Need to leverage “unplanned” learning opportunities
• Revision of faculty and student global orientations
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Examples of how we have used data Examples of how we have used data for for RESOURCE ALLOCATION RESOURCE ALLOCATION
• Redeployment of – staff resources, e.g., CATLR– financial resources, e.g., Provost grants,
staff expansion, staff development
• New resources for Research Institute for Experiential Learning
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Examples of how we have used dataExamples of how we have used data TO INFORM THE PUBLICTO INFORM THE PUBLIC
• Recruiting & admissions materials, alumni materials, presentations, etc.
• Research articles • Discussions with legislators to impact
policy
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We are excited by the possibilities of learning new things – through assessment and research – about what we do in order to continually evolve a high quality experience for our students to allow them to be successful in a high-velocity world.
In Conclusion . . .