The QA Commons is mindful of the dramatic and transformational impact COVID-19 is having on all institutions of higher education. As an organization, we are adapting our services to support preparing graduates for the workplace that is now changing more precipitously than ever.
A variety of faculty development, curricular development, and assessment resources for 21st-century skills, including resources by sector and field and online resource modules: “These lessons are complete with instructor lesson plans, PPT presentations, funny “what not to do” videos, video assessments, and hand-outs. The lessons were designed for postsecondary students, adult learners, clients at workforce development organizations, and current employees.”
This report from Pearson and Jobs for the Future showcases promising practices from the US and UK to suggest a forward-looking agenda for education and training, moving from uncertainty to the economic advancement of all learners. Some of the strategies profiled include:
A new guide from the Higher Education Quality Council of Ontario (HEQCO) and Education at Work Ontario (EWO) is a resource for faculty, staff, academic leaders, and educational developers to improve the quality of Work Integrated Learning (WIL) programs. Effective, work-integrated learning opportunities enhance student learning and develop work-ready skills outside of the classroom.
Work Integrated Learning (WIL) has become a core element of postsecondary instruction and a crucial means by which applied and experiential learning is infused into curriculum in highly meaningful and professionally relevant ways. This comprehensive set of 31 open-access, learner-centered modules from Niagara College Canada supports WIL preparedness among postsecondary students.
How can your institution prepare students for the jobs they want, and set them on a path to career success? Burning Glass Technologies says the answer can be found by using real-time labor market data. This information is the key to understanding today’s job market, because it examines the individual skills that are requested for each job.
Connects academic learning with workplace learning.
Employability is the ability to create and sustain meaningful work across the career lifespan. This is a developmental process which students need to learn before they graduate. The Developing EmployABILITY Initiative is a collaboration involving over 20 higher education institutions and over 400 scholars internationally. Our goal is to enable and embed employABILITY thinking in the curriculum. The Initiative is led by Professor Dawn Bennett at Curtin University. New collaborators are always welcome.
The Developing EmployABILITY website for educators is full of resources to support developing employability qualities in students.
This free white paper from EAB shares approaches to hybrid advising roles to align academic and career pathing guidance for students. As a result, advisors are able to work with students to ensure that their classes and extracurricular activities set them up for their desired careers. Download the paper to learn how these best practices are being implemented.
A NASPA publication, which provides a discussion and numerous examples of how to identify, measure, and assess employability skills as an outcome of co-curricular experiences.
The C3 model (via the NACE Journal) offers a structure for bridging and integrating a variety of experiences on and off campus, including:
IUPUI has developed numerous High Impact Practices resources, including this Internship Taxonomy
The purpose of the Laureate Professional Assessment (LPA) program is to shift the importance of the academic program experience from solely academic competence to achieving both academic and workplace competence.
The NILOA Transparency Framework is intended to help institutions evaluate the extent to which they are making evidence of student accomplishment readily accessible and potentially useful and meaningful to various audiences.
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