Assessing Learners’ Essential Employability Qualities – Assessment Institute Presentation

BrandmanUWW

Below are the slides from our 2018 Assessment Institute presentation on Assessing Learners’ Essential Employability Qualities, featuring the experiences and practices of two of our EEQ Pilot partners – University of Wisconsin-Whitewater’s Joan Cook and Brandman University’s Laurie Dodge.

Assessing Learners’ Essential Employability Qualities

We’re grateful to their participation in the design of the EEQ CERT and for sharing their promising practices for developing graduates’ Essential Employability Qualities.

 

 

Upcoming Workshop: Using Student-Led Focus Groups to Gather and Make Sense of Assessment Evidence

“Using Student-Led Focus Groups to Gather and Make Sense of Assessment Evidence”

A workshop sponsored by the Center of Inquiry and the Center for Teaching and Learning at Southern New Hampshire University

The workshop will help assessment leaders, institutional researchers, faculty, staff, and students create and implement student-led focus groups to address institutional assessment questions. This workshop is designed to: (1) Train students to conduct focus groups with their peers and get them ready to train additional students to support their work when they return to campus; and (2) Help institutional teams develop a plan for conducting student focus groups to gather and make sense of assessment evidence.

The workshop will be held at Southern New Hampshire University in Hooksett, New Hampshire on October 6-7, 2018.

Learn more HERE

Register HERE

Promising Practices for Developing Essential Employability Qualities

In the 2017-18 academic year, The QA Commons partnered with 27 programs from 14 colleges and universities to co-design the Essential Employability Qualities Certification. As a result of our work together, we identified several programmatic and institutional promising practices to support students’ development of these qualities. Below are brief descriptions of these promising practices.

Employability is the ability to find, create and sustain work and learning across lengthening working lives and multiple work settings.

EEQ Development & Assessment

  • Degree programs intentionally designed to develop, address, and assess expected EEQ exit proficiencies so there is assurance that all students will graduate from the program fully prepared.
  • Applied research projects designed to addresses real problems in a partner employer’s organizations.
  • Course-embedded community service projects that allow students to directly apply their learning to real community needs.
  • Specific assignments designed so that students can learn content while also practicing different EEQs (e.g., written proposals, presentations, team-based formats, etc.).
  • Experiential learning pathways that allow students to apply their learning in work-relevant situations at several points throughout a program.
  • Team-based capstone projects situated in workplaces and co-taught with employers.
  • Classes co-taught with employers; employers involved in directly assessing student work.

IMG_3899

Career Development, Planning, and Support

  • Courses intentionally designed to support students in understanding the world of work and its expectations.
  • Career development programming integrated across the curriculum and over time, such as embedded career planning activities in courses.
  • Guest speakers from industries and organizations embedded in courses to engage students in considering industry or organization-specific career possibilities.
  • A cross-campus integrated approach to career preparedness through civic engagement.

IMG_3902

Student Records

  • Enhanced student records that convey students’ EEQ development and outcomes in visually accessible and appealing ways.
  • Competency-based badging practices that communicate students’ abilities in visible, verifiable ways.

IMG_3883

Employer Engagement

  • Employer engagement models that go well beyond a traditional Advisory Board into authentic partnerships, or even “employer-attached” curriculum and pedagogy (where employers serve as co-faculty and assessors of student work).
  • Employers and programs working together to develop and test new approaches, such as badging, developing talent pipelines through partnerships, and work-integrated learning modules.

IMG_3873

Graduate / Alumni Feedback

  • Use of findings from well-designed alumni surveys, which address not only program satisfaction but also graduates’ sense of preparedness for employment, graduate employment outcomes, and feedback for program improvement.
  • Purposeful inclusion of alumni who employ program graduates into advisory boards or other feedback mechanisms.

We’re grateful to our partner programs for their contributions to this work! Read the full EEQ CERT Pilot Finding Report HERE.

The EEQ CERT Pilot – Recent Conference Presentations

The QA Commons team and several EEQ CERT pilot partners have been on the road, presenting at conferences and getting the word out about our Essential Employability Qualities Certification pilot and our initial findings.

DEAC.photo

Slide from DEAC Conference presentation about the pilot program learning community.

Kentucky Council on Postsecondary Education Student Success Summit – with Niesha Ziehmke, Guttman Community College and Joan Cook, University of Wisconsin – Whitewater

Assuring Graduates are Prepared for the 21st Century Workforce – A Model for Kentucky?

Distance Education Accrediting Commission Conference – with Kimberley Winfield and Christine Jax, Ashworth College

The Essential Employability Qualities Certification: A New Approach to Address Employer Needs and Assure Program Quality

WASC Senior College & University Commission – with Laurie Dodge, Brandman University

Bridging the Gap: Assuring Graduate Readiness for the 21st Century with Essential Employability Qualities

Developing Employability: A Beyond-Disciplinary Transformative Approach to Higher and Postsecondary Education

The QA Commons recently co-presented with Jeff King from University of Central Oklahoma and Niesha Ziehmke from Charles and Stella Guttman Community College (two of our 27 EEQ CERT co-design partners) about the EEQ CERT co-design process and transformative learning at the 2018 Transformative Learning Conference, March 8 and 9, 2018, in Oklahoma City, Oklahoma.

Here are our slides:

 

And HERE is the extended abstract of our presentation.

Enjoy!

 

 

Beyond the Skills Gap: Preparing College Students for Life and Work

BeyondSkillsGap

Beyond the Skills Gap: Preparing College Students for Life and Work just received the Ness Book Award at the 2018 AAC&U conference. I attended the authors’ session at the conference and learned quite a bit about their research and work in Wisconsin, and the connections to the Essential Employability Qualities Certification that we are developing. It was an informative and provocative session, with some critical considerations for higher educational programs seeking to make sure their graduates are prepared not just for their first jobs, but for a lifetime of employability in the changing world of work they will encounter. 

BOOK SUMMARY:

Beyond the Skills Gap: Preparing College Students for Life and Work explores how educators can ensure that graduates are adequately prepared for the future, challenging the argument that sluggish economic growth is due to a higher education system insufficiently attuned to workplace needs, with the solution being more specialized technical training and fewer liberal arts graduates. The book’s authors challenge this conception of the “skills gap,” highlighting instead the value of broader twenty-first-century skills in postsecondary education. In the book, the authors advocate for a system in which employers share responsibility along with the education sector to serve the collective needs of the economy, society, and students. Beyond the Skills Gap emphasizes the critical role of educational practice and design in preparing students for the workforce and ensuring that future employees develop robust technical expertise, cultivate problem-solving and communication skills, transfer abstract knowledge to real-world situations, and foster a lifelong aptitude for self-directed learning.

HERE is a link to the session slides posted by Matt Hora, one of the book’s authors and the key presenter at the session. Take a look at slide #14 about classroom methods. Also, check out the “Six things we need to do” at the end. Many of these actions align to our Draft Criteria for Certification – Version 2.  What do you think? 

Revised draft Criteria for EEQ Certification

Image result for revising

As a result of analyzing the Inventories of Practice and Evidence that all 27 EEQ CERT pilot programs submitted, The QA Commons’ team is happy to publicly release a substantial revision to the draft Criteria for EEQ Certification. This new version — version 2 — will be tested during phase 2 of the pilot co-design process in spring 2018, when programs submit program portfolios of evidence.  Please feel free to a look and offer any comments for consideration in the comments box below: