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.
We’ve added a new resource over on our Resource page – make sure to check it out!
Employability in a Global Context: Evolving Policy and Practice in Employability, Work Integrated Learning, and Career Development Learning – transnational research report to answer the question “How is employability defined, driven and communicated by universities internationally?”
You can read more about this initiative at the developing Employability educator website.
We just added a great new resource over on the EEQ Resources page:
Connecting Bridges: The Cocurricular Career Connections Leadership Model – by Adam Peck and Michael Preston. (NACE Journal, August 2018). The C3 model offers a structure for bridging and integrating a variety of experiences on and off campus, including 1) connecting cocurricular learning to classroom learning, 2) connecting experiential learning to learning in structured leadership development programs, and 3) connecting learning in college to learning throughout one’s career.
Check it out!
“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
September 24 – November 9, 2018
With this seven-module online certificate, you will learn how to teach communication, teamwork, critical thinking, and self-motivated learning—four “soft skills” strongly linked to student success. This course will provide college educators and administrators with a strong foundation in the theory, research, and practical applications of these crucial 21st-century skills. You’ll also examine skills frameworks, critiques of these frameworks, instructional design principles, and the science behind each of the four skills.
Course is taught by award-winning author and presenter Matthew Hora.
At the conclusion of the course, students will demonstrate:
- an in-depth and critical understanding of 21st-century skills frameworks
- a deeper understanding of the research behind teamwork, communication, critical thinking, and self-regulated learning
- an understanding of how these four skills should be conceptualized and taught in their own disciplines
- how to incorporate best practices for teaching these skills into their own curriculum and instruction
Learn more and register HERE.
The Center for Research on College-Workforce Transitions is hosting a National Symposium on College Internship Research.
Friday September 28th, 9:00am – 6:00pm
Pyle Center Vandeberg Auditorium, 121
The goals of the inaugural College Internship Symposium are as follows:
- To convey and discuss the current state of empirical research on college internships.
- To cultivate a community of scholars, practitioners, and policymakers involved in studying and implementing college internships in order to provide networking and collaborative opportunities.
- To provide a venue for in-depth discussions regarding critical design, legal, and institutionalization issues related to college internships.
- To catalyze changes in how colleges, universities, and employers design internships so that they are equitable and high-quality for all students.
- To put student interests and welfare at the center of debates and policymaking regarding college internships.
Panels at the Symposium will also highlight the voices of students and employers who have recently been involved with internship programs, the value of translational or applied research to make empirical findings actionable and useable, and recommendations for future research, policy, and practice.
Read more and register HERE.