“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.
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.
Employabilityisthe 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.
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.
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.
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.
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.
In early June, The QA Commons concluded the Essential Employability Qualities Certification (EEQ CERT) Pilot, in which we partnered with 27 programs from 14 colleges and universities to co-design a new approach to assuring that graduates are prepared for the 21st century world of work. Key aspects of this initiative include addressing quality as well as equity gaps in learning and preparation:
We know that high-quality credentials beyond high school can transform lives — that they open doors to economic opportunity and social mobility and help individuals flourish in a challenging world. But we also know that not everyone who pursues learning beyond high school actually gets a high-quality experience. Too few even get to the finish line and earn a credential. And some who do, still struggle to find employment and succeed in today’s workplace.
Quality Assurance Commons and the EEQs will help address this gap. They also will help institutions make good on an equally urgent promise of closing equity gaps in access to quality experiences and in post-graduation outcomes. QA Commons pilot efforts and other research show that far too few institutions gather and use enough good data on how well their students learn and how they fare after graduation. Moreover, even when collecting data, far too few institutions disaggregate their data to uncover hidden inequities in access to quality experiences — especially across different racial/ethnic groups.
In July 2017, The QA Commons sponsored two of its Student Quality Assurance Advisory Delegation (SQAAD) members – Ahmad Shawwal and Erick Montenegro – to attend the Postsecondary National Policy Institute’s Higher Education Accreditation Boot Camp for Perspective Policymakers. Here are their thoughts:
In attending the conference, we also learned about a lot of programs and institutions doing good work in the areas we are exploring: engaging students in assessment; assuring high quality experiential learning opportunities for students to apply their learning to work-based contexts; documenting and assessing student learning with ePortfolios; etc. We’re eager to soon share some new resources as a result on our Resource webpage, so check back soon!
Students are key stakeholders within the dynamic new landscape of higher education, and they must be valued and engaged as such. There are many opportunities for students to participate: serving on review teams, having a responsible place in policy and decision making, being invited to provide input in preparing and writing standards, having accreditation ambassadors inform other students about the process, and so on. All of these levels of involvement have been, for years, required as part of quality assurance processes in Europe and have proven to be effective. It is time for the U.S. to adopt a similar model.
Simon Boehme, Director of Student Engagement, published this piece in The Huffington Post and it will also be posted on the CHEA website – check it out!
The QA Commons is committed to engaging students — in designing a prototype quality assurance process with us, in participating in that process, and in engaging other students in the important work of assuring quality in higher and postsecondary education.