NACA's "NEXT" New Resource for Assessing Career Learning in Co-curricular Activities

11% of business leaders strongly agree that college prepares students for success in the workplace. 14% of the general public strongly agree that college prepares students for success in the workplace A Gallup survey conducted on behalf of the Lumina Foundation found that only 11% of business leaders and 14% of the general public felt strongly that students graduated from college with the skills and competencies that are needed for success in the workplace (Lumina, 2013). In another study, Hart Research Associates interviewed 318 employers and found that both two- and four-year colleges need to make at least some improvements to prepare students for the global economy (Hart Research Associates, 2013). Clearly, employers and the general public have lost confidence in the ability of colleges and universities to prepare students for the world of work. In another study, Hart Research Associates interviewed 302 employers whose organizations have at least 25 employees with at least a quarter holding a two or four year credential. A majority of respondents expressed that both two- and four-year colleges need to make at least some improvements to prepare students for the global economy (Hart Research Associates, 2010). A recent study conducted by Hart and Associates found a significant gap in the perceptions of employers and graduates with regard to how prepared the graduates were in key areas. In most cases, the graduates were twice as likely as the employers to say they were prepared (Hart and Associates, 2015).

What is lacking? There also appears to be a gap between employers’ and students’ perceptions of how prepared recent graduates are for their careers. A publication prepared by the American Association of Colleges and Universities and released in January 2015 reports on a survey conducted last fall, in which 400 executives and more than 600 college students responded regarding the job skills of those entering the workforce. Skills such as oral and written communication, critical thinking and solving problems were assessed. The results indicate that students frequently thought they were markedly better prepared than employers did. In the vast majority of cases, students’ self-evaluations were more than double those of the executives (Jaschik, 2015). This raises very serious questions about how to help students acquire the skills that will be expected of them in their first job and also how students can better demonstrate and communicate these skills to their new employers.

More than 15 years after student affairs leaders proposed this shift in perspective (referring to the Student Learning Imperative, 1996) student affairs professionals are still met with skepticism or indifference when discussing their contributions to student learning. Finally, student affairs still faces the perception that what students are learning from us is of limited value. In “Contested Issues in Student Affairs,” Benjamin and Hamrick write, “More than 15 years after student affairs leaders proposed this shift in perspective (referring to the Student Learning Imperative, 1996) student affairs professionals are still met with skepticism or indifference when discussing their contributions to student learning” (p. 24). For those in Student Affairs, how many of you think your parents or grandparents could accurately explain what you do? It stands to reason that students gain employment skills from their work experiences in college. This claim is well supported by the literature (Pascarella & Terenzini, 2005). Research also suggests that students gain more than just job skills from student employment. For example, Riggert et al. (2006) found that the relationship between student employment and retention was higher than that of a high GPA and retention. As hours worked increased up to 25 hours of employment, so did persistence. Even part-time student employees have higher GPAs than their peers who do not work (Hackett, 2007). Contribute Benjamin and Hamrick "Contested Issues in Student Affairs," p.24

Changing Mindsets From extra-curricular to co-curricular Referring to our experiences as “extra” curricular implies that it is supplemental to our learning experiences. Referring to these experiences as co-curricular suggests that these are valuable learning experiences in and of themselves. Adapted from Brownell and Swaner 2009

We need to find ways to tell our story. Telling our story TO: Campus Administrators Faculty Educational Stakeholders The Students Themselves Telling our story THROUGH: Assessment Results Empirical Research Whitepapers and Publications This session is designed to assist you in doing that.

Career Development by Experience Classes Internships Cocurricular On-campus Job Off-campus Job Have Not Developed in College Teamwork 65.5 20.3 47.9 18.4 29.4 4.6 Verbal Communication 70.4 25.3 45.8 21.4 35.4 4.9 Decision-making 60.0 26.4 41.2 19.1 35.1 10.1 Solve Problems 26.8 39.7 20.5 36.1 6.2 Obtain and Process Information 84.1 24.8 30.2 17.1 28.4 4.2 Plan, Organize and Prioritize 78.7 25.9 40.1 19.9 34.2 5.8 Quantitative data 81.6 17.3 14.6 10.2 7.6 Career-specific knowledge 80.3 32.7 26.2 11.1 19.7 Computer skill 64.9 19.2 11.7 12.8 17.5 Writing/Editing 85.1 16.8 9.2 11.6 6.8 Influence/Sell 37.5 19.6 32.5 20.4

Students in General Participating Students

Students in General Participating Students

Students in General Participating Students

Students in General Participating Students

Students in General Participating Students

Students in General Participating Students

Students in General Participating Students

Students in General Participating Students

Students in General Participating Students

Students in General Participating Students

Career Development by Experience Classes Internships Cocurricular On-campus Job Off-campus Job Have Not Developed in College Teamwork 65.5 20.3 47.9 18.4 29.4 4.6 Verbal Communication 70.4 25.3 45.8 21.4 35.4 4.9 Decision-making 60.0 26.4 41.2 19.1 35.1 10.1 Solve Problems 26.8 39.7 20.5 36.1 6.2 Obtain and Process Information 84.1 24.8 30.2 17.1 28.4 4.2 Plan, Organize and Prioritize 78.7 25.9 40.1 19.9 34.2 5.8 Quantitative data 81.6 17.3 14.6 10.2 7.6 Career-specific knowledge 80.3 32.7 26.2 11.1 19.7 Computer skill 64.9 19.2 11.7 12.8 17.5 Writing/Editing 85.1 16.8 9.2 11.6 6.8 Influence/Sell 37.5 19.6 32.5 20.4

When we asked what experiences outside of the classroom helped students to develop employment skills – cocurricular experiences were the most common answer in more than half of the skills we studied.

TEAMWORK

OBTAINING AND PROCESSING INFORMATION

VERBAL COMMUNICATION

DECISION MAKING

PROBLEM SOLVING

PLANNING, ORGANIZING AND PRIORITIZING

Self-Ratings by Level of Involvement

Learning & Assessment: Carts Before Horses

Dr. Adam Peck, Stephen F. Austin State University Dr. Michael Preston (former Chair of R&S), University of Central Florida and The Florida Consortium of Metropolitan Research Universities Dr. Cindy Kane (Chair of R&S), Bridgewater State University Demetria Bell Anderson, University of Wisconsin - Milwaukee  Dr. Christine Wilson, University of Connecticut Dr. Lucy Croft, University of North Florida Dr. Telesia Davis , National Association for Campus Activities Dr. Nancy Chrystal-Green The University of Florida Dr. Brian Bourke Murray State University Dr. Kim Bruemmer, North Dakota State University Sally Watkins, Florida State University Matthew Hanna Carolina Software as a Service,  Inc.

Student Feedback “I liked it because it showed me the strengths and weakness of my leadership abilities.” “I really enjoyed the part of the survey that asked you to explain examples of when you have used specific skills. It made me think about the instances where I have used them, as well as how I can improve on them later in life.” “I eventually want to go into student affairs, so I believe this will help me grow as a professional.” 

How do I sign up? https://www.naca.org/members/next

How to use it Pre-Post Student/Advisor Discussion Guide