Tuesday, March 6, 2018 Convention Center, 113C Implementing a Division-Wide Student Learning Outcomes Program to Enhance Career Readiness for Students Kerrie Montgomery, Ph.D., Florida International University Sabrena O’Keefe, Florida International University Emmanuela Stanislaus, Florida International University Cathy Akens, Ed.D., University of North Carolina at Greensboro Tuesday, March 6, 2018 Convention Center, 113C

Agenda Current Landscape of Higher Education Call to Action and Departmental Buy-In Development of Outcomes Current Practices/Future Plans Discussion / Best Practices Questions

Current Landscape of Higher Education Performance Based Funding Limited Resources Increased Accountability Intensified Demands Competitive Employment Market (Employers desire certain skills)

Call to Action & Departmental Buy-In Self Competency Mapping of Existing Programs/Services Introducing goals of Panther Prepared to Directors National Context/Professional Development

Developing the Student Learning Outcomes NACE Career Readiness Competencies + Seemiller Student Leadership Competencies = Panther Prepared

NACE Career Readiness Competencies Critical Thinking/Problem Solving: Exercise sound reasoning to analyze issues, make decisions, and overcome problems. The individual is able to obtain, interpret, and use knowledge, facts, and data in this process, and may demonstrate originality and inventiveness.

NACE Career Readiness Competencies Oral/Written Communication: Articulate thoughts and ideas clearly and effectively in written and oral forms to persons inside and outside of the organization. The individual has public speaking skills; is able to express ideas to others; and can write/edit memos, letters, and complex technical reports clearly and effectively.

NACE Career Readiness Competencies Teamwork/Collaboration: Build collaborative relationships with colleagues and customers representing diverse cultures, races, ages, genders, religions, lifestyles, and viewpoints. The individual is able to work within a team structure, and can negotiate and manage conflict.

NACE Career Readiness Competencies Digital Technology: Select and use appropriate technology to accomplish a given task. The individual is also able to apply computing skills to solve problems.

NACE Career Readiness Competencies Leadership: Leverage the strengths of others to achieve common goals, and use interpersonal skills to coach and develop others. The individual is able to assess and manage his/her emotions and those of others; use empathetic skills to guide and motivate; and organize, prioritize, and delegate work.

NACE Career Readiness Competencies Professionalism/Work Ethic: Demonstrate personal accountability and effective work habits, e.g., punctuality, working productively with others, and time workload management, and understand the impact of non-verbal communication on professional work image. The individual demonstrates integrity and ethical behavior, acts responsibly with the interests of the larger community in mind, and is able to learn from his/her mistakes.

NACE Career Readiness Competencies Career Management: Identify and articulate one's skills, strengths, knowledge, and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth. The individual is able to navigate and explore job options, understands and can take the steps necessary to pursue opportunities, and understands how to self-advocate for opportunities in the workplace.

NACE Career Readiness Competencies Global/Intercultural Fluency: Value, respect, and learn from diverse cultures, races, ages, genders, sexual orientations, and religions. The individual demonstrates, openness, inclusiveness, sensitivity, and the ability to interact respectfully with all people and understand individuals’ differences.

The purpose in undertaking this study was twofold: to create a set of leadership competencies and measurements based on research that scholars and practitioners could use as learning outcomes for curricular and co-curricular leadership programs and to use these competencies to translate learning outcomes from 522 academic programs within 98 academic accrediting organizations to serve as a common language of leadership.

FIU Panther Prepared Critical Thinking/Problem Solving: Ability to understand the value of making decisions appropriate to each situation. (Decision Making) Understands how to solve problems effectively. (Problem Solving) Capable of researching and analyzing information for more thorough understanding. (Analysis)

FIU Panther Prepared Oral/Written Communication: Ability to effectively communicate verbally with others one on one, in groups, and/or in front of large audiences. (Verbal Communication) Capable of communicating in written format, including demonstrating a clear organization of one’s thoughts, using words that reflect one’s intended meaning, and delivering the information in a readable, clear, and concise manner. (Writing)

FIU Panther Prepared Teamwork/Collaboration: Ability to collaborate successfully. (Collaboration) Capable of negotiating conflict effectively. (Conflict Negotiation) Understands the process of group development. (Group Development)

FIU Panther Prepared Digital Technology: Ability to select and use appropriate technology to accomplish a given task. Capable of solving problems through computing skills.

FIU Panther Prepared Leadership: Ability to motivate and empower others. (Motivation and Empowerment) Utilizes others’ contributions effectively. (Others’ Contributions)

FIU Panther Prepared Professionalism/Work Ethic: Takes responsibility for personal behavior and acts in an ethical manner. (Responsibility for Personal Behavior) Places a value on taking initiative. (Initiative) Ability to effectively communicate non-verbally. (Non-verbal Communication) Motivated to follow-through on responsibilities. (Follow-Through) Articulates the value of reflecting on experiences to apply learning in the future. (Reflection and Application)

FIU Panther Prepared Career Management: Understands the value in acting in alignment with my values. (Personal Values) Motivated to engage in self-development. (Self-Development) Willingness to enhance understanding of self. (Self-Understanding)

FIU Panther Prepared Global/Intercultural Fluency: Promotes diversity and understanding of others’ circumstances. (Others’ Circumstances) Engages in inclusive behavior. (Inclusion) Motivated to actively encourage one’s own and/or others’ exposure to people being from a variety of backgrounds, beliefs, and/or experiences in an effort to enhance group effectiveness and/or group functioning. (Diversity)

Current Practices Student Employee Program (Currently Piloting)

Current Practices Clearinghouse of Existing Programs/ Services for Web Site (go.fiu.edu/slo)

Current Practices Student Self-Assessment Instrument

Future Plans Formal Launch of “Panther Prepared” Departmental marketing of competencies in their areas Marketing to students, faculty, and staff outside of Student Affairs

Discussion/Best Practices How is your institution using the NACE competencies or other learning outcomes as a division? What suggestions do you have about how a division can best utilize the NACE competencies with students? What suggestions do you have about how a division can best tell its story as it relates to impact on student learning, related to the use of such competencies or student learning outcomes?

Contact Us Want More Information? Email Us At: - Dr. Kerrie Montgomery – kmontgom@fiu.edu - Sabrena O’Keefe – saokeefe@fiu.edu - Emmanuela Stanislaus - estanisl@fiu.edu - Dr. Cathy Akens - caakens@uncg.edu

Thank you for joining us today! Please remember to complete your online evaluation following the conference. See you in Los Angeles in 2019!