By Kara Clevinger, OSU Center for Teaching and Learning; Chris Gasser, Division of Academic Affairs; and Brenna Gomez, Career Development Center
This year’s University Day keynote speaker was Dr. Mark Becker, President of the Association of Public and Land Grant Universities. In his September 17 lecture, Becker shared some startling statistics on public perceptions of American universities:
- 38% of the general public believe that universities are doing a good job of developing a skilled workforce (Chronicle of Higher Education)
- 31% believe we are doing a good job of developing a well-informed citizenry (Chronicle of Higher Education)
- About half of Americans say having a college degree today is less important that it was twenty years ago (Pew Research Center)
Additionally, Becker’s informal conversations with Washington lawmakers suggest that both sides of the political spectrum believe colleges are too expensive, we’re not teaching what we should be teaching, and we’re not preparing the workforce America needs.
More troubling for Becker is what our graduates believe about their college education. He cited a Chronicle of Higher Education study which reported that a fifth of four-year college graduates say the degree was not worth it. Their sense of the value of their college education is directly tied to the degree, the cost of college, the debt they incur, and their financial earnings after graduation.
How do we encourage students to see the value of their college education? A first step is naming career readiness skills in courses at all levels in the college curriculum. Let’s give students the language they need to connect the dots between what happens in the classroom and in the workforce. Keep reading below to learn more.
What is “career readiness”? According to the National Association of Colleges and Employers (NACE), career readiness is “a foundation from which to demonstrate requisite core competencies that broadly prepare the college educated for success in the workplace and lifelong career management.” When talking to students, it’s also helpful to think of these core competencies in terms of career advancement and to consider a broader definition of “career” as a sense of meaning and purpose after college. In other words, career readiness skills are also lifelong learning skills.
What are the core competencies that employers are looking for from college graduates? NACE has identified eight career readiness competencies, each of which can be developed and demonstrated in a variety of ways:
- Career and self-development
- Critical thinking
- Communication
- Equity and inclusion
- Leadership
- Professionalism
- Teamwork
- Technology
Are career readiness skills only a part of things like internships? No! “From here to career” is one of the goals of OSU’s new Core Education program. Students in Core Ed will gain professional skills and competencies designed for adaptability, longevity, and integrity in a global workforce. But career readiness can be incorporated into any OSU class!
What are some tips for integrating career readiness skills in undergraduate classes? Many faculty instructors are probably already teaching students portable universal skills in addition to field-specific skills.
Here are a few ways to highlight the career readiness skills students are gaining in their classes:
Syllabus or Start Here Module: Let students know the skills employers are looking for. Mention the relevant NACE competencies your students will gain as they are meeting the learning outcomes of your course.
Assignments: Include a purpose section on your assignment sheets that can also highlight career readiness skills students will practice with the assignment.
Class activities: Consider designing small group in-class activities that utilize problem-based learning where students apply skills and concepts they’re learning in your course to authentic or “real-world” scenarios or case studies. Have students reflect on which NACE career skills they practiced using the sample behaviors on the NACE website in a low-stakes reflection.
Want to find out more about career readiness? Check out the Career Development Center’s faculty resources and Career Champions program. In Career Champions, faculty cohorts map the NACE competencies to the curriculum of a specific course to see the career skills students are already building in their courses and write a NACE syllabus statement. And don’t miss CTL’s call for a Teaching Beyond OSU community of practice coming soon!
About the authors:
Kara Clevinger, Ph.D., is Assistant Director of Pedagogical Support and Development in the Center for Teaching and Learning and is integrating career readiness skills into the new Transitions course for Core Education.
Chris Gasser, M.A., is the University Innovation Alliance Fellow in the Division of Academic Affairs.
Brenna Gomez, M.F.A., is the Director of Career Integration in the Career Development Center. In addition to providing faculty support for Core Education’s Beyond OSU category and running the Career Champions program, she teaches ALS 114: Career Decision-Making, as well as Technical and Creative Writing in SWLF.
Editor’s note: This is the first of a 2024-25 series of Insights from the Center posts by staff of the OSU Center for Teaching and Learning.
Insights from the Center image generated by Dall-E, Oct. 13, 2024. NACE competencies image reprinted courtesy of the National Association of Colleges and Employers.
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