Helping Students Bridge the Expectation Divide A Competency Based - - PowerPoint PPT Presentation

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Helping Students Bridge the Expectation Divide A Competency Based - - PowerPoint PPT Presentation

Apr 03, 2024 184 likes •571 views

Helping Students Bridge the Expectation Divide A Competency Based Advising Approach The Expectation Gap 43.4% difference 57.5% difference 54.3% difference

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Helping Students Bridge the Expectation Divide

A Competency Based Advising Approach

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The Expectation Gap

http://www.naceweb.org/career-readiness/competencies/employers-rate-career-competencies-new-hire-proficiency/

43.4% difference 57.5% difference 54.3% difference

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The Expectation Gap

http://www.naceweb.org/career-readiness/competencies/are-college-graduates-career-ready/

46.9% 37.8% 24.1% 8.4% 37.5% 5.9% 23.6% 14.2%

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Gaps in Unexpected Places

Gaps in MATH are the most severe in occupations where the requirements are low but essential. Gaps in WRITING are found in both low requirement and writing intensive jobs.

https://www.burning-glass.com/research-project/baseline-skills/

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Why do these gaps exist?

  • Are students not being taught them?
  • Are students aware of these expectations?
  • Are students able to communicate their

proficiency?

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Identify and Evaluate Values

  • 47% of students seek careers that align with

their personal values as opposed to 20-30% aligning with interests. (Duffy & Sedlacek 2007)

  • Cultural/Sociological Differences
  • Differences between groups as well as individuals
  • Much of values-based theoretical approaches

derived from European-male perspective; not transferable to other groups

*As advisors, we cannot assume our students have the same fundamental values

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Example of Evaluating Values

  • Why do you do what

you do?

  • How do you want to

live your values?

  • What is the result of

implementing your values?

  • Who or What do you

want to impact?

Cucinella, E., Torres, R., & Byrd, H. (2017, October). The Power of Purpose: Coaching Students Towards Self-Efficacy. Presented at the 2017 NACADA National Conference, St. Louis, MO.

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Identify & Evaluate Competencies

  • Started with core competencies for new medical

students.

  • Compared with NACE competencies.
  • Looked into professional associations and government

websites that articulate professional competencies.

  • Focus on universal competencies with a way to

specialize depending on major.

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Optimizing Time

Take a moment to think about how you spend your advising sessions with students:

  • How do you allocate time?
  • What do you spend most of the time doing?
  • How has time allocation changed from when you started

advising?

  • What could you spend more time doing?
  • How are we, as advisors, perpetuating increasingly outdated

practices as technology makes elements of our roles more efficient?

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In short: How do we optimize the time spent with students?

AND

What might optimize really mean?

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Being a Robot vs. Being an Advisor

  • Degree Audit and Planner automates

significant portion of advising role

  • How can we adapt as technology improves?
  • Do we exist just to lift holds?
  • https://collegescorecard.ed.gov/
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I’m an Advisor, not a ….

  • Redundancy can be an

asset

  • For example: Advisors
  • verlap with Retention

Office

  • Lack of advising models

for talking about post- graduation plans

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Existing Theories

  • Alexander Astin

– I-E-O – Five Basic Assumptions – Focus on the importance of involvement

  • Vivian Carroll McCollum

– Developmental & Advising Stages – Tasks for Advisors & Students – Focus on course selection, referral to campus resources

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Problems to address:

  • Students need to meet

competency expectations.

  • Students need to communicate

experiences in a meaningful way.

  • Students need to be ready

START a job after graduation.

Keeping it universal:

  • Non-role specific

– Advising roles can change depending on the office, college, and institution.

  • Non-institution specific

– Size, mission, funding, etc. can shape advising role on any given campus.

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The Myth of Sisyphus

  • Albert Camus and the

Absurd

  • Do we do things just

because it is expected?

  • How do we help

students find meaning in their experiences?

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How does Higher Ed do it? Assessment!

  • Identifies needs
  • Sets a timetable
  • Communicates

results

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Adapted Student Assessment Model

(Competency Driven Assessment Model)

  • What drives the

student?

  • What does the career

expect of them?

  • Targeting experiences
  • Competitiveness
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Benchmarking

(Finish in 4, Competitive in 3)

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Benchmarking

  • SMART Goals

– Specific – Measurable – Assignable – Relevant – Time-based

  • WOOP

– Wish – Outcome – Obstacle – Plan

  • woopmylife.org
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Getting Experiences

Hurdles

  • Paid vs. Unpaid
  • Applying late
  • Active Engagement vs. Passive

Observation

– Experiential Collateral

Interventions

  • Journaling

– Apps – Google Drive – Worksheet – An actual journal

  • Application of Institutional Knowledge

– Right office – Right person – Advocating for students

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Letters of Recommendation

  • Does the student know how to ask for one?
  • Does the writer know how to write one?
  • What is the timeline for it to be submitted?
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Self Reflection

  • How did a class/semester/experience turn out?

– Was it what the student expected? – Did the student like it? – Was the student “successful”?

  • Review Values and Competencies

– Did experience correlate with values? – Can the student link the experience to competencies?

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Make Decisions

  • Is the student on the path to being “competitive”?

– If “yes,” what is the next step on the path? – If “no,” is remediation possible and if so, what needs to be done?

  • Does the student need to seriously consider other
  • ptions?

– Do you have a plan for “Plan B” discussions?

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Student vs Employer Perceptions

Interpersonal Intrapersonal Cognitive & Reasoning Content Knowledge Students 3.934342744 3.746475727 3.74029799 3.479222897 Employers 3.6 3.619047619 3.353571429 3.25 0.5 1 1.5 2 2.5 3 3.5 4 4.5

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Takeaways

  • Very small “n”

– 8 for employers – 44 for students

  • Employers limited to hiring directors not managers
  • Perceptions were all still “proficient”
  • Do more competencies help students better

communicate worth?

– 8 NACE competencies – 16 competencies on survey

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Next Steps

  • Fine tune employer and student questionnaire
  • Develop qualitative follow up questions
  • Develop faculty and staff questionnaire
  • Develop longitudinal study to gauge changing

perceptions over time

– Possibly including a Social Judgement Test

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Questions?

  • Resources: goo.gl/2o5YWP
  • Joe Southerland: southerlandj@umsl.edu
  • Mike Koertel: koertelmi@umsl.edu
  • Nancy Childrey: nancy.childrey@slu.edu
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Back to the Contact Information

  • Resources: goo.gl/2o5YWP
  • Joe Southerland: southerlandj@umsl.edu
  • Mike Koertel: koertelmi@umsl.edu
  • Nancy Childrey: nancy.childrey@slu.edu