Joanna Davis Kim McNeley University of Missouri Kansas City Engineer Educator Doctor Broadcaster Politician Voter Patient Homeowner Graduation in FOUR Years Discourse Anchor Best fit ID: 648154
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Slide1Slide2
Blackjack
! A Winning Combination Linking General Education Learning Outcomes to Career Development Goals
Joanna DavisKim McNeley University of Missouri – Kansas CitySlide3
Engineer
Educator
Doctor
Broadcaster
Politician
Voter
Patient
Homeowner
Graduation in FOUR Years
Discourse
Anchor
“Best fit”
FOCUS
A
FOCUS
B
FOCUS
C
FOCUS
ELECTIVE
70% Majors Change MIND
OH NO!!!
I have to take MATHSlide4
Unintended Messages
“Courses
everyone just has to get through” “Courses that will prepare you to be a great participant on Jeopardy”Slide5
Themes of Attrition
Academic Boredom
Academic
Underpreparedness
Lack of Certainty in Major/Career
C
hoice
Transition/Adjustment Difficulty
Dissonance/Incompatibility
IrrelevancySlide6Slide7
What Employers Want
General Education For
All Students Slide8
UMKC General Education CoreSlide9Slide10Slide11
FOCUS
A
Arts and Humanities
FOCUS
B
Scientific Reasoning & Quant. Analysis
FOCUS
C
Human Actions, Values & Ethics
Knowledge of Human Cultures and the
Physical
and Natural
World
Civic knowledge, skills, and judgment
essential for contributing to the community and to our democratic society 82%
Broad knowledge in the liberal arts And sciences 80%
Global issues and knowledge about societies and cultures outside the US 78%Knowledge about science and technology
56%Slide12Slide13
UMKC Core
Discourse
Written and oral communication 80%
Information literacy
72
%Slide14
Discourse I
Anchor I
Reasoning & Values
Culture & Diversity
Civic/Community Engagement
Discourse II
Anchor II
Discourse III
Anchor III Slide15
What Employers Want
General Education For
All Students Slide16
Themes of Attrition
Academic Boredom
Academic
Underpreparedness
Lack of Certainty in major/career choice
Transition/adjustment Difficulty
Dissonance/Incompatibility
IrrelevancySlide17
Reinforcing
Relevancy
For the
Individual StudentSlide18
What Do I Want?
Maximizing College ExperienceSlide19
Is the only
structured
activity on the campus in which
all students
have the opportunity for
on-going one-to-one
interaction with a
concerned representative
of the campus community
(
Habley
, 1981)
Academic AdvisingSlide20
What Do I Want?
Maximizing College Experience
Values
Interests
SkillsSlide21
Integrating
Career Development
withAcademic AdvisingSlide22
Holland’s Career Fit Theory
Personalities seek out and flourish in career environments they fit
Jobs
and career environments are classifiable by the personalities that flourish in themSlide23
Holland’s 6 PersonalitiesSlide24
Holland’s 6 Work EnvironmentsSlide25Slide26
Journey AssessmentSlide27Slide28
Journey Assessment
Scientifically validated career assessments measure interests, skills, and work values.
Provides latest information on occupations including salary and job growth statistics both by state and nationally. (Green and Bright Outlook)
Begins with Your Experience
,
Interests, Skills
and Knowledge Slide29
Green Economy & Bright Outlook
Projected to grow rapidly;
employment increase of 22% or more over the period 2012-2022*
Project to have large openings
; 100,000 or more openings 2012-2022*
New and Emerging workforce requirements
; changing technology, society, law or business practices**
*Bureau of Labor Statistics
**N&E Occupations Methodology Development Report
Economic activity related to reducing the use of fossil fuels, decreasing pollution and greenhouse gas emissions, increasing the efficiency of energy usage, recycling materials, and developing and adopting renewable sources of energy.
Green Increased Demand
– increases employment demand in exiting occupation
Green Enhanced Skills Occupation
– significant change to work and worker requirements
Green New and Emerging -
generation of new occupationSlide30
Identifying Your Skills
Take a few moments and write down 4-5 skills or tasks required of your current job. Slide31
Identifying Your Skills
Take a few moments and write down 4-5 skills or tasks required of your current job.
Fit – Gap
: Did you write down your current skills or tasks within the frame-work of your institution’s general education requirements/outcomes. Slide32
Identifying Your Skills
Take a few moments and write down 4-5 skills or tasks required of your current job.
What are 4-5 skills or tasks are required for a Natural Science Manager?Slide33Slide34Slide35Slide36Slide37Slide38
Empowering
Advisors
Provide Information/Training:
Occupational Resources
Career Development Theory
AAC&U Key Resources
Evidence supporting needed
Persistence – Allen and Robbins (2008)
Major Change in their advisees
Slide39
(AAC&U, January 2015)Slide40
Empowering
Advisors
Provide Information/Training:
Occupational Resources
AAC&U Key Resources
Career Development Theory
Evidence
supporting needed
Integrate Career Development and General Education Outcomes into Advising Outcomes
Establish Advisor Expected Messaging
Multiple Touch Points with tools
Slide41
ALT Developed Outcomes - Student will:
Specific Sub-Outcomes:
Craft an optimal educational plan for degree completion that:
Utilizes early enrollment in critical courses to confirm “fit” of academic plan.
Ensures timely completion of degree (optimally within four years)
Understand terminology related to course selection and curriculum planning.
Register for appropriate semester schedule with regard to degree requirements, prerequisite & co-requisites, critical courses, and credit hours to meet academic goals.
Track term and cumulative GPA and articulate related academic standing.
Identify (calculate accurately or utilize online tool) GPA required for upcoming term(s) to meet academic performance goals.
Articulate a functional knowledge and location of essential resources for academic information regarding degree progress and completion.
Utilize the following online resources:
Schedule Builder
UMKC Connect
University Catalog
Major Maps
Degree Audit (u.achieve)
Graduation Plan/Map (u.direct)
UMKC and Department Information
Online Search
Identify and meet with academic advisor and faculty advisor to confirm understanding of academic requirements and optimal choices
Articulate the knowledge/skills gained through coursework and co-curricular activities and integrate it with personal and career goals.
Determine occupational skills requirements necessary to meet career goals (through UMKC Journey Assessment, O*Net and/or other occupational resources)
Discuss learning outcomes of Discourse, Anchor and Focus requirements in the UMKC General Education Core
Relate UMKC General Education Learning Outcomes to future occupational skill requirements.
Connect Degree/Major Requirement Learning Outcomes to future occupational skill requirements.
Identify co-curricular activities and internships to purposely build network, skills and experience to support career and personal goals.
UMKC Advising Learning & Development Outcomes
Craft an optimal educational plan for degree completion that
:
Utilizes early enrollment in critical courses to confirm “fit” of academic plan.
Ensures timely completion of degree (optimally within four years)Slide42
UMKC Advising Learning & Development Outcomes
Articulate
the knowledge/skills gained through coursework and co-curricular activities and integrate it with personal and career goals
.
Determine occupational skills requirements necessary to meet career goals (through UMKC Journey Assessment, O*Net and/or other occupational resources)
Discuss learning outcomes of Discourse, Anchor and Focus requirements in the UMKC General Education Core
Relate UMKC General Education Learning Outcomes to future occupational skill requirements.
Connect Degree/Major Requirement Learning Outcomes to future occupational skill requirements.
Identify co-curricular activities and internships to purposely build network, skills and experience to support career and personal goals.
Slide43
Orientation:
What Employers Want
Year 1 Advising:
What I Want – Relevance to Gen Ed. Skills, Major Fit, & On Track Enrollment
Graduation
Year 2 Advising
:
5-10
Possible
Occupations - Skills and Tasks (Journey or O*Net)
, Career Network
Registration
& Networking Interviews& Beginning e Portfolio
Year 3Advising: 3-4 Posted
Positions, Aspirational Resume drafted, Portfolio Review & “Fit-Gap” Evaluation, & Goal-Setting (Key Elect., Internships & Co-curricular)
Year 4 Advising: Elevator Speech, References & Recommend-ations
, Interviewing Employment or Graduate SchoolCivic EngagementSlide44Slide45Slide46
Tools & Experiences to Optimize Relevance on
YOUR CampusSlide47Slide48
Engineer
Educator
Doctor
Broadcaster
Politician
Voter
Patient
Homeowner
Graduation in FOUR Years
Discourse
Anchor
“Best fit”
FOCUS
A
FOCUS
B
FOCUS
C
FOCUS
ELECTIVE
70% Majors Change MIND
OH NO!!!
I have to take MATHSlide49Slide50
Allen, J., & Robbins, S. B. (2008). Prediction of college major persistence based on vocational interests, academic preparation, and first-year academic performance.
Research in Higher Education, 49
(1), 62-79.
doi:10.1007/s11162-007-9064-5
Habley
, W.R
.
(1981). Academic Advisement: The critical link in student retention. NASPA Journal, 18
.
Prince, J.P. (2012). Strong Interest Inventory, Practitioner’s Tool for Helping College Students with Academic and Career Choices. Mountain View, California: CPP.
UMKC Major Maps:
http://www.umkc.edu/majormaps/AAC&U Public Opinion Research:
http://www.aacu.org/leap/public-opinion-research