Hire Writer Different colleges in the country exert a lot of efforts to be able to acquire an accreditation status. Undergoing the process requires a lot of undertakings since there are guidelines and indicators to be complied with to quality accreditation. The nine areas identified as the qualifying criteria for accreditation are:
The ongoing national discussion about the value of higher education, in general, and that of a liberal arts education, in particular, has been a significant challenge for liberal arts and sciences colleges across the United States. Declining enrollment and eroding public support are forcing some colleges to downsize or even shut down majors and departments, especially in the arts and humanities, or, in extreme cases, to go out of business altogether.
Other colleges have concluded that to survive and thrive in this challenging environment, they need to make a compelling case for the career readiness of their graduates to their students, their families, and the public at large.
The College of Liberal Arts CLA of the University of Minnesota is one of these colleges, and this article describes how it embarked on an ambitious project to make career readiness an integral part of the undergraduate student experience through its career readiness initiative.
A Brief History CLA is the largest of the 18 colleges that make up the University of Minnesota-Twin Cities, with almost 14, undergraduate and 1, graduate students; more than tenure-stream and almost non-tenure-stream faculty; and 63 majors and 65 minors in the social sciences, arts, and humanities.
To implement the readiness goal, the college appointed me to be faculty director of the initiative in August I immediately assembled a cross-functional compass team consisting of college leaders and experts from academic advising; career services; the office of diversity, equity, and access; application development; first-year experience; study abroad; honors; alumni relations; recruitment; and faculty and student representatives.
This compass team was charged with operationalizing and coordinating the career readiness initiative, and met biweekly for the first two years of the initiative; it continues to meet at least monthly to this day.
Using the recommendations from the faculty committee as the starting point, the compass team defined readiness as mastery of 10 core career competencies and developed a comprehensive plan to integrate the competencies into the undergraduate experience, both curricular and co-curricular.
Today, the competencies constitute a coherent and comprehensive framework that guides the career readiness efforts of the college. Specifically, for students, the competencies serve to engage them in self-directed career development and allow them to situate, plan, and understand their entire undergraduate experience in a career development context.
For faculty, the competencies serve as a guide on how to incorporate the general and abstract core career competencies as learning outcomes into their teaching, and how to engage students in thinking and talking about the value of a liberal arts education for their post-graduate lives and careers.
For the college, the competencies represent a coherent way to articulate the value of a liberal arts education to its various constituencies, including students, parents, alumni, and the general public. Importantly, these competencies are not specific job-related or technical skills. Unlike many job or technical skills that will become outdated as technology and industries change, these competencies, provided below with their definitions, prepare students for lifelong success in their careers, particularly in a changing and dynamic future.
Those competent in this: Recognize there may be more than one valid point of view. Evaluate an issue or problem based on multiple perspectives, while accounting for personal biases.
Identify when information is missing or if there is a problem prior to coming to conclusions and making decisions. Applied Problem Solving is the process of designing, evaluating, and implementing a workable strategy to achieve a goal.
Generate a set of alternative courses of action. Evaluate alternatives using a set of criteria. Select and implement the most effective solution. Monitor the actual outcomes of that solution. Assess their own personal and moral values and perspectives as well as those of other stakeholders.
Integrate these values and perspectives into an ethical framework for decision making. Consider intentions and the short- and long-term consequences of actions, and the ethical principles that apply in the situation before making decisions.
Challenge existing paradigms and propose alternatives without being constrained by established approaches or anticipated responses of others.
Employ their knowledge, skills, abilities, and sense of originality. Have a willingness to take risks and overcome internal struggles to expose their creative self in order to bring forward new work or ideas. Consider relationships with the audience, and the social and political context in which one communicates, as well as the needs, goals, and motivations of all involved.
Have proficiency in, knowledge of, and competence with the means of communication including relevant language and technical skills.
Ensure that communication is functional and clear. Understand their own roles and responsibilities within a group, and how they may change in differing situations.English Readiness Assessment What Is the Readiness Assessment?
English faculty at Clark College have designed a tool for assessing students and placing them into English composition courses. Reporting current level of readiness and risk READINESS REVIEW 3 Is done prior to deployment and will include a cross representation of managers, supervisors, testers, trainers and select employees from all shifts.
The College Readiness program is designed for students at all levels of college readiness in reading, English and mathematics. For those whose primary language is not English, the program offers English for Academic Purposes foundation courses.
The College Level Mathematics Readiness Standard can be met in one of the following ways: Achieve a score of 82 or higher on the computerized ACCUPLACER Algebra Placement Test.
Receive university level transfer credit for Calculus I or higher. The rapid deployment of this software reflects the high level of faculty readiness for integration of technology into their courses.
Faculty using computer-based instruction are found in virtually all schools and departments at the University. Locate staff and faculty directories. Campus maps. Campus and Learning Center locations. The primary emphasis of College & Career Readiness (formerly Basic Skills) is to improve English language skills, computer skills, basic reading, writing, and math.
classes are taught at your high school or skills center and integrates academics.