FL ACE Presentation

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A 21st Century Mindshift: Cultivating a Culture of Career Readiness an d Competency Development A 21st Century Mind Shift: Cultivating a Culture of Career Read iness and Competency Development

Transcript of FL ACE Presentation

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A 21st Century Mindshift: 

Cultivating a Culture of Career Readiness and Competency  Development 

A 21st Century Mind Shift: 

Cultivating a Culture of Career Readiness and Competency Development 

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re-branding  re-invention 

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The T- Shaped Professional

Boundary Crossing CompetenciesTeamwork, communication, perspective, networks, critical thinking, global understanding, project management, etc..

Many DisciplinesUnderstanding & communications

Deep in at least one discipline

Analytic thinking & problem solving

Deep in at least one systemAnalytic

thinking & problem solving

Many SystemsUnderstanding & communications

ME

Rooney, Gail
Is there a reason there are 2 columns in this one.
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Competencies = Pillars

Collegiate EmploymentResearch Institute

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SOURCE: US Dept. of Labor

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NACE Competencies

• Critical Thinking/Problem Solving

• Oral/Written Communications

• Teamwork/Collaboration

• Information Technology Application

• Leadership• Professionalism/Work Ethic

• Career Management

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\Spar –tan Ready\

1. Adjective:

Graduating students from The University of Tampa who are prepared to be successful individuals with an advanced understanding of their field of study, the interdisciplinary workplace, how to be effective leaders, and engaged citizens who contribute to society.

Building a culture of career preparedness and

readiness.

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Career Ready

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Spartan Ready

Writing Center

Financial Literacy

Academic Success Center

Speaking Center

Helios

ResearchCo-curricular Programs

Student Employment

Internships

Academic Classes

Wellness

Bringing the pieces together

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Student Affairs at The University of Tampa will be known for its dynamic Spartan Ready culture that engages every student innovative learning experiences resulting in student success and life transformation.

Develop student programs and services utilizing Spartan Ready as a framework for student learning.

TIMOTHY HARDING
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Departmental  Goals/Objectives:

University Goals Supported (Ref. #)

Assessment Method(s)

Assessment Results & Actions 

Taken/PlannedFunding 

Implications Status      Continue to Next AYE? Co

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Life

Skills

Implement year 3 of the assessment timel ine.

2

Each department wi l l  assess  2 different projects  than the previous  year.

N/A x x

Identify divis ion wide s ignature programs  and map them to s trategic priorities  and Spartan Ready.

2,4

1) Define what is  cons idered a  s i gnature program 2)Ask directors/associate deans  to map the program 3) Identify ways  to incorporate greater divis ion support of the  si gnature programs .

N/A x x x x x x x x x x x

2016-2017  Strategic Priorities Spartan Ready Competencies

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 Department Name:  

Assessment Project Name:

Semester(s) You Plan to Collect Data: 

Overview of Assessment Project (e.g., rationale for selecting project; “why” assessing this program/service/training): 

 

Student Learning Outcomes Spartan Ready 

Competency Intended Learners  Who 

Action Word 

Program/Service/ Activity/Course 

Will be able to  

Action Word 2  Intended Outcome 

As evidenced 

by 

Achievement Target 

(25%-100%) 

Description of sample 

(include sample size) 

Assessment Type 

    who     will be able to    

As evidenced

by      

    who     will be able to    

As evidenced

by      

    who     will be able to    

As evidenced

by      

Process Description (Provide detailed description of the project – timeline, sample size, who will be assessing/collecting results, etc.):   

2016-2017 Assessment Project Template 

 Spartan Ready Competencies: 

1. Communication 2. Interpersonal Abilities 3. Critical Thinking 4. Organization 5. Global Engagement 6. Teamwork 7. Self-Awareness 8. Professionalism 9. Life Skills 

Student Affairs Learning Domains: 1. Intellectual Competence 2. Thinking and Reasoning 3. Intrapersonal Development 4. Interpersonal Competence 5. Global Awareness & Civic Engagement 6. Life Skills 

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Examples of Competency Mapping

• Some academic classes• Residence Life Learning Communities• Debate Watch Party• Alternative Breaks• Leadership Exchange• Leadership and Swimming with the 

Mantees• Student employment• Resident Assistant training

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Debate Watch Party

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Swimming with the Manatees

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COMMUNICATIONThe ability to effectively and efficiently convey and receive information.

Skills examples include:

Resources:Saunders Writing Studio                          Cover Letter Writing GuideCenter for Public Speaking                      Resume Writing Guide

Programs to obtain and enhance this competency:Leadership ExchangePresidents Leadership FellowsBonner LeadersStudent Employee Enrichment and DevelopmentElevator Speech Competition

VERBALPublic SpeakingElevator SpeechPhone EtiquetteCustomer ServiceActive Listening

NON-VERBALUnderstanding body languageArt of StorytellingUnderstanding Communication Styles of CommunicationFirst ImpressionsTechnology for Public Speaking

WRITTENSocial Media PresenceProfessional Business CommunicationArt of effective emailFollow up correspondenceWriting proposals and reportsWriting with brevity and effectiveness

Examples of skills. Not a complete list

Campus Resources and Web links.

Programs, classes, events, workshops, etc.

TD Foundation Videos

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Integration and Assessment• Co-curricular advising

• Residence Life Curriculum

• Software to assess, badge and track competency development

• Imbedding competencies into selection processes. For example:

• Co-curricular transcript alighment• Leadership Awards• Resident Assistant positions• Student Employment positions• Student leadership positions

• Expand competency assessment and mapping more broadly campus wide

• Develop additional T-shaped opportunities

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Advantages• Earlier engagement with students

• Transcends majors and year in school

• University-wide conversation

• Common language

• Aligns with Liberal Arts outcomes

• Builds intentionality with partners• Students have earlier awareness soft 

skills and context to tell their story

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Challenges• Partnership development takes time• Strategic infusion into culture – language, 

missions, etc. • Bringing along faculty/academic side is 

slow process• Assessment of student competency 

development (progressive)

• Explaining the concept

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