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The Role of Career Readiness in Humanities Curriculum

The Role of Career Readiness in Humanities Curriculum
Author:
Publisher:
Total Pages: 438
Release: 2021
Genre: Educational leadership
ISBN:
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This qualitative ethnographic single case-study was conducted to investigate what influences pre- and post-tenured humanities faculty course design, the effects of those influences, and their perceptions about career readiness. This study focused on a career readiness initiative at Mid-western Michigan University (MMU), which was built around the National Association of Colleges and Employers' career competencies. With much of the success of this initiative dependent on faculty, the course design process and career readiness perceptions served as critical areas to explore. Eisner and Vallance's (1974) education value orientations theory served as a framework for this investigation. Thirteen pre- and post-tenured MMU humanities faculty with at least two years of teaching experience participated in the study. Data collection included one-on-one semi-structured interviews, influence rankings, and document analysis of faculty syllabi and current and archival department/program resources. The data collected were analyzed and coded for insight into different influences, effects of those influences, and perceptions about career readiness. Findings showed students, academic discipline, and the purpose education resonated as primary influences. In addition, faculty participants demonstrated that they employ meta-orientations by considering different influences concurrently. Influences resonated in faculty decision-making with regard to the following course design elements: content, skills, learning outcomes and themes, and big course questions. Findings also demonstrated that most participants are resistant to the language, branding, and logistics of MMU's career readiness initiative; however, some see the value of career readiness and have implemented aspects of transfer into their courses. These findings have implications for not only administrators who consider strategies to build a culture around career readiness but also for stakeholders concerned about the value of the humanities, the collective humanities disciplines, and ultimately for students who take courses in humanities disciplines.

Beyond the Skills Gap

Beyond the Skills Gap
Author: Matthew T. Hora
Publisher: Harvard Education Press
Total Pages: 272
Release: 2019-01-02
Genre: Education
ISBN: 1612509894
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How can educators ensure that young people who attain a postsecondary credential are adequately prepared for the future? Matthew T. Hora and his colleagues explain that the answer is not simply that students need more specialized technical training to meet narrowly defined employment opportunities. Beyond the Skills Gap challenges this conception of the “skills gap,” highlighting instead the value of broader twenty-first-century skills in postsecondary education. They advocate for a system in which employers share responsibility along with the education sector to serve the collective needs of the economy, society, and students. Drawing on interviews with educators in two- and four-year institutions and employers in the manufacturing and biotechnology sectors, the authors demonstrate the critical importance of habits of mind such as problem solving, teamwork, and communication. They go on to show how faculty and program administrators can create active learning experiences that develop students’ skills across a range of domains. The book includes in-depth descriptions of eight educators whose classrooms exemplify the effort to blend technical learning with the cultivation of twenty-first-century habits of mind. The study, set in Wisconsin, takes place against the backdrop of heated political debates over the role of public higher education. This thoughtful and nuanced account, enriched by keen observations of postsecondary instructional practice, promises to contribute new insights to the rich literature on workforce development and to provide valuable guidance for postsecondary faculty and administrators.

Beginning a Career in Academia

Beginning a Career in Academia
Author: Dwayne A. Mack
Publisher: Routledge
Total Pages: 217
Release: 2014-11-13
Genre: Education
ISBN: 1317666755
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This practical guide prepares graduate students of color for their first job in academia and offers strategies for succeeding in the early years of a tenure-track position. Through the voices of faculty who have experienced the rigors of the job search and a career in academia, Beginning a Career in Academia offers advice for graduate students of color on how to transition from graduate school to an academic position. This inclusive volume shares perspectives that vary based on gender, racial, ethnic, generational, and disciplinary backgrounds, giving readers an opportunity to reflect on successful strategies for career readiness and for dealing with marginalization. The authors provide recommendations and tips to enhance the job search, identify campus fit, prepare for the interview and negotiation process, address dynamics of of racial and gender politics, find work-life balance, and demystify the promotion and tenure process. This must-read provides candid advice and mentorship for any graduate students of color embarking on a carreer in academe.

Career Ready Education Through Experiential Learning

Career Ready Education Through Experiential Learning
Author: Northrup, Pamela
Publisher: IGI Global
Total Pages: 357
Release: 2021-03-19
Genre: Education
ISBN: 1799819299
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Despite the promise of competency-based education (CBE), learner-centered issues related to support, retention, and program completion rates remain problematic. In addition, the infrastructure for higher education, including issues related to faculty (intellectual property, workload, and curriculum), pose barriers and challenges in the design, development, implementation, and delivery of CBE. In response, administrators, faculty, designers, and developers of competency-based experiences must incorporate innovative strategies that are foreign to the traditional institution. A strong emphasis on retention and graduation rates must surround the student with support, starting with the design and development of the CBE system. There are few resources that can help prepare instructional designers, advisors, academic administrators, and faculty to meet the many challenges of designing, developing, implementing, and managing CBE. Career Ready Education Through Experiential Learning is an essential reference book that includes strategies for design and development of competency-based education (CBE) programs, as well as administrative and delivery strategies as examples of how CBE can be implemented. Through a strong theoretical framework, chapters present the best practices, strategies, and practical tips as examples and scenarios that can be used in higher education settings. While highlighting education courses, programs, and lessons across various institutions and educational domains, this book is ideal for higher education administrators and policy designers/implementors, instructional designers, curriculum developers, faculty, public policy leaders, students in curriculum and instruction and instructional technology programs, along with researchers and practitioners interested in CBE and experiential learning in higher education.

Write Your Way In

Write Your Way In
Author: Rachel Toor
Publisher: University of Chicago Press
Total Pages: 176
Release: 2017-08-03
Genre: Language Arts & Disciplines
ISBN: 022638392X
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“Toor’s style is friendly, funny, and genuinely compelling, exhorting students to go deeper with their writing even (and especially) when the stakes are high.” —School Library Journal Writing, for most of us, is bound up with anxiety. It’s even worse when it feels like your whole future—or at least where you’ll spend the next four years in college—is on the line. It’s easy to understand why so many high school seniors put off working on their applications until the last minute or end up with a generic and clichéd essay. The good news? You already have the “secret sauce” for crafting a compelling personal essay: your own experiences and your unique voice. The best essays rarely catalog how students have succeeded or achieved. Good writing shows the reader how you’ve struggled and describes mistakes you’ve made. Excellent essays express what you’re fired up about, illustrate how you think, and illuminate the ways you’ve grown. More than twenty million students apply to college every year; many of them look similar in terms of test scores, grades, courses taken, extracurricular activities. Admissions officers wade through piles of files. As an applicant, you need to think about what will interest an exhausted reader. What can you write that will make her argue to admit you instead of the thousands of other applicants? A good essay will be conversational and rich in vivid details, and it could only be written by one person—you. This book will help you figure out how to find and present the best in yourself. You’ll acquire some useful tools for writing well—and may even have fun—in the process.

College and Career Readiness Curriculum in the Social Science Classroom and EL Success

College and Career Readiness Curriculum in the Social Science Classroom and EL Success
Author: Michael Melzer
Publisher:
Total Pages:
Release: 2020
Genre:
ISBN:
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Learning demands of the 21st century have evolved from those of generations past. Modern education reform is focused on transferable and essential skills like critical thinking, effective communication, and collaboration known as 21st century skills. The California History Social Science Framework (2016) emphasizes teaching 21st century skills within the backdrop of Social Science content in order to better prepare students to be college and career ready by high school graduation and to diminish the equity gap between EL students, students of color, students with disabilities, socioeconomically disadvantaged students compared to White students. These standards focus on critical thinking, problem solving, writing historical arguments supported by evidence, and collaboration. This study examined the impact of teaching 21st century skills within the History/Social Science classroom on English learner (EL) success towards college and career readiness. A qualitative study of four work samples examined EL proficiency in History/Social Science compared to their non-EL peers. Three work samples were designed to teach and assess 21st century skills, and one work sample was a traditional, multiple-choice assessment. Each work sample was pattern-coded to find evidence of historical thinking skills synthesis, source analysis, and writing a historical argument supported by evidence. This study found curriculum designed to teach and assess 21st century skills improved overall EL proficiency in History/Social Science class, reduced the equity gap between EL students and non-EL students within the classroom, and contributed to greater EL college and career readiness. It is recommended based on the results of this study to implement a curriculum designed to teach and assess 21st century skills at all levels of History/Social Science learning with appropriate pedagogical support. With greater access for EL students to curriculum designed to teach and assess 21st century skills, the equity gap may be diminished, paving the way for better access to innovations of the 21st century economy like post-secondary education and employment mobility to reduce social inequities for EL students and people of color in California.

Riches for the Poor

Riches for the Poor
Author: Earl Shorris
Publisher: W. W. Norton & Company
Total Pages: 292
Release: 2000
Genre: Education
ISBN: 9780393320664
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In this groundbreaking work, Shorris examines the nature of poverty in America today--addressing such issues as why people are poor and why they stay poor--and offers a unique solution to the problem. Print features.

The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education

The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
Total Pages: 283
Release: 2018-06-21
Genre: Education
ISBN: 0309470641
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In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.

Mapping the Future of Undergraduate Career Education

Mapping the Future of Undergraduate Career Education
Author: Melanie V. Buford
Publisher: Taylor & Francis
Total Pages: 252
Release: 2022-07-19
Genre: Education
ISBN: 1000602575
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This timely book explores current trends and future possibilities for undergraduate career education, the nature of the changing workplace, and its impact on students in colleges and universities. Built on decades of experience in career development and professional learning, the editors raise and investigate multiple critical issues facing career educators in higher education today: preparing students for the future of work; exploring the increasing centrality of experiential learning in career education; examining innovative paradigm shifts in career education; and developing strategies for equity-focused and inclusive programming for all students. Reckoning with the effects of Covid-19 on the world of career development, this book draws on contributions from leading scholars, entrepreneurs, and practitioners from across the fields of education, business, STEM, and the humanities to offer an inclusive and innovation-focused approach to supporting scholars, practitioners, and students involved with career education, development, and counseling for a new generation – and a new world of work.

Practice for Life

Practice for Life
Author: Lee Cuba
Publisher: Harvard University Press
Total Pages: 253
Release: 2016-08-15
Genre: Education
ISBN: 0674972406
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From the day they arrive on campus, college students spend four years—or sometimes more—making decisions that shape every aspect of their academic and social lives. Whether choosing a major or a roommate, some students embrace decision-making as an opportunity for growth, while others seek to minimize challenges and avoid risk. Practice for Life builds a compelling case that a liberal arts education offers students a complex, valuable process of self-creation, one that begins in college but continues far beyond graduation. Sifting data from a five-year study that followed over two hundred students at seven New England liberal arts colleges, the authors uncover what drives undergraduates to become engaged with their education. They found that students do not experience college as having a clear beginning and end but as a continuous series of new beginnings. They start and restart college many times, owing to the rhythms of the academic calendar, the vagaries of student housing allocation, and other factors. This dynamic has drawbacks as well as advantages. Not only students but also parents and faculty place enormous weight on some decisions, such as declaring a major, while overlooking the small but significant choices that shape students' daily experience. For most undergraduates, deep engagement with their college education is at best episodic rather than sustained. Yet these disruptions in engagement provide students with abundant opportunities for reflection and course-correction as they learn to navigate the future uncertainties of adult life.