Mar 9: Skills-Based Learning CoP

Quick Recap

The meeting focused on sharing implementation strategies for integrating NACE competencies and skills-based learning approaches across different college campuses. Participants discussed various methods including mapping competencies in course syllabi, implementing micro-credentials, and using reflective assessments to help students recognize and articulate their skills development. Benedict College shared their successful pilot program where they mapped NACE competencies in biology and career pathways courses, with plans to expand to other disciplines. St. Elizabeth University presented their new Skills Marketplace initiative in partnership with Acadium, while Trocaire discussed their approach of integrating competencies into their college seminar course and professional programs. The group also explored challenges around badging systems and transcripting credentials, with consensus that portfolios and secure digital platforms would be more effective than traditional transcripts for documenting skills development.

Summary

Skills Marketplace and Competency Initiatives

The group discussed two main initiatives: embedding NACE competencies in career pathways courses and creating a skills marketplace. SEU shared their progress on developing a skills marketplace in partnership with Acadium, which includes micro-credentials and certifications. The group explored the possibility of creating a consortium to share micro-credentials and certifications across institutions. They also discussed the importance of engaging faculty in implementing skills-based learning approaches and the potential for cross-institutional collaboration to expand career possibilities. Ann suggested calling a meeting to further discuss how to layer these initiatives together.

NACE Competencies Curriculum Integration

The group discussed integrating NACE competencies into the curriculum, with Patricia explaining that a career pathways course, now expanded to two credits, is mandatory for all students as part of their internship requirement. Anthony and Patricia expressed a desire to expand this integration throughout the psychology curriculum and lamented the loss of a general education capstone course that allowed students to reflect on their development of these skills. Gloria suggested focusing on faculty development and creating a four-year rollout plan to systematically incorporate these competencies into the curriculum, with a particular emphasis on student visibility and articulation of these skills.

NACE Competency Mapping Implementation Pilot

Amanda described Benedict College's implementation of a modified version of Tampa's NACE competency mapping model, which was piloted in two classes including a biomedical research course and a Professional Pathways course. The pilot included mapping assignments in Canvas, incorporating reflective questions in exams, and administering pre/post surveys to measure student engagement and understanding. The project received positive feedback from some faculty members during a school meeting presentation, and one math faculty member has already adopted the mapping approach in their course, though the team is now taking a break to evaluate results and plan broader campus implementation.

Professional Skills Training Implementation Discussion

The meeting focused on the implementation of professional skills and competencies training across different institutions, with Jennifer discussing Trocaire's efforts to integrate these concepts into their GS100 college seminar course and broader academic programs. Kweilin shared updates on criminal justice and theater programs' approaches to skills-based learning through micro-credentials and internships, while Chris and Sherry discussed badging systems and transcripting challenges. The group explored various assessment methods, including oral defenses and portfolio-based evaluations, with a particular emphasis on helping students develop authentic understanding and demonstration of professional skills rather than relying on AI tools.

Next Steps

Ann: Call a follow-up meeting for interested parties to discuss how to share and layer in micro-credentials and certifications across institutions, including the possibility of a consortium skills marketplace.

Amanda (Benedict): Analyze survey and assessment data from the NACE competencies pilot in biology and Professional Pathways courses over the summer.

Kweilin (Mars Hill): Work on developing mapping of NACE competencies and skills for advising and course integration, to be shared as models with other faculty and programs, starting in the fall semester.

Kweilin (Mars Hill) and Amanda (Career Center): Present faculty workshops in the fall on incorporating micro-credentials into courses and advising, including sharing examples and student feedback.

SEU: Add tracking of NACE competencies/skills acquisition (potentially as badges) to curriculum sheets, four-year plans, and degree audit sheets within the new SIS, integrating this with academic planning and journey mapping.