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A Case Study Exploring Perspectives Of Community College Experiences Role On Soft Skills Development Of North Carolina Students Enrolled In Career And Technical Programs
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Book Synopsis A Case Study Exploring Perspectives of Community College Experiences' Role on Soft Skills Development of North Carolina Students Enrolled in Career and Technical Programs by : Micara Lewis-Sessoms
Download or read book A Case Study Exploring Perspectives of Community College Experiences' Role on Soft Skills Development of North Carolina Students Enrolled in Career and Technical Programs written by Micara Lewis-Sessoms and published by . This book was released on 2020 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Community College Office Technology Soft Skills Course Compared to Soft Skills Employers Require in Entry-level Office Work by : Robbie G. Hackworth
Download or read book A Community College Office Technology Soft Skills Course Compared to Soft Skills Employers Require in Entry-level Office Work written by Robbie G. Hackworth and published by . This book was released on 2007 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Building Technical Capital in Community College Technology Education by : Armineh Noravian
Download or read book Building Technical Capital in Community College Technology Education written by Armineh Noravian and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In spite of targeted efforts to expand diversity in the engineering workforce, only marginal improvements have been made in diversifying engineering education. Today, the majority of students who enroll and graduate with a bachelor's degree in engineering are white males. To meet the quantity and quality of engineers the nation needs, educators need to do two things. First, they must “tap all talent”, that is, attract a broad group of individuals who are presently under-represented in engineering. Second, educators must restructure engineering education so that students experience early in their training what engineers do on a daily basis. Because over forty percent of all four-year engineering graduates began their introductory studies in the community college, pre-baccalaureate preparation has drawn close attention. Women, racial/ethnic minorities, and low income students are well-represented in community colleges, but only a small number of these populations graduate with associate's degrees in engineering and engineering technologies. Research has shown that an interest in engineering as a career impacts persistence. Yet women and other underrepresented students are less likely than their white male peers to have been socialized to do hands-on activities or encouraged to use toys, tools, or gadgets that might promote their interest in engineering. First generation and low income community college students are underrepresented in engineering because they face barriers to entering and completing an engineering degree in four-year colleges. Research indicates that the majority of engineering students come from at least a middle-class background. Thus, for first-generation and economically disadvantaged students class is an obstacle because they lack the middle-class cultural capital needed to succeed academically. The research question for this study is the following: What is the role of problem-oriented pedagogical strategies in developing the professional identity and technical capital among community college students in advanced technological education? In this paper, we argue that lack of cultural capital can be mitigated by helping community college students acquire a professional identity. Furthermore, in addition to cultural capital, we argue that success in technology and engineering education also requires technical capital, which is experience with “tinkering,” manipulating tools, doing hands-on work, and knowing the process of solving problems that require technical solutions. Thus, we argue that to increase diversity in technology and engineering education and careers, programs should help students acquire a professional identity as well as technical capital. To understand how students might acquire a professional identity as well as technical capital, this study investigated the perspectives of students enrolled in a technician level engineering program that incorporated well-structured and ill-structured problems at a community college. The technology program at North-West Community College (NWCC) is a two-year program. In the first year, students learn fundamentals and basic low-tech skills. The learning takes place in courses that incorporate projects with well-structured problems, often with both a theoretical classroom and a lab component. In the second year, students engage in ill-structured problem solving in their technically sophisticated capstone projects that integrate the principles that students have learned during the first year and continue to learn and practice in the second year. The findings suggest that scaffolding experiences, that is, moving from very well-structured problems to ill-structured problems, allows students to develop technical capital, to form professional identities, and to succeed in pre-baccalaureate engineering education.
Book Synopsis A Qualitative Case Study of Adult Learner Experiences at a Community College with an Ongoing Student Success Environment by : Tracy Ann Kachur
Download or read book A Qualitative Case Study of Adult Learner Experiences at a Community College with an Ongoing Student Success Environment written by Tracy Ann Kachur and published by . This book was released on 2020 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Holistic Case Study of First-Generation Community College Student Experience in a Performance-Based Scholarship Program by : Michelle Denise Wilson
Download or read book A Holistic Case Study of First-Generation Community College Student Experience in a Performance-Based Scholarship Program written by Michelle Denise Wilson and published by . This book was released on 2018 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1996 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Community College Students Deriving Value from a First-year Seminar Curriculum by : Claire B. Maxson
Download or read book Community College Students Deriving Value from a First-year Seminar Curriculum written by Claire B. Maxson and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this instrumental case study was to understand how community college students derive value from a first-year seminar curriculum. In this study, situated within the tenets of the scholarship of teaching and learning (SoTL), I aimed to better understand how students perceived a first-year seminar curriculum designed with the following four steps: reflect, visualize, write, and plan. Students recorded instances of perceived personal growth and soft skill application through writing assignments standard in all first-year seminar courses. They also incorporated visual mediums in response to photo prompts which was specific to this study. Sixteen students volunteered to participate in the study by allowing me to collect their assignments from two Student Success sections of which I was the instructor. Participation in an interview about their experience at the end of the term was also voluntary. While ideal for students to have submitted all coursework as well as visual responses to the photo prompts in order to participate in photo-elicitation interviews, students who completed any components of the course were eligible to participate in this study. Of the 16 participants, nine took part in the interview. 2 As I reviewed these data made up of course assignments, photos, and interviews, I highlighted excerpts and assigned one or more codes to the excerpt. I sorted the coded data and transferred these excerpts by code into a new document broken down by code, by section (summer or fall), by participant, and then by source (interview or assignment). After reviewing these data numerous times, the following four overarching themes developed: (a) personal growth; (b) skill improvement; (c) relationship building; and (d) self-expression. Self-awareness and self-reflection were the undercurrent running through the entire course. Throughout the course, students were asked to look for application of soft, or transferable, skills within their academic, career, and personal roles and to share examples these skills now and in the future. The course traditionally met for two hours once a week for eight weeks, but this case study involved virtual delivery courses because of COVID-19. In a researcher's journal, I reflected on this experience as an instructor and this information led to adjustments for the next term. This practice was SoTL in action. It takes deliberate development for successful first-year seminar programming and curriculum to be adaptable for students of all ages, educational backgrounds, and life experiences. By focusing on soft skills and personal reflection, the curriculum was applicable to students no matter their academic goal. With continued changes in modality, deliberate design will be critical in a student's sense of belonging. Implications for the future are broken down by the following key stakeholders: students, faculty, and administration. Only two of these 16 students were in their first semester of college and only one was under 20 years old. While not odd in my experience teaching first-year seminars at a community college, it led to a recommendation of specifically looking at true first-year students and how they derive value from this curriculum for comparison to returning students. Conducting this study in a faceto- face setting may have produced more visuals in response to the photo prompts as well.
Book Synopsis Connecting to Campus and the Workforce by : Laura Garland Maldonado
Download or read book Connecting to Campus and the Workforce written by Laura Garland Maldonado and published by . This book was released on 2020 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Using Online Project-based Capstone Experience to Enhance Soft Skills Development by : Gwendolyn Suzanne Britton
Download or read book Using Online Project-based Capstone Experience to Enhance Soft Skills Development written by Gwendolyn Suzanne Britton and published by . This book was released on 2013 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: Employers of newly minted information technology graduates are concerned that students graduating with information technology degrees offered in online environments are lacking critical noncomputing skills (soft skills). Further, it is unclear whether online environments have the capacity to foster the "soft skills" necessary for graduates to be successful in actual work environments. On-ground universities have tried multiple solutions including integrating soft skills into lower division courses---both technical courses and general education courses. On-ground universities have also suggested incorporating performance-based capstone experiences into technical degree programs. Employers of newly minted information technology graduates are concerned that students graduating with information technology degrees offered in online environments are lacking critical noncomputing skills (soft skills). Further, it is unclear whether online environments have the capacity to foster the "soft skills" necessary for graduates to be successful in actual work environments. On-ground universities have tried multiple solutions including integrating soft skills into lower division courses---both technical courses and general education courses. On-ground universities have also suggested incorporating performance-based capstone experiences into technical degree programs. Results of the study were based on analysis of interviews, curriculum and literature reviews, and extant survey data. A standout outcome of the study includes a new Gains' in Soft Skills Scalelet based on National Survey of Student Engagement (NSSE) survey questions to measure gains in soft skill competence. Several conclusions can be drawn from this study. First, critical soft skills are taught and demonstrated as a result of engagement with the online competency-based undergraduate information program. Second, it appears that some soft skills are more strongly emphasized than others thereby implying that the online learning model may be well suited to teaching and demonstrating some soft skills and not others. Finally, the culminating project-based capstone experience appears to be missing two key requirements: team participation and oral presentations.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Review and Synthesis of Literature on Ocucpational Preparation in the Community College by : United States. Office of Education
Download or read book Review and Synthesis of Literature on Ocucpational Preparation in the Community College written by United States. Office of Education and published by . This book was released on 1972 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Case Study of the Experiences of Field-dependent Students in a Community College Learning Community and the Implications for Curriculum by : Jonathan David Carroll
Download or read book A Case Study of the Experiences of Field-dependent Students in a Community College Learning Community and the Implications for Curriculum written by Jonathan David Carroll and published by . This book was released on 2005 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: Consider the reality that the traditional college curriculum works against community college students -- think of the implications. It is no secret that community college students are the most disadvantaged in higher education, and their chances of succeeding in college are slim. Scholars have pondered this situation for years. Alas, consider if the problem is the structure of the curriculum itself. Specifically, research indicates that community college students tend to be field dependent and the traditional curriculum works against this type of student because it does not provide the type of community support these students require. One way the needs of these students could be met is through learning communities, which are conscious curricular structures that link two or more courses. This curricular tactic offers a way to fulfill the cognitive needs of community college students and enables them to succeed. To determine whether learning communities are an appropriate curricular tactic, the methodology of Interactive Qualitative Analysis (IQA) was used to understand the experiences of field-dependent students. Through focus groups and individual interviews, this method helped to crystallize these common experiences and provide a voice for them. The results substantiated that learning communities provide the peer support, faculty interaction, academic involvement and collaborative learning environment field-dependent students need to succeed. Curricular tactics like learning communities can be utilized to meet the needs of community college students. Rather than employing the traditional curriculum, which works against community college students, curriculum needs to be tailored into applied models like learning communities, which work for them.
Book Synopsis Building Pathways to Success for Low-Skill Adult Students by : David Prince
Download or read book Building Pathways to Success for Low-Skill Adult Students written by David Prince and published by . This book was released on 2005 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Brief summarizes findings from a new study that seeks to fill information gaps about older community college students. Researchers used student record information from the Washington State Community and Technical College system to examine the educational experience and attainment as well as the employment and earnings of a sample of adult students, five years after first enrolling. The students in the sample were age 25 or older with, at most, a high school education. The study was conducted by staff at the Washington State Board for Community and Technical Colleges (SBCTC), with assistance from the Community College Research Center, as part of Ford's Bridges to Opportunity initiative. Its goal was to provide educators throughout Washington's community and technical college system with a detailed profile of their low-skill adult students, who make up about one-third of the approximately 300,000 students served by the system annually. The study also sought to identify the critical points where adult students drop out or fail to advance to the next level in order to help SBCTC staff stimulate thinking among educators throughout the system about how to bridge those gaps and thereby facilitate student advancement. [This Brief was developed at the Community College Research Center (CCRC), Teachers College, Columbia University. It was drawn from a longer report entitled "Building Pathways to Success for Low- Skill Adult Students: Lessons for Community College Policy and Practice from a Statewide Longitudinal Tracking Study." (ED485342). This content was also published by Community College Research Center, Teachers College, Columbia University (ED489093).].
Book Synopsis Embracing Future Legacy by : Lacey M. Benns-Owens
Download or read book Embracing Future Legacy written by Lacey M. Benns-Owens and published by . This book was released on 2015 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: Organizational change is a necessity which brings challenges and opportunities for all organizations yet there exists a gap in literature regarding employee change response, particularly within higher education institutions. Like any organization, colleges and universities must be aware of factors which impact their ability to create sustained and successful strategic initiatives, including how the change characteristics and communication surrounding the change may impact change ambivalence. This study employs an intrinsic case study methodology to examine change ambivalence among a southern community college's strategic change efforts employing response to change theory. Using mixed methods, the case study investigates two strategic change initiatives, one externally mandated and one internally initiated. The Change Ambivalence Scale was administered to all employees and responses compared between the two changes within the dimensions of cognition, emotion, and intention and between organizational groups. A document review also analyzed the organizational communication surrounding each change initiative to consider influence on employee response. Findings indicate a preference for internal change with higher scores within each dimension and greater ambivalence for external change, though positive intentions were higher for external change. Additionally, employee response did not vary significantly across groups with the exception academic division response in three sub-scales. Finally, the document review suggests that organizational communication, in addition to change characteristics, can influence change response. The results provide HE leaders insight into ambivalence in response to change which can guide implementation practices.
Download or read book Mismatched written by John Jamal Evans and published by . This book was released on 2018 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Bridging the Soft Skills Gap by : Bruce Tulgan
Download or read book Bridging the Soft Skills Gap written by Bruce Tulgan and published by John Wiley & Sons. This book was released on 2015-09-15 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt: Solve the number one problem with today's young workforce—the soft skills gap The number one challenge with today's young talent is a problem hiding in plain sight: the ever-widening soft skills gap. Today's new, young workforce has so much to offer—new technical skills, new ideas, new perspective, new energy. Yet too many of them are held back because of their weak soft skills. Soft skills may be harder to define and measure than hard skills, but they are just as critical. People get hired because of their hard skills but get fired because of their soft skills. Setting a good example or simply telling young workers they need to improve isn't enough, nor is scolding them or pointing out their failings in an annual review. However you can teach the missing basics to today's young talent. Based on more than twenty years of research, Bruce Tulgan, renowned expert on the millennial workforce, offers concrete solutions to help managers teach the missing basics of professionalism, critical thinking, and followership—complete with ninety-two step-by-step lesson plans designed to be highly flexible and easy to use. Tulgan's research and proven approach has show that the key to teaching young people the missing soft skills lies in breaking down critical soft skills into their component parts, concentrating on one small component at a time, with the help of a teaching-style manager. Almost all of the exercises can be done in less than an hour within a team meeting or an extended one-on-one. The exercises are easily modified and customized and can be used as take-home exercises for any individual or group, to guide one-on-one discussions with direct-reports and in the classroom as written exercises or group discussions. Managers—and their young employees—will find themselves returning to their favorite exercises over and over again. One exercise at a time, managers will build up the most important soft skills of their new, young talent. These critical soft skills can make the difference between mediocre and good, between good and great, between great and one of a kind.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309440068 Total Pages :259 pages Book Rating :4.3/5 (94 download)
Book Synopsis Building America's Skilled Technical Workforce by : National Academies of Sciences, Engineering, and Medicine
Download or read book Building America's Skilled Technical Workforce written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-06-04 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: Skilled technical occupationsâ€"defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor's degree for entryâ€"are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives. In response to the broader need for policy information and advice, Building America's Skilled Technical Workforce examines the coverage, effectiveness, flexibility, and coordination of the policies and various programs that prepare Americans for skilled technical jobs. This report provides action-oriented recommendations for improving the American system of technical education, training, and certification.
