Many colleges and universities have stories to tell about their programmatic and pedagogical initiatives that have been designed so students can be introduced to, practice, and polish the skills that will serve them well into the future-as 21st century citizens and as participants in the 21st century workplace.
In the October 20th webinar, we present stories from four campuses that illustrate the breadth of approaches to ensure learners become problem-solvers, innovative thinkers, doers and practitioners, comfortable with connecting dots across disciplines and communities- actual and virtual.
- Georgia Institute of Technology
- James Madison University
- Skidmore College
- Texas A&M University
Quite different institutions, quite different stories, quite different spaces. We will be forecasting their stories over the next two weeks to set the stage for our conversation on the 20th. To begin, a snapshot from Texas A&M, where the story is about a general education design course (no prerequisites). The course syllabus begins:
This course provides an exposure to high performance creative teams...and resources that support creativity, innovation, design and entrepreneurship. The intent is to enable students to dream, envision, and create. The course includes exposure and awareness of how the future will possibly affect career choices in a global context....
This story, and those from the other campuses, reflect learning expectations set forth in the January 2015 AAC&U report It Takes More Than a Major: Employer Priorities for College Learning and Student Success. This report is based on a two-year research project analyzing employer’s priorities for the kinds of learning today’s college students need to succeed in today’s economy.
From the AAC&U report:
Innovation is a priority for employers today.
A key finding:
Employers are highly focused on innovation as critical to the success of their companies and they report that the challenges their employees face today are more complex and require a broader skill set than in the past. Notably, employers indicate that they prioritize critical thinking, communication, and complex problem-solving skills…when making hiring decisions.
This webinar continues and expands on discussions addressed in the September webinar, which focused the potential of makerspaces for enabling the iterative process of learning as doing, learning as making, learning as practicing becoming prepared to succeed in the world beyond the campus. One highlight of that webinar was the interest of faculty and staff in the role of maker spaces as serving and thus learning a broad range of complex problem-solving skills—for learners in all disciplines.
Other key findings include those with particular implications for how questions can be framed in the planning process about how space matters to learning. For example:
- analyzing and solving complex problems..., being able to apply knowledge and skills to real world problems
- staying current with technologies..., staying current with global developments
- working with others in teams..., working with people from different backgrounds…
Such employer expectations resonate with a new, NIH-funded report on Enhancing the Effectiveness of Team Science, which details why working in teams is important and how to make it happen.