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Request for Acceleration Funds FY 1996 Readiness for Work and Career (RWC) Presented to the Minnesota State University Board by St. Cloud State University June 15, 1995 prepared by Q7 Steering Subcommittee Dr. Roland Specht-Jarvis and Dr. Jayant Saraph in collaboration with faculty, administrators and the Q7 Steering Committee. Administrative Services Building 209 St. Cloud State University 720 South 4th Avenue, St. Cloud / Minn. 56301-4498 Phone: (612) 255-3143, Fax (612) 654-5292
A vision based on current and past Q7 initiatives and experiences is emerging at SCSU about future steps. The FY 1996 Q7 initiative will seek to design a campus blueprint for information dis semination and on-line services which will allow students to improve preparation of work related applications, have rˇsumˇs and portfolios available through the Campus-Net , and learn about internship and job opportunities via Campus-Net (see Appendix A for blueprint).
...... Proposed RWC objectives and activities present a comprehensive redesign of infor mation handling on campus, integration of expertise from the business environment in Minnesota, and im provements in student orientation, student advising, and curriculum. An attempt will be made to articulate standards and content of on-line portfolios so as to make them transferable within MnSCU.
...... An Advisory Council (AC) will be established to seek advice from professionals in the world of work (see Appendix C for a flow chart for information handling). A system will be put in place for permanent outreach (PERCH) to SCSU graduates and transfers. It will ensure flow of new information and advice for SCSU students and graduates which is expected to facilitate internship, job, and career establishment. Furthermore, wide use of Campus-Net and training of community members, faculty, students and administrators will create an un precedented dialogue between students, job seekers, and industry recruiters.
a. Fit of this proposal in SCSU's overall Q7 plan
At St. Cloud State University the approach taken to the Q7 indicators has been to develop each one individually. The campus community has been involved throughout the process, both in developing the thrust of the proposals and by allocation of mini grants to enable a variety of projects to facilitate achievement of the common goals. Citizenship in a Democracy, Critical Thinking, Global Understanding and Multi-cultural Perspectives projects used this process. The most recent proposal, Scientific and Quantitative Literacy, has funded 11 university wide projects embracing four colleges and a group of approximately 32 faculty. It addresses the studentsÕ need to learn to use cross-disciplinary technologies as tools for study.
...... The approach being taken to the Readiness for Work and Career (RWC) indicator continues in the direction of total integration. As with all of the previous projects, the focus is and must be on student outcomes. In this initiative, perhaps more than all others, the plan will be comprehensive, and begin to impact the students at the earliest possible point in their relationship with the institution. Thus, the following proposal seeks to facilitate bringing together all disciplines and student services to provide a blueprint for the successful career as well as intellectual and personal development of the individual. This will focus most directly on orientation to the university services and opportunities, academic and career advising, use of technology to create and assist with personal portfolio development, and better connections with the world of work through internship and employment opportunities.
...... The outcome of this process will, in many ways, be the result of the total integration of the Q7 initiatives and their impact on the development of individuals. Students will be more capable of contributing to their community; graduates will have improved knowledge and awareness of global issues, a multi-cultural perspective and understanding of individual responsibility. A improved sense of purpose and academic and practical capability which herald readiness for work and career are the main thrust of the FY 1996 proposal. These steps require improved communication with and between students and represent a major commitment of the entire university community.
b. Progress to date towards overall Q7 goals The 1993/94 focus at St. Cloud State University was "Responsible Citizenship in a Democracy". This project has been completed and the final report is on file. It developed and analyzed quantitative measures on citizenship and democracy practices at SCSU (p. 16 of the report). The ideas and concepts were communicated with students and faculty. In 1994/96, two indicators were targeted: Global Understanding and Multi-cultural Perspectives. These initiatives funded mini-grants to faculty to assess the role of women in their respective fields, and the development of courses and programs which might further multi-cultural understanding (e.g., Asian Cinema, Caribbean Literature course, American Indian Communication Course, Multi-cultural family, etc., see report April 4, 1995).
These grants have created and demonstrated awareness among students and all other constituents of the university of the importance of these Q7 indicators. (see Appendices E and F)
c. Changes to timelines of FY 1995 proposal Fiscal year 1995 proposal focusing on Enhancing Scientific and Quantitative Literacy (SQL) was revised and resubmitted. As a result, this project is still in progress and associated mini-grant activities are to conclude in the Fall of 1995. A total of 21 projects were submitted representing all colleges. Of these, 11 were funded reaching 32 faculty and staff members on campus who will individually provide assessments and reports to the SQL director. A comprehensive report will be available no later than Winter Quarter 1996.
d. Rationale for changes in timetable of FY 1995 proposal The timelines proposed are on track. No changes can be reported.
e. Budget expenditures for FY 1995 proposals The SQL project, referred to in part c above, has just started (May 1, 1995) and no expenditures have been incurred. Budget information will be available as eleven projects are executed.
f. Reviewers comments / concerns on FY 1995 proposal The SQL project (fiscal year 1995 proposal) was resubmitted at the request of reviewers. We are grateful for reviewers comments. They led SCSU to improve the project design to the successful revision for FY 1995 acceleration grant.
The following six objectives complement previous Q7 initiatives undertaken by SCSU in 1993, 1994, and 1995 ( responsible citizenship, global education and multi-cultural understanding, and scientific and quantitative literacy).
Objective (1) : Orientation and Advising (University-wide)
Determine and set up pilot programs in departments which will educate departmental faculty/staff to better advise students for RWC purposes. Help faculty to understand and list RWC-related curriculum outcomes. Extrapolate from the very first orientation and advising stages a career path for each individual student. Revise this path using electronic links during the undergraduate and graduate careers. Focus students' attention on qualifying professional skills currently demanded by the industry. Articulate this objective and benchmark practices with other institutions. Status quo
It is described in Appendix B.
Projected outcome
Students will be (1) more confident about the usefulness of their courses for later employment, (2) able to make more use of the information available once educated in ways to access on-line information, (3) better focused on career plans, and (4) acquire effective planning skills.
Activities
Objective (2) : Advisory Council, PERCH
The AC is intended to provide industry feedback about existing SCSU programs and skills. PERCH is a program geared to facilitate life-long interaction between SCSU graduates and their alma mater.
Status quo Advisory Council (AC) does not exist. Systematic permanent outreach (PERCH) is limited to fundraising efforts and singular programs. 20 dial-up rotary modems are in place to provide access to the VAX host. Campus-Net concept does not exist at this time and is not widely recognized as the best information transfer medium.
Projected outcome The Advisory Council and PERCH will keep the academic programs in touch with reality. AC reports, PERCH protocols, and pursuant Campus-Net data offerings adjustments can be quantitatively measured through questionnaires. These systems will be developed using state-wide, national, and international input from successful models already operating. Dial-up lines for PERCH-members will be in place. Quid pro quo access to the internet in return for hints and updates on questions initiated by RWC-director. A discourse will be started which allows frequent Q&As, early visitations between work-force and sophomores, juniors, and seniors. Contacts are made and maintained via Campus-Net.
b. Activities
Recommend software and hardware for PERCH members
Offer free training for PERCH members in using the electronic link
Discuss PERCH campus-wide with diverse constituents
Learn about and incorporate features which will ensure minority and culturally diverse graduates to join PERCH
Compare notes/ communicate emerging knowledge base with campuses which use similar initiatives or are interested in a concurrent development thereof.
Reach out to the community by phone, mail, fax, and e-mail.
Telemarketing for jobs, internships, and Perch-membership
Showcase the status quo to students and faculty
Initiate a discourse on the Campus-Net which allows frequent questions and answers to be addressed which are of interest to AC and PERCH initiatives, as well as existing Foundation initiatives:
How are different branches, jobs, and industries changing?
Is the curriculum adequate for the majors/minors who seek to begin employment after graduation?
Which programs SCSU is expected to offer to alumni and professionals in extension programs (evening, weekend-seminars, Hi-impact-teaching, etc.)
Which resources can the PERCH-member make available to SCSU?
Which skills besides reading, writing, speaking and listening are currently underdeveloped? (e.g. computer literacy, aural capabilities, public speaking, grant writing, CV writing, report writing, understanding and anticipating basic business needs, etc.)
What are we forgetting, ignoring, not realizing at this point with respect to RWC?
Are we assessing / addressing the needs of professionals appropriately?
Revise objectives and initiatives according to the data collected and report about difficulties during planning, and initial implementation. Compare notes with other institutions of higher learning.
Create and maintain a communication link between administrators and faculty/students addressing and discussing the value of objective
Objective (3) : Career Planning
Description
Communicate early with students about career options. Offer CV and portfolio creation using existing resources. Ask students to scrutinize courses and their content with respect to individual career plans. Communicate with faculty advisers to improve student preparation for the process of job seeking.
Status quo
Students wait until their last year or even graduation time before starting a portfolio, CV writing, etc. A lack of information transfer is perceived by career planning professionals about department and program information pertaining to skills taught to students. A need has been identified to integrate career planning into the college experience.
Projected outcome Existing orientation courses will be supplemented by new modules prepared to heighten students attention on career. RWC director will support creating modules for presentation. Graduate students and faculty will also be involved in the creation of new modules. Departments will gain advertisement and PR opportunities in different RWC modules for career planning. Departments may opt to create courses to meet this objective. An articulation process will be established between isolated internship programs on campus. RWC director will serve as a clearinghouse for new/updated RWC-information which requires dissemination.
Activities
Meet with Career Planning professionals and the Director of Advising and Orientation. Determine which areas of the existing process as outlined in Appendix A would benefit from RWC modules. Develop modules and implement. Verify effectiveness using student surveys Redress career services to start at the sophomore level. Develop portfolio design and work with programmers to implement on the Campus-Net Maintain high visibility for students and verify effectiveness of RWC enhancements using surveys. Seek and incorporate knowledge from foreign countries and systems about school and work combining programs (French, German, Swedish models).
Objective (4) : Pilot Programs for Curriculum Adjustments
Description
This new initiative will seek 3 to 5 departments or programs that want to rewrite their curriculum to include RWC components and focus on skill production for the workplace. Create a flow of information for internship development from existing offices/programs and feed news into the Campus-Net.
Status quo
No wide-spread data base exist about departments or programs which teach a RWC oriented curriculum. No procedure exists to focus a department curriculum on RWC objectives.Projected outcome Learn from the curriculum development process in pilot departments, articulate steps and procedures to all campus constituents. Pilot departments will have courses on the books which support RWC objectives. Information will be available about internship and work opportunities from diverse contributors.
b. Activities
Describe goals and procedures for pilot departments which will educate faculty and student (peer) advisers in RWC advising
revisit curriculum and identify capstone/ RWC experiences
prepare courses or program additions which address RWC
educate faculty and students in the use of the Computer-Net
feed information about their program and RWC component into the advertisements, brochures, home pages of departments or offices.
Advertise pilot opportunity on campus
Select 3-5 departments, set individual goals and steps, timetable and resources required.
Disseminate information about this process on the Campus-Net.
Develop recommendations for other departments to follow suit
Visit on-campus sites which pursue internship opportunities and learn from their experience. Articulate the findings.
Objective (5) : Electronic Link (Campus-Net) Description
Electronic delivery of career, job, internship, and other vital information for students. See Appendix C for a flow chart of information management with regard to objective (2) as an example.
Status quo No specific programs are available. Internet access presently available but limited to computer owners and few open labs.
Projected outcome Several workstations will be added on campus to allow access to the Campus-Net. Plans will be made to upgrade and/or purchase menu-driven system for campus-wide Campus-Net access.
Activities
Outline a plan of operation for aspects requiring Campus-Net input/output.
Program home-pages for pilot departments.
Get pilot program faculty trained and involved in the e-mail system.
Purchase and install dial-ups for PERCH
Write programs for PERCH access, VAX/MS menus
Assess future needs for expansion involving ACS, FA Computer Committee, etc.
Create home-pages for orientation, advising, and career planning.
Objective (6) : Articulation and Adoption
Description
Departments need to be informed about RWC efforts of individual departments or programs. Duplication of similar efforts will be recognized. Faculty will reconsider their curriculum and implement the RWC thrust. Assessment and RWC adoption can occur in one step. This effort can tie into changes in the curriculum necessitated by a change to a semester calendar.
Status quo This activity is new.
Projected outcome Any requested information for anyone, at any time. and at any place about RWC using Campus-Net. See Appendix C for information about data flow on-site.
Activities
Visit campus departments, present RWC during department meetings.
Inform the FA Senate and other pertinent bodies about the initiative.
Invite departments to serve as pilots.
Select pilot departments, conduct introduction seminars emphasizing RWC objectives.
Educate peer advisers, volunteer advisers and faculty advisers about participating pilot programs to generate momentum for the idea in advising.
Invite student input from student government
Invite input from Curriculum Committees
Invite input from Advisory Council
Invite input from PERCH
Invite input from International Studies
Invite input from deans/directors level
Disseminate information in meetings and using Campus-Net.
Evaluation Plan a, b, and c:
In Section II (above), outcomes of each objective have been defined. Using these outcomes, we will attempt to develop measures for these outcomes (goals) and also define types of data that will be collected. The evaluation plan is summarized in Table 1.
