SOFT SKILLS: METHODS FOR TEACHING AND ASSESSMENT

Presented by: EDWIN C. CANCINO,PhD

OBJECTIVE
Faculty members are better able to
choose conceptually grounded teaching strategy and psychometrically strong measure of soft skills that cut across academic achievement and other learning outcomes.

CONTENT

Learning Outcomes and Soft Skills Instructional Approaches Towards Achieving the Soft Skills Soft Skills to Hard Data Open Forum Workshop Presentation and Critiquing Synthesis

OUTCOME

Revised course design as evidenced in the course syllabi. For evidence of success and program improvement, ALL PARTICIPANTS ARE REQUESTED TO HAVE 2 SOFT SKILLS APPROPRIATE TO THE COURSE HANDLED, TRANSLATE THESE INTO LEARNING OUTCOMES WITH TEACHING AND ASSESSMENT METHOD FOR EACH OUTCOME BY THE END OF THE WORKSHOP.

SOFT SKILLS
A cluster of personality traits, social graces, facility with language, personal habits, friendliness and optimism. Skills, abilities and traits that pertain to personality, attitude and behavior.

Learning Outcomes and Soft Skills

Instructional Approaches

Soft Skills to Hard Data

Workshop and synthesis

WHY SOFT SKILLS?

The critical components of being collegeand career-ready focus more on higherorder thinking and performance skills than knowledge of challenging content. Persons who rank high in soft skills are generally the people that most employers want to hire. Embedded in the KFU VMGO.
Learning Outcomes and Soft Skills Instructional Approaches Soft Skills to Hard Data Workshop and synthesis

WHY SOFT SKILLS?

Proficiency in ABET Professional Skills (outcomes 3f-j)
Engineers must be a POLYMATH according to James Duderstadt In Restructuring Engineering Education: a Focus on Change The ABET Professional Skills Can They Be Taught? Can They Be Assessed? Multi-method/Multi-source approach suggested by Gloria Rogers, ABET Executive Director
Learning Outcomes and Soft Skills Instructional Approaches Soft Skills to Hard Data Workshop and synthesis

SOFT SKILLS
EFFECTIVE WRITTEN AND ORAL COMMUNICATIONS CRITICAL THINKING INFORMATION MANAGEMENT SKILL AND LIFE-LONG LEARNING PROBLEM-SOLVING AND DECISION-MAKING LEADERSHIP SKILLS TEAMWORK SKILLS ETHICAL BEHAVIOR
Learning Outcomes and Soft Skills Instructional Approaches Soft Skills to Hard Data Workshop and synthesis

QUALITY FRAMEWORK
PROGRAM QUALITY STAFF ENGAGE PRACTICES MENT AND PROGRAM PROGRAM CONTENT EXPE RIENCES PROGRAM OUTCOMES (GRADUATE ATTRIBUTES)S OFT SKILLS AND DISPOSITIONS IMPACT

ACHIEVEMENT EMPLOYABILITY HEALTHY BEHAVIOR

FAMILY, COMMUNITY, SOCIETAL INFLUENCES

Learning Outcomes and Soft Skills

Instructional Approaches

Soft Skills to Hard Data

Workshop and synthesis

CONCEPTUAL FRAMEWORK

Use tools interactively

Interact in heterogeneous group

Act autonomously

Learning Outcomes and Soft Skills

Instructional Approaches

Soft Skills to Hard Data

Workshop and synthesis

EFFECTIVE COURSE DESIGN

PROGRAM OUTCOMES

DOMAIN SPECIFIC KSAVD

COURSE LEARNING OUTCOMES

SOFT SKILLS

TECHNOLOGY

DIRECT

INSTRUCTION
STUDENT FACULTY

MEASUREMENT
INDIRECT

Soft skills > dimensions > learning outcomes> learning activities> assessment
Learning Outcomes and Soft Skills Instructional Approaches Soft Skills to Hard Data Workshop and synthesis

What instructional strategies are effective in achieving the soft skills?

According to the active learning theories, learning of ideas and skills can occur in a wide variety of thought stimulating activities, ranging from:
Learning from others Learning by discovery Learning by doing
Learning Outcomes and Soft Skills Instructional Approaches Soft Skills to Hard Data Workshop and synthesis

What instructional strategies are effective in achieving the soft skills?

Learning from others: explanation based instruction (lectures, demonstrations, video, group discussions, on-line presentations, workshops, seminars Learning by discovery: guided inquiry instruction (research/projects, library works, theory/paper critiquing) Learning by doing: activities for application and extension (OJT, community immersion, paper presentation, projects, event organizing, concept writing, publications)
Learning Outcomes and Soft Skills Instructional Approaches Soft Skills to Hard Data Workshop and synthesis

What instructional strategies are effective in achieving the soft skills?

Adult Transformational Learning
Disorienting dilemma Role plays Team work exercises Test-like events Periodic movements Academically-based breaks Think-pair-share Pre-correction
Learning Outcomes and Soft Skills Instructional Approaches Soft Skills to Hard Data Workshop and synthesis

What instructional strategies are effective in achieving the soft skills?

CURRICULAR DEBRIEF- developed by the WSU CTLT
Engage small groups of students during the timeframe of one class period (45 mins)to discuss a complex problem in their course that has yet to be resolved. This is usually done in 8 sessions. Norming is done. ABET Skill mapped to correspond with WSU CITR
Learning Outcomes and Soft Skills Instructional Approaches Soft Skills to Hard Data Workshop and synthesis

Recommendations of WSU CTLT

Incorporate activities that teach and assess soft skills into each programs core curriculum. Use a scenario activity in each course. Use assignments asking for written responses to scenarios. Discuss current events related to the course. Ask students to create a team product such as summary of approaches and issues. Conduct department-wide rating sessions and include a wide range of participants.
Learning Outcomes and Soft Skills Instructional Approaches Soft Skills to Hard Data Workshop and synthesis

ABET Skill 3f. Understanding of professional and ethical responsibility Student clearly frame the problem and begin the process of resolution. Students consider related ethical issues related, such as health and safety, fair use of funds, and doing what is right for all involved. STRUGGLING DEVELOPING MASTERING

Students do not identify nor summarize the problem

Students start to frame the problem, although some key details are glossed over. Students discuss one or more approaches to resolve the problem.

Students clearly frame the professional challenges and issues related to the problem. Students develop appropriate, concrete approaches to resolve the problem.

Students do not consider ethical issues related to the problem.

Students show some recognition of relevant ethical issues, but dont adequately address them in proposed approaches to resolve the problem.

Students clearly identify relevant ethical issues and address them in proposed approaches to resolve the problem.

Comments:
Learning Outcomes and Soft Skills Instructional Approaches Soft Skills to Hard Data Workshop and synthesis

LEVEL

DIMENSIONS

1 2 UNSATISFAC MODERATE TORY

Presentation of ideas is vague, unorganized and lacks confidence Presentation of ideas is unclear, unorganized and lacks confidence

3 GOOD

4 EXCELLENT

CS1

Ability to present ideas clearly, effectively and with confidence, orally or in writing

Presentation of ideas in either oral or written form is clear, organized and with confidence

Presentation of ideas in oral and written form is clear, organized and with confidence Active, very attentive and able to give appropriate responses.

CS2

Ability to listen attentively and provide feedback

Very passive and not attentive

Not too Active and active but attentive shows some degree of attentivenes s

Learning Outcomes and Soft Skills

Instructional Approaches

Soft Skills to Hard Data

Workshop and synthesis

SOFT SKILLS

COURSE DATA

INDIVIDUAL PROJECTS

SUMMATIVE SELFPERFORMA ASSESS NCE MENT

REFLEC TION

ARCHIVAL COLLABO INTER MEASURES RATION VIEWS AND SURVEYS

Commu nication Critical thinking Life long learning Decision making Leader ship Team work Ethical behavior

Accepta Accepta Mixed ble ble Accepta Mixed Mixed ble Accepta Mixed Mixed ble Accepta Mixed Mixed ble Inappro Mixed Mixed priate Inappro Mixed Mixed priate Inappro Mixed Mixed priate
Instructional Approaches

Accepta Mixed ble Accepta Mixed ble Inappro Mixed priate Accepta Mixed ble Accepta Accepta ble ble Accepta Mixed ble Mixed Mixed

Inappro priate Inappro Mixed priate Accepta Inappro ble priate Mixed Mixed Mixed Accepta ble Accepta ble Mixed Inappro priate Inappro priate Mixed

Learning Outcomes and Soft Skills

Soft Skills to Hard Data

Workshop and synthesis

Is it worth trying?
Program outcome instead of course outcome. Tons of portfolios to assess. Additional manpower.

Learning Outcomes and Soft Skills

Instructional Approaches

Soft Skills to Hard Data

Workshop and synthesis

Challenges
Objective in assessing Support from top management Extra work Demand of the curriculum Susceptible to short-term coaching effects

Learning Outcomes and Soft Skills

Instructional Approaches

Soft Skills to Hard Data

Workshop and synthesis

Soft Skills CurriculumMatrix Mapping

Course Algebra Credit 3 SS1 SS2 SS3 SS4 SS5

Chemistry

Materials

I Introduced E GTH Good To Have

Learning Outcomes and Soft Skills

Enhanced MH

R Reviewed and Reinforced Must Have

Soft Skills to Hard Data Workshop and synthesis

Instructional Approaches

Learning Outcomes and Soft Skills

Instructional Approaches

Soft Skills to Hard Data

Any question?

Learning Outcomes and Soft Skills

Instructional Approaches

Soft Skills to Hard Data

Workshop and synthesis

ALL PARTICIPANTS ARE REQUESTED TO HAVE 2 SOFT SKILLS APPROPRIATE TO THE COURSE HANDLED, TRANSLATE THIS INTO LEARNING OUTCOMES WITH TEACHING AND ASSESSMENT METHOD FOR EACH OUTCOME BY THE END OF THE WORKSHOP. or ADOPT A CURRICULAR DEBRIEF STRATEGY IN A CLASS AND ANALYZE RESULTS FOR PRESENTATION.
Learning Outcomes and Soft Skills Instructional Approaches Soft Skills to Hard Data Workshop and synthesis