Improving Student Learning Through the Integration of Academic and Career Content

Alfonso Morales - Urban and Regional PlanningBernie O’Rourke - Animal SciencesJohn Klatt - CALS Career Services

Overview

• Brief Review - Definition and Research• Integrating Academic and Career Content

– Example – Alfonso Morales– Example – Bernie O’Rourke

• Activity• Questions

Introduction

• Students come to college for a career• Students often lack knowledge of

careers and industries• Connecting course content to careers

can improve student learning.

Integrating Academics & Careers

• Individual course or department’s curriculum.• Intentional effort to draw connections

between concepts taught in a course, or departmental curriculum, and how professionals apply them.

• Opportunities to learn about career options and contact with professionals.

Integrating Academics & Careers Continued

• Individual course – learning objectives, problem-based learning assignments, networking opportunities, guest lectures

• Departmental curriculum – career development, career and industry exploration, industry speakers

Research

• PBL increases retention of knowledge, intrinsic interest in subject matter, and self-directed learning (Norman & Schmidt, 1992).

• PBL can help academically at-risk students’ retention and academic performance (Burch, Sikakana, Yeld, Seggie, Schmidt, 2007).

Research Continued

• A literature review by Folsom and Reardon (2003) indicates a careers course can have positive effect on: student retention, time to graduation, number of credit hours taken to graduate, career decision-making skills, and satisfaction with field of study.

Research Continued

• A field specific careers course in the curriculum can help students feel more prepared for graduate school or entering the job market (Roscoe, Strapp, 2009).

Integrating Academic and Career Content: the view from Urban and Regional Planning

• History of Planning – an applied discipline – professionally similar to law or accounting

• Problem based focus – Practical Orientation

• Disciplinary, Departmental, and Pedagogical Connections

URPL@UW: Multiple Connections to Career Content

• Department to Discipline: Membership in WAPA and APA, implies subscriptions

• Examples: student group (WSPA) organizes workshops, networking events, and asks for skills seminars

• Department: organizes annual orientation, organizes one-credit modules in response to student needs or trends in profession or opportunities, weekly newsletter with jobs/internship opportunities, professional project preparation and presentation

Pedagogical Connections: URPL 761, 711, and 781

• Multiple efforts to relate students to each other, to disciplinary material, and career content

• Biographical paragraphs• Generally: Learning objectives anchored to career objectives, including

student presentations from distinct subdisciplinary perspectives help relate content/perspective/problem or opportunity and writing and other assignments emulate professional communication, e.g. newspaper articles regularly present planning problems, and finally use metacognitive approaches as we illustrate here!

• Field trips• Guest lectures/participation from profession and allied professions, e.g.

lawyers on the Edgewater development, informal evaluation of student work

Career Opportunities in Animal and Poultry Sciences

Bernie O’Rourke, Extension Youth Livestock Specialist

Objectives/Philosophy

• Students aware of careers available• Network with Alumni• Resources Available

The Course

• Self Awareness Evaluations• Library, Online Resources• CALS Resources• Speakers in areas of Animal Sciences• Interview someone in the Industry• New Opportunities

Expected Results

• Student awareness of opportunities other than Veterinary school

• Motivated, informed students• Support to the Department

References

• Burch, V. C., Sikakana, C. N. T., Yeld, N., Seggie, J. L., & Schmidt, H. G., (2007). Performance of academically at-risk medical students in a problem-based learning programme: A preliminary report. Advances in Health Sciences Education, 12(3), 345-358.

• Folsom, B., & Reardon, R. (2003). College career courses: Design and Accountability. Journal of Career Assessment, 11(4), 421-450.

• Norman, G. R., & Schmidt, H. G. (1992). The psychological basis of Problem-Based Learning: A review of the evidence. Academic Medicine, 67(9), 557 – 645.

• Roscoe, L. J., & Strapp, C. M. (2009). Increasing psychology students' satisfaction with preparedness through a professional issues course. Teaching of Psychology, 36(1), 18-23.

Questions