Ideal OSU Grad

The genesis of this in not clear--some curriculum council created the original, the someone else edited it at the suggestion of Rebecca Sanderson.

Created by an OSU curriculum Council around 2004/5

Profile of Ideal Undergraduate Student Upon Graduation in 2007

• Ability for critical thinking & problem solving:
• Have the ability to learn and problem solve wherever they are.
• Know what a team is.
• Differentiate between what a text says and personal beliefs and to demonstrate ability to understand meaning of text.
• To understand biases.
• To read all kinds of texts below the surface.
• Ideas for components of outcome statement:
• Open minded observations/intuition
• Education deductions
• Reasoning/Analysis
• Applicable processes
• Uncertainty
• Critical thinking skills to use in problem solving and decision making.
• Design a solution supported by engineering theories.
• Articulate a theoretical framework that is applicable to the solution.
• Analyze issues/problems from a variety of contexts or paradigms.
• Articulate and discern advantages/disadvantages of various approaches or perspectives.
• Uncertainty
• Understand what they read/hear relating to their field.
• Recognize/seek evidence for statements.
• Critique/assess the quality of evidence.
• Draw conclusions on state of knowledge.
• Communicate their analysis and conclusion.

• Experience working on an interdisciplinary team:
• In a class, student organization, research group, internship, students coordinate with fellow students of different academic disciplines/backgrounds; faculty and staff mentors; community members and work to common goals.
• Recognize roles and responsibilities of team members.
• Understand the dynamics of a team system.
• Develop respect for others’ ideas and opinions.
• Integrate multiple perspectives and expertise into a common product.

• Technical literacy in information services (library, web, etc.):
• Students will use and demonstrate technical resources to enhance information gathering designed to solve problems for different purposes.

• Scientific literacy:
• Use data to accurately solve complex problems.
• Evaluate scientific information to understand its creditability and where and how it might be applied.

• Communication skills-writing, speaking, media:
• Be able to write career approach communications with few or no grammar/spelling errors.
• Students will demonstrate the ability to write thoughts and ideas using proper syntax, grammar, and sentence structure.
• Articulate ideas clearly, legibly, and understandably with correct spelling and grammar to produce grants, news articles, reports, letters, memos, or research documentation.

• Solid substantive knowledge in several fields.

• Awareness of and concern for international affairs:
• Awareness of Multiple Perspectives and Concerns for Diversity
• Demonstrate the ability to understand and share perspectives in a respectful way.
• Analyze impact of multiple perspectives when problem solving critical local and global issues.
• Understanding that one’s own perspective is culturally shaped and is not universal.
• Respect
• Demonstrate an understanding of multiple perspectives.
• Respect understanding of multiple perspectives through writing, speaking, visual art or technology.
• Understanding of the dominant and its privileges.
• Articulate the influences that a diverse population brings to a community.

• Sense of societal responsibility, community services and citizenship undergirded by outreach and internship experiences.

• Ability to respond to the marketplace.

• Sense of membership in an ongoing community of scholars at OSU that would develop into a desire for lifelong learning.
• Be able to adapt written and oral communication to audience and control specific situations.

• Ability to take information from one or more sources, determine the relationships between the information, integrate the relationships, and use it to solve a problem.

• Interdisciplinary Teams:
• Practice listening; feedback to ensure meaning.
• Identify/integrate diverse views/perspectives.
• Develop an array of solutions/improvements.
• Analyze possible consequences.
• Agree consensus decision.

• Understand:
• Increase knowledge of historical and present social and political issues that impact diverse communities of minorities.
• Effective in communication/relating to diverse groups.

Learning to Make a difference

Significant Civic Engagement: Service Learning Pedagogical Framework (the six Rrr's)

·      Responsive

·      Reciprocal

·      Recursive

·      Reflective

·      Resourceful

·      Responsible

We know that the actions of engaging in a project, in service or volunteerism engage students because what they are doing is "real" rather than academic.  That participants are intrigued by relationships, by their ability to make a difference, and that this makes the experience more concrete, less of an abstraction than just learning about things from "a book."

One the other hand, the skills required to make sense of the experience in terms of learning are not common because of the very lack of the kinds of experiences stated above--there are not many learning experience that require one lives in two frames, the learner and the deliverer.

Outside certification--MSW, Teacher license, Carnegie Classification

Scholarship--what are the resources, the knowledge base, the scholarship and research that support these efforts?

Practice and reflection--seeing the specific in the context of the Big Picture (Judy Francis)

·      How do you deliver a program, engage in working with others while at the same time thinking about meaning making for yourself?

·      What tools help us to live in these divergent worlds?

·      Taking notes, making time to reflect, talking to others

·      But part of the key is to be clear about what is going on and what does it mean?

Tools for learning and observation (Thinking about observing in classrooms "how is culture communicated and by whom?")

·      Ethnography list (human relations, rules, artifacts)

·      Observations on a specific topic of interest (culture, safety, inclusivity)

·      A lens on the context (learning community, active participation)

·      The desire to learn a skill, better understand a process (teamwork, leadership)

The Resume Skills Set

·      What is your style of leadership and what tools do you bring in the Leadership toolbox?

·      How do you work with others, in your ability to work in a team?

·      How is your professional practice informed through your understanding the role of culture and diversity in working with people?

·      How do you define and solve problems?

·      What skills do you use in communication with others (both personal and technological?)

·      How do you function as a Life-Long Learner?

Community Engagement --Reciprocity with clients as leaders and learners

The assumptions:

·      We are all in this together

·      Each participant has a voice that contributes to the work at hand

·      You must learn from them to serve them

·      That it's only through reciprocity that we will meet their needs

Being Present