CETLOE’s Career Readiness Suggestions Checklist organizes career readiness competencies outlined by the National Association of Colleges and Employers (NACE) as design suggestions, helping faculty ensure that their courses are preparing students to thrive in the workplace. NACE teaching recommendations are also provided. Faculty are encouraged to use the checklist to complete their own reviews but may request that a CETLOE design team use the checklist to review their course and offer recommendations.

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Key Information

Fundamentals

To achieve this standard, a course should help students "identify and respond to needs based upon an understanding of situational context and logical analysis of relevant information"

NACE Teaching Recommendations:

  • Activities and assessments require students to obtain, interpret and use knowledge, facts, and data to analyze issues, make decisions, and overcome problems
  • Instructor requires student thinking that demonstrates originality and inventiveness

NACE Example Behaviors:

  • Make decisions and solve problems using sound, inclusive reasoning and judgment.
  • Gather and analyze information from a diverse set of sources and individuals to fully understand a problem.
  • Proactively anticipate needs and prioritize action steps.
  • Accurately summarize and interpret data with an awareness of personal biases that may impact outcomes.
  • Effectively communicate actions and rationale, recognizing the diverse perspectives and lived experiences of stakeholders.
  • Multi-task well in a fast-paced environment.

To achieve this standard, a course should help students "clearly and effectively exchange information, ideas, facts, and perspectives with persons inside and outside of an organization."

NACE Teaching Recommendations:

  • Activities and assessments require students to articulate thoughts and ideas clearly and effectively in written and oral forms.
  • Activities and assessments require students to tune communication strategies to both expert and lay audiences.
  • Activities and assessments require that students create original content and edit existing work

NACE Example Behaviors:

  • Understand the importance of and demonstrate verbal, written, and non-verbal/body language, abilities.
  • Employ active listening, persuasion, and influencing skills.
  • Communicate in a clear and organized manner so that others can effectively understand.
  • Frame communication with respect to diversity of learning [preferences], varied individual communication abilities, and cultural differences.
  • Ask appropriate questions for specific information from supervisors, specialists, and others.
  • Promptly inform relevant others when needing guidance with assigned tasks.

To achieve this standard, a course should help students "build and maintain collaborative relationships to work effectively toward common goals, while appreciating diverse viewpoints and shared responsibilities."

NACE Teaching Recommendations:

  • Activities and assessments require students to build collaborative relationships with others representing diverse cultures, races, ages, genders, religions, lifestyles, and viewpoints
  • Activities and assessments require students to work within an imposed team structure

NACE Example Behaviors:

  • Listen carefully to others, taking time to understand and ask appropriate questions without interrupting.
  • Effectively manage conflict, interact with and respect diverse personalities, and meet ambiguity with resilience.
  • Be accountable for individual and team responsibilities and deliverables.
  • Employ personal strengths, knowledge, and talents to complement those of others.
  • Exercise the ability to compromise and be agile.
  • Collaborate with others to achieve common goals.
  • Build strong, positive working relationships with supervisor and team members/coworkers.

Areas of Focus

To achieve this standard, a course should help students, "knowing work environments differ greatly, understand and demonstrate effective work habits, and act in the interest of the larger community and workplace."

NACE Teaching Recommendations:

  • Activities and assessments require that students demonstrate personal accountability and effective work habits, e.g., punctuality, working productively with others, and time workload management
  • Activities and assignments address the impact of non-verbal communication on professional work image
  • Coursework promotes integrity and ethical behavior as integral parts of professional development
  • Student assessments encourage that they act responsibly with the interests of the larger community in mind
  • Grading schemes allow for students to demonstrate that they have learned from mistakes

NACE Example Behaviors:

  • Act equitably with integrity and accountability to self, others, and the organization.
  • Maintain a positive personal brand in alignment with organization and personal career values.
  • Be present and prepared.
  • Demonstrate dependability (e.g., report consistently for work or meetings).
  • Prioritize and complete tasks to accomplish organizational goals.
  • Consistently meet or exceed goals and expectations.
  • Have an attention to detail, resulting in few if any errors in their work.
  • Show a high level of dedication toward doing a good job.

To achieve this standard, a course should help students "proactively develop oneself and one’s career through continual personal and professional learning, awareness of one’s strengths and weaknesses, navigation of career opportunities, and networking to build relationships within and without one’s organization."

NACE Teaching Recommendations:

  • Instructors encourage students to identify and articulate one's skills, strengths, knowledge, and experiences relevant to their career goals and incorporate them into their coursework
  • Coursework helps students identify areas necessary for professional growth
  • Coursework assists students in navigating and exploring job possibilities

NACE Example Behaviors:

  • Show an awareness of own strengths and areas for development.
  • Identify areas for continual growth while pursuing and applying feedback.
  • Develop plans and goals for one’s future career.
  • Professionally advocate for oneself and others.
  • Display curiosity; seek out opportunities to learn.
  • Assume duties or positions that will help one progress professionally.
  • Establish, maintain, and/or leverage relationships with people who can help one professionally.
  • Seek and embrace development opportunities.
  • Voluntarily participate in further education, training, or other events to support one’s career.

To achieve this standard, a course should help students "demonstrate the awareness, attitude, knowledge, and skills required to equitably engage and include people from different local and global cultures. Engage in anti-racist practices that actively challenge the systems, structures, and policies of racism."

NACE Teaching Recommendations:

  • Activities and assessments require students to engage in and produce work that demonstrates value, respect, and willingness to learn from diverse cultures, races, ages, genders, sexual orientations, and religions
  • Published course expectations require openness, inclusiveness, sensitivity, and the ability to interact respectfully with all people and understand individuals' differences

NACE Example Behaviors:

  • Solicit and use feedback from multiple cultural perspectives to make inclusive and equity-minded decisions.
  • Actively contribute to inclusive and equitable practices that influence individual and systemic change.
  • Advocate for inclusion, equitable practices, justice, and empowerment for historically marginalized communities.
  • Seek global cross-cultural interactions and experiences that enhance one’s understanding of people from different demographic groups and that leads to personal growth.
  • Keep an open mind to diverse ideas and new ways of thinking.
  • Identify resources and eliminate barriers resulting from individual and systemic racism, inequities, and biases.
  • Demonstrate flexibility by adapting to diverse environments.
  • Address systems of privilege that limit opportunities for members of historically marginalized communities.

To achieve this standard, a course should help students "recognize and capitalize on personal and team strengths to achieve organizational goals."

NACE Teaching Recommendations:

  • Activities and assessments require students to encourage strengths of others to achieve goals
  • Activities and assessments help students develop and use interpersonal skills to guide and motivate others
  • Students are required to demonstrate abilities to organize, prioritize, and delegate work

NACE Example Behaviors:

  • Inspire, persuade, and motivate self and others under a shared vision.
  • Seek out and leverage diverse resources and feedback from others to inform direction.
  • Use innovative thinking to go beyond traditional methods.
  • Serve as a role model to others by approaching tasks with confidence and a positive attitude.
  • Motivate and inspire others by encouraging them and by building mutual trust.
  • Plan, initiate, manage, complete and evaluate projects.

To achieve this standard, a course should help students "understand and leverage technologies ethically to enhance efficiencies, complete tasks, and accomplish goals."

NACE Teaching Recommendations:

  • Grading criteria include requirements to display ethical use of technology
  • Students are provided opportunities to demonstrate proficiency with technologies that are commonly used in professional contexts
  • Activities and assessments encourage students to demonstrate proficiency with new and emerging technologies

NACE Example Behaviors:

  • Navigate change and be open to learning new technologies.
  • Use technology to improve efficiency and productivity of their work.
  • Identify appropriate technology for completing specific tasks.
  • Manage technology to integrate information to support relevant, effective, and timely decision-making.
  • Quickly adapt to new or unfamiliar technologies.
  • Manipulate information, construct ideas, and use technology to achieve strategic goals.

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