An Outcomes-Based Framework for Integrating Academics With Student Life to Promote the Development of Undergraduate Students’ Non-cognitive Skills

Abha Ahuja,Rachel Kim,Camila L M Netto,Geneva M Stein,Mara Steiner,Kayla Krupnick Walsh,Suzanne E Kern,Alexandra Terrana

doi:10.3389/feduc.2022.782214

Abstract

Non-cognitive skills are essential for success in a variety of settings but are not commonly taught and assessed in undergraduate curricula. The challenge for curricular integration of non-cognitive skills stems from varying interpretations of what it means to apply a specific skill effectively. In addition, teaching these skills requires going beyond the foregrounded academic content in traditional coursework. At Minerva University, we articulate core non-cognitive skills precisely and transparently as learning outcomes to guide the design of courses and assessments. We integrate these skills into the academic curriculum and student life alongside traditional learning outcomes. Students are introduced to these outcomes in their first year and continue to apply them throughout their 4 years, receiving feedback and scores across academic, disciplinary, and real-world, experiential learning contexts. We provide examples of the Learning Outcomes, detailing their introduction and application in various contexts across the 4-year arc Students’ college experience. We identify aspects of our approach that can be generalized and implemented in different settings, from individual courses to programs, departments, or entire institutions.

Highlights

Non-cognitive skills can be understood as the set of behaviors, skills, attitudes, and strategies that underlie Students’ actions toward their academic, personal, and professional responsibilities and goals (Farrington et al, 2012; Gutman and Schoon, 2013)
They are distinguished in the literature from skills such as numeracy and literacy that traditional cognitive tests have measured, all of these skills require the development of cognitive processes (Smith, 2020)
Lev Vygotsky theorized that learning is a social process that requires interaction and is influenced by culture, resulting in the development of behaviors and attitudes that allow for more complex thinking (Blake and Pope, 2008)

Summary

Introduction

Non-cognitive skills can be understood as the set of behaviors, skills, attitudes, and strategies that underlie Students’ actions toward their academic, personal, and professional responsibilities and goals (Farrington et al, 2012; Gutman and Schoon, 2013). Another example is career coaching, where students set goals and reflect on their non-cognitive skill development, such as self-management, relating to others, and teamwork—critical to their employment and life success.

Results

Conclusion