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The National Academies of Sciences, Engineering and Medicine
Board on Testing and Assessment
Division of Behavioral and Social Sciences and Education
 Supporting Students' College Success:
The Role of Assessment of Intrapersonal and Interpersonal Competencies
  
 Report Briefing Summit

April 12-13, 2017
Keck Center, Room 100
500 5th Street, NW
Washington, DC

April 12, 2017
6:00 p.m.-7:30 p.m.
Reception for all participants, Keck Center Atrium

April 13, 2017
8:30 a.m.-4:45 p.m.
Summit will be held in Keck Center, Room 100

Agenda | Register for this event 

Join the Board on Testing and Assessment for a summit on this report. Invited speakers will discuss the report's conclusions, its recommendations for research and assessment development, and its implications for higher education policy and practice. This event will be webcast.

Confirmed speakers include:

Joan Herman, UCLA/CRESST
Eugene Anderson, Association of Public and Land-grant Universities
David Bills, University of Iowa
Wayne Camara, ACT
Corbin Campbell, Columbia University
Marc Chun, William and Flora Hewlett Foundation
John Easton, Spencer Foundation
George Kuh, National Institute for Learning Outcomes Assessment
Pat Kyllonen, Educational Testing Service
Dan McAdams, Northwestern University
Kent McGuire, Southern Education Foundation
Fred Oswald, Rice University
David Ross, Partnership for 21st Century Skills
Susan Singer, Rollins College

The April Summit is sponsored by the William and Flora Hewlett Foundation.

More information on the project
 


Supporting Students’ College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies
 
The importance of higher education has never been clearer. Educational attainment—the number of years a person spends in school—strongly predicts adult earnings, as well as health and civic engagement. Yet relative to other developed nations, educational attainment in the United States is lagging, with young Americans who heretofore led the world in completing postsecondary degrees now falling behind their global peers. As part of a broader national college completion agenda aimed at increasing college graduation rates, higher education researchers and policy makers are exploring the role of intrapersonal and interpersonal competencies in supporting student success.
 
Intrapersonal competencies involve self-management and the ability to regulate one’s behavior and emotion to reach goals, while interpersonal competencies involve expressing information to others as well as interpreting others’ messages and responding appropriately. Supporting Students’ College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies examines how to assess interpersonal and intrapersonal competencies (e.g., teamwork, communication skills, academic mindset, and grit) of undergraduate students for different purposes. This report establishes priorities for the development and use of assessments related to the identified intrapersonal and interpersonal competencies that influence higher education success, especially in STEM.

The report was sponsored by the National Science Foundation.


      




 
 Related Reports

Education_for_LifeEducation for Life and Work: Transferable Knowledge and Skills in the 21st Century (2012).  Business and political leaders are increasingly asking schools to integrate development of skills such as problem solving, critical thinking, and collaboration into the teaching and learning of academic subjects. Collectively these skills are often referred to as "21st century skills" or "deeper learning."



DBER coverDiscipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering(2012), examines the emerging field and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry and how it could improve the teaching of these disciplines. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding.

Assessing_21_Ctry_Skills_coverAssessing 21st Century Skills: Summary of a Workshop (2011).
The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills.  Commissioned Papers



ScienceEd_21_Ctry_Skills_coverExploring the Intersection of Science Education and 21st Century Skills: A Workshop Summary (2010), addresses key questions about the overlap between 21st century skills—such as adaptability, complex communications skills, and the abilitiy to solve non-routine problems—and scientific content and knowledge; explores promising models or approaches for teaching these abilities; and reviews the evidence about the transferability of these skills to real workplace applications.  Commissioned Papers

Future_Skill_Demands_coverResearch on Future Skill Demands: A Workshop Summary (2008).
Over the past five years, business and education groups have issued a series of reports indicating that the skill demands of work are rising, due to rapid technological change and increasing global competition. Researchers have begun to study changing workplace skill demands. Some economists have found that technological change is "skill-biased," increasing demand for highly skilled workers and contributing to the growing gap in wages between college-educated workers and those with less education.

 
 Project Resources
Meetings

July 30-31, 2015 - Open Session:
Agenda with presentations   |  Speaker Bios

December 14-15, 2015 - Workshop:
Presentations and webcast

February 10-11, 2016 - Open Session:
Presentation by Nicholas Bowman


 Committee Members

Joan Herman (Chair), UCLA/CRESST
David Bills, University of Iowa
Corbin Campbell, Columbia University
Tabbye Chavous, University of Michigan
Greg Duncan, University of California, Irvine
Sylvia Hurtado, University of California, Los Angeles
Patrick Kyllonen, Educational Testing Service
Dan McAdams, Northwestern University
Frederick Oswald, Ride University
Jonathan Plucker, University of Connecticut
K. Ann Renninger, Swarthmore College
Brian Stecher, RAND Corporation 

 Staff

Margaret Hilton, Senior Program Officer
Patricia Morison, Acting Director, Board on
   Testing and Assessment
Heidi Schweingruber, Director, Board on Science
   Education
Judy Koenig, Senior Program Officer
Kelly Arrington, Senior Program Assistant

      


 


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