Social, Emotional, and Affective Skills for College and Career Success
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| Title: | Social, Emotional, and Affective Skills for College and Career Success |
|---|---|
| Language: | English |
| Authors: | Savitz-Romer, Mandy, Rowan-Kenyon, Heather T., Fancsali, Cheri |
| Source: | Change: The Magazine of Higher Learning. 2015 47(5):18-26. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Interpersonal Competence, Affective Behavior, Emotional Development, Emotional Intelligence, Affective Objectives, School Counselors, Learning Strategies, Self Efficacy, Metacognition, Workshops, Student Development, Student Developed Materials, Academic Probation, College Faculty |
| Geographic Terms: | Arizona |
| DOI: | 10.1080/00091383.2015.1077667 |
| ISSN: | 0009-1383 |
| Abstract: | Students enrolled in the My Wildcat Track program at the University of Arizona are receiving a novel type of support to help them get and stay off academic probation: social and affective skill building. These students, who are referred to the program by their advisors, have one-on-one meetings with professional learning specialists and attend workshops designed to foster their academic self-efficacy, teach metacognition, and identify transferable cognitive strategies. Named a "promising and practical strategy to increase post-secondary success" by the US Department of Education, this skill-building program is a far cry from the day when probation meant students had to figure out how to improve their grades on their own, through visits to tutoring centers or professors. By also implementing a professional development program aimed at arming learning specialists with knowledge of student-development theory and skills in coaching and counseling, the University of Arizona is taking an important step towards ensuring that students will benefit from developmental supports. This article presents some findings from a larger research study, funded in part by the Bill & Melinda Gates Foundation, of how colleges and universities, as well as employers, are using non-cognitive skill building to promote college and career success. |
| Abstractor: | ERIC |
| Number of References: | 13 |
| Entry Date: | 2015 |
| Accession Number: | EJ1079364 |
| Database: | ERIC |
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| Abstract: | Students enrolled in the My Wildcat Track program at the University of Arizona are receiving a novel type of support to help them get and stay off academic probation: social and affective skill building. These students, who are referred to the program by their advisors, have one-on-one meetings with professional learning specialists and attend workshops designed to foster their academic self-efficacy, teach metacognition, and identify transferable cognitive strategies. Named a "promising and practical strategy to increase post-secondary success" by the US Department of Education, this skill-building program is a far cry from the day when probation meant students had to figure out how to improve their grades on their own, through visits to tutoring centers or professors. By also implementing a professional development program aimed at arming learning specialists with knowledge of student-development theory and skills in coaching and counseling, the University of Arizona is taking an important step towards ensuring that students will benefit from developmental supports. This article presents some findings from a larger research study, funded in part by the Bill & Melinda Gates Foundation, of how colleges and universities, as well as employers, are using non-cognitive skill building to promote college and career success. |
|---|---|
| ISSN: | 0009-1383 |
| DOI: | 10.1080/00091383.2015.1077667 |
