Soft Skills Curriculum on a Budget: Tackling the STEM Skills Gap with Limited Resources Using Online Videos
- Conference
- Location
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Virtual On line
- Publication Date
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June 22, 2020
- Start Date
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June 22, 2020
- End Date
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June 26, 2021
- Conference Session
- Tagged Division
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Graduate Studies
- Page Count
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13
- DOI
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10.18260/1-2--35196
- Permanent URL
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https://strategy.asee.org/35196
- Download Count
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576
Paper Authors
Melissa Gavin University of Wisconsin, Platteville
After graduating from the University of Wisconsin-Madison, Gavin worked for a government research nonprofit and since obtaining her master's degree has worked for a variety of nonprofits in various roles. Currently, she is the Program Manager for Graduate and Collaborative Programs at the University of Wisconsin-Platteville. Gavin also teaches MEDIA 3010/5010 Business Communication and APC 3300 Technical and Professional Communication.
Randy Mentz University of Wisconsin, Platteville
Randy Mentz joined the University of Wisconsin-Platteville staff in 2003 as a field technician for the university’s Pioneer Farm in the Agro-Ecosystem Research program. Mentz’s main duty was operating and maintaining edge-of-field runoff monitoring stations that were designed to measure and sample storm and snowmelt runoff water from farm fields. With experience, he took on additional responsibilities, such as data management, quality assurance, methods development, data analysis, presenting at conferences, grant writing support, grant administration, training and supervision, outreach, and project management.
Mentz joined the Division of Professional Studies in June 2017 as the Research and Compliance Manager overseeing research projects associated with assessment, student services, marketing, and faculty development. He supports grant writing activities, grant administration, and data analysis. He also oversees compliance with regulations that affect programming and research administered by the Center for Distance Learning, the Continuing Education Institute, and the School of Graduate Studies.
Lori M. Wedig University of Wisconsin, Platteville
Lori Wedig works in the Center for Distance Learning (CDL) and is the Academic Advisor/Outreach Specialist for the NSF STEM Master Scholars program and the Masters of Science in Engineering Graduate Scholars. She has worked in higher education for 29 years with the last 5 years working in the CDL advising the NSF STEM Master Scholar program.
Christine H. Storlie University of Wisconsin, Platteville
Since the fall of 2005, Dr. Christine Storlie has been teaching on campus and on-line management courses for the School of Business in the College of Business, Industry, Life Sciences, and Agriculture at the University of Wisconsin-Platteville. Courses taught include Business Analytics (Undergrad. and Grad.), Management Decision Analysis, Management Science, Advanced Quality Management, Project Management Techniques I, Global Business, Leadership & Management, Human Resources Management, and Management, Gender, & Race. In addition, since June 2008, Dr. Storlie has served as the Distance Learning Program Coordinator for the Bachelor of Science in Business Administration Degree Program, in addition to the Master of Science in Strategic Management since its inception in 2019.
Eric Herbst University of Wisconsin, Platteville
Eric Herbst has always been interested in writing and communications. Before joining the University of Wisconsin-Platteville in 2017, he spent several years working in various publishing and marketing roles, the majority of which were based in the education field. As a member of the Division of Professional Studies, Eric collaborates with instructors to help edit and prepare their online and print-based courses, in addition to serving as a communication specialist for the division.
Abstract
In today’s increasingly connected business environment, employers seek employees who can communicate clearly with others from different backgrounds, solve problems in a team structure, and embrace leadership roles. However, there is often a skill gap between what employers need and what their potential employees provide. Many employers are finding recent college graduates lacking in soft skills such as problem solving, critical thinking, and communication, yet these are considered essential for success in the workplace. There is no shortage of STEM graduates, but there remains a shortage in this pool’s desired soft skills.
To combat this, both employers and policymakers have been pressuring universities to improve student outcomes, including an increase in soft skill development. However, higher education institution budgets are being squeezed on all sides and are under more scrutiny than ever. Currently, state funding for public colleges and universities is lower than before the 2008 recession. At the same time, tuition freezes and caps are being added to limit the strain of ever-increasing student debt. Public universities need flexible low-cost tools to teach students soft skills without adding extra expense or time to their education.
As part of an NSF S-STEM grant, the university implemented a series of professional development opportunities to STEM Master students on a variety of topics. When asked about topics they wanted, students reported a need for soft skills. Knowing the students’ desire to learn about soft skills and knowing that employers find soft skills essential, the grant team wanted to determine how effective integrating professional development opportunities into the scholarship program were at increasing the students’ knowledge of the topic areas.
The grant team decided to advance students’ learning about soft skills through a series of monthly webinars, dubbed “Scholar Spots.” Each spot was required viewing for students in the scholarship program and was hosted by an expert on the chosen topic. Each spot ran for an hour—with the first forty-five minutes dedicated to the main subject and the remainder reserved for questions by the viewers. These spots were recorded and then segmented into smaller five to ten-minute videos, which were then edited, refined and uploaded to our YouTube channel, available as online resources to be viewed by all.
Additionally, participants were asked a series of pre- and post-test questions about their abilities in relation to the soft skill spots presented throughout the year. More specifically, participants were asked questions to show their respective knowledge gains regarding each topic. The grant team then reviewed the collected data using both qualitative and quantitative methods.
While measuring a change in soft skills is not possible with existing validated instruments, qualitative data showed a positive impact. The university found that the seminars were a low-cost benefit to students as they provided the necessary soft skill curriculum to the student’s academic program without adding courses. Students agreed that attending the spots was not overly burdensome and that most learned something to incorporate into their employment practices.
Gavin, M., & Mentz, R., & Wedig, L. M., & Storlie, C. H., & Herbst, E. (2020, June), Soft Skills Curriculum on a Budget: Tackling the STEM Skills Gap with Limited Resources Using Online Videos Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35196
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