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Being willing to admit that you don’t know much of what you are confronted with on a daily basis is something I try to get across to my students. Coming to new information with an open mind that you could be wrong or just uninformed will change not just how you learn but your ability to do so. It is a constant challenge to inform those who are not willing to change their point of view so coming to everything in the mindset of someone still learning is great.

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In a composition course, students are definitely writing throughout the term, but specifically focusing on shorter, direct, specific writing that relays what information has been shared (like taking notes during a discussion) is something with which many students still struggle. The panel members seemed to echo this importance of being about to create a written work that can be passed along without follow-up questions, so I'd like to create an assignment or activity around that aim.

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Communication skills and time management 

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Communication skills and time management 

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Communication skills and time management are both crucial for students to develop during their higher education. Many students have been trained to simply receive information passively and are very uncomfortable with communicating with the professor or other students. In addition, students often underestimate how long it will take them to complete their tasks and assignments, and their work is lacking in quality due to these miscalculations.

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Certainly communication is a huge part of what we do in the classroom, especially written communication (since I teach writing classes). But I also emphasize willingness to learn continually and to admit when we don't know something or need to reevaluate. We start the class by looking at Carol Dweck's growth mindset vs. fixed mindset, which is the subject of the students' first timed essay. And we keep coming back to it throughout the semester, especially as we work to develop writing and thinking skills that don't necessarily come easily or on the first try.

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I try to incorporate two of the components in my classes: verbal communication, and an open mind- understanding that an incorrect solution is nothing to fear in the quest of finding the appropriate solution. In first aid, it is imperative that students be able to effectively communicate findings to first responders, and directions to other lay responders or victims. The severity of certain conditions creates an initial hesitancy with the students. They fear making the wrong decision. In classroom discussions and skill work, I praise effort and often times turn the question she back to the students.

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Communication is probably the biggest skill I incorporate into my classroom that pertains to this video.  I will facilitate communication skill development in a group context by having students working on projects together that they present to the rest of the class.  On an individual level, students often have written assignments to complete, and consideration of audience is one of the major things we discuss and focus on in essays.  As we often complete different kinds of assignments and activities, I think this also ties into the trainability or willingness to learn that was discussed in the video.

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Even though I teach accounting classes, I still insist that everyone in the classroom think of themselves as a manager. Every question that gets asked, I redirect it back to the students to answer this question: "How would a manager handle that situation?" Because regardless what, students will have to consider actions from that type of perspective.      

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Even though I teach accounting classes, I still insist that everyone in the classroom think of themselves as a manager. Every question that gets asked, I redirect it back to the students to answer this question: "How would a manager handle that situation?" Because regardless what, students will have to consider actions from that type of perspective.      

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Note-taking seems to be a dying art. I have really noticed that my students do not know how to take notes and that is often a large correlation to their performance. I have tried to help this by often providing them with an outline of my lecture with lots of blanks for them to fill in as lecture progresses. Post-exams, I often pull up my old notes to show my students that the exam questions do not differ much from the lecture examples.

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Thinking back on the last semester I think the ability to continue to grow and learn is a skill I emphasize with my students. In dance there are key fundamentals of every form that you must do every class; such as plies and tondus in ballet and modern, shuffles in tap, etc. Its teaching the student that even though they think they know it how can they make it better and work on continual growth with that same skill every single class. Not only do I see their creativity start to develop to make this happen I see their bodies take the shape and skill differently. Through written reflection the students reveal how it could have become a mundane routine task but instead through mindfulness and creativity

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As I reflect on my class dynamics, I too create a culture of responsible and dependable individuals. I explain on that first day of class how important it is to be accountable for their own actions and to be the peer that others will also feel good about working with. I liked the statement the last panelist used, "be responsible for your responsibilities". This is something that I will remind my student about in future classes.

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I was gratified to hear the last speaker talk about the importance of note-taking skills (and the ability to put those notes to use). It validates something I've been emphasizing more in my classes the last couple of years. I have experimented with making my history exams open-note, to encourage the development of note-taking skills; and I think this has paid off.

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I think that by nature of how I grade my activity class that I require and encourage personal accountability/responsibility to their attendance and participation. Their consistency in attending and participating in class is a must. Their grades suffer tremendously without it. The entire panel had great bullet points to any employers expectation that also translates into their schooling. Having accountability, integrity, and open mind passion towards their educational goals, patience with themselves during the process and consistency will translate into future employment

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I think everything the panel said was spot on. Employers are looking for superstars, but they are few and far between these days. Many people are looking for that paycheck without heart behind it. I thinking making sure students understand from day 1 of a class that you are training for your future career would get them to understand everything they learn can be utilized for a future career. From coming to class on time and prepared to taking notes and being able to communicate their ideas well. It seems that communication is very important for employers and I think we can all incorporate this in class by taking to students and getting them to write and verbally communicate their ideas.

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I'm enjoyed listening to the panel and understanding skills that I need to impart to my students. I'm excited for the semester to begin so that I can try and incorporate some of these skills in my class. I like the idea of how being a dependable student by showing up for class on time, having supplies and participating in the class can be relayed to the students as skills that they will need outside of the classroom. I also think that art classes are a good place to work on connecting with other students and I will try and create even more opportunities to do that.

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To echo what many of my colleagues have already written, showing up to class PREPARED is something I struggle with each semester. How can I get my students to really be engaged with the material and how can I get them to show up on time and not give up when the going gets tough?? These are questions I'm always asking throughout the semester.

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I could incorporate written and verbal communication skills through class discussions and written HW assignments. Teamwork can be practiced through group presentation assignments. Reliability could be incorporated by hold students accountable for being present and on-time to class. Poise and professionalism could be incorporated into the course grading scheme by deducting points for phones in class, unprofessionally written emails, habitual lateness, etc.

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I'd do my best to have my students communicate with each other. You may have a plethora of knowledge but if you cannot convey your thoughts in a coherent way then it's as if you don't have any of the information at all.

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The skill that would be simplest to incorporate into my class would developing a strong work ethic. This would carry over to other areas such as pride and self worth.

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Our society has changed where we need to be life long learners. I try to instill that into my students

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I often see very capable students either perform poorly in the beginning of the term only to pick it up the in end when there isn't enough time in the semester to get back all the lost points. I try to let the students know the importance of being consistent and to pace themselves as to not have a slow start or finish to anything that they do.

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It's important to be a role model of humility in classroom. There is always something we do not know. Many times, as a teacher, I found there are a lot of things I can learn from my students. When keeping an open mind, students tend to be more engaged, and more ideas are generated. Subsequently, students are better cultivate a growth mindset when they can appreciate the power of an open mind.

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When counseling students I need to connect with the student on WHY they are here. Degrees do not get jobs. Learning the material needed and applying them (actually learning) to their career will truly benefit them. Again, my engineer student may tell me she/he does not need a communication course. I have to help her/him appreciate the course because if she/he actually applies what she/he learns she/he can effectively communicate in her/his future work space.

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I would like to develop more opportunities for students to work on their resourcefulness. There is so much info available for people, but I am not sure students know what sources to turn to for help - either online or on campus! I have heard of some people requiring students to complete a scavenger hunt on campus to get familiar with services. In terms of information, I am sure I could come up with in class group activities that require students to work together to find the answers or solve a problem.

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Dedication to the class and assignments. I teach a drafting Autocad class. I tell my students on the first day that you need to stay on task or you will get behind. If you get behind you will miss or not understand the next concept that is being taught and once you are behind it is very hard to get caught up. I end up with students grumbling how difficult the class is and how many assignments there are. I even had one student who asked if any of the assignments were optional. Many who are not dedicated enough or who thought the class would be easy end up dropping the class.

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More so than a skill, I plan on taking measures to emphasize the importance of forming habits such punctuality.  Successful professionals tend to possess a suite of traits (habits) that allow them to be successful.  Punctuality is one of those traits that some students have not yet learned the importance of

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Willingness to keep an open mind and always do better

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Willingness to keep an open mind and always do better

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Taking a dance class for the first time as a college student is already a huge accomplishment. What I need to continue to do in my class is to communicate to keep an open mind the entire semester. Students shut down very easily when they thinks something is too hard. I need to stay positive and communicate with the student to keep going. I need to help the students stay positive and keep their desire and determination to succeed.

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I believe that written and verbal communication skills are of the utmost importance. Communication is the basis of understanding, and it helps to create bridges across cultures and as a means to settle differences. Communication skills (and bilingual skills) also lead to increased empathy, which is something that should be encouraged.

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The idea of growing comes out of the mindset we have.  Often, we can limit ourselves and will not try new things and new ways to accomplish tasks.  Teamwork is an important experience as most jobs have some form of collaboration.

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I think that many of the things mentioned in the video were very common sense things that some students are not accustomed to in their day to day lives. what particularly struck me about this video is the mention of being on time and showing up to an interview with a clean outfit on. In the workplace punctuality is mandatory to keep a job, and showing up with the proper equipment or attire is also. I give class participation points and if you are not in class, late or leave early, you will miss out on participation points. Showing up without the proper materials or attire is the same as not being there in class. Those students that do come prepared and on time are rewarded. I also liked the portion of the video that talked about willingness to learn. I think it is important for us as educators to let our students know that learning does not stop when school is over, you will continue to learn over the course of your career.

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One of the speakers discussed having the desire to always be growing. I think that it's important that students be able to assess where they are and what they need to learn.

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I think that I would like to impart in my students a more open mind and with that an openness to question themselves and improve their skills and abilities. This was addressed in the video in the importance of an employee being eager to engage in new tasks and in doing so not being a passive learner. Learning how to ask the right questions shows a desire on the part of the student or employee to really engage with the subject. It also shows a certain self-understanding on the part of the student or employee. That they are comfortable enough in themselves to ask hard questions.

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Many of the skills I emphasize in the classroom are written/verbal communication skills, time management, and critical thinking skills.  First off, I teach communication studies and students in my courses present multiple times. Because they have to do this, they must organize, plan, practice and perform their presentations. This planning process also requires time management skills; students learn how much time is needed to effectively prepare for the assignments. Students also develop their critical thinking skills by incorporating research into their speeches/ term papers. Students must choose a topic, organize a larger subject intro pieces, read/ analyze multiple outside sources, develop cohesive arguments and express their positions.

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Time management. Students walk into class five or ten minutes late, like it is no big deal. From a big picture perspective, maybe it is not a big deal if you are a few minutes late to class. However, in the workplace, employers expect you to show up on time. Your colleagues expect you to show up on time. Someone else is depending on you to show up on time. Students also need to learn time management when it comes to assignments and preparing for exams. As an instructor, I can incorporate time management and punctuality into my classroom.

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Remind/teach students to have patience. Students of all ages (teen-60s) would interupt me during a task to ask their question(s) or ask for their supplies (I teach science lab). When they come to ask me a question they proceed to tell me what they think the answers are or they interupted me while I am trying to answer their question(s).  They want instant gratification. 

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Remind/teach students to have patience. Students of all ages (teen-60s) would interupt me during a task to ask their question(s) or ask for their supplies (I teach science lab). When they come to ask me a question they proceed to tell me what they think the answers are or they interupted me while I am trying to answer their question(s).  They want instant gratification. 

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I think critical thinking in the sciences (I teach biology) is an important tool for success in life, not only in a possible career. Since critical thinking is such a difficult task for many students today, I use group projects and presentations to help them collaboratively work on their critical thinking skills. It makes the transition to a critical thinking mind easier on the student and it instills in them an appreciation for proper communication skills and group work.

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As a composition teacher, I have the opportunity to task my students with a number of different writing tasks. Some of these have specific requirements set by the department (i.e. the research essay), but I do have a lot of leeway with the others. One way I can use this to help my students develop workplace communication skills is by assigning a workplace email. I can't remember the last time that a student sent me an email with a proper salutation and signature.

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I teach subjects (astronomy and physics) that in the real world usually require cooperation and team work. These skills are imparted rather naturally in lab classes. In classes where there are no labs, I often employ in-class group activities to develop this skill. I emphasize the need for the group to endeavor, as a group, to find answers to the problems presented. The group may use almost any reasonable approach they like, including consulting with other groups, Internet searches, etc. but asking the instructor for answers should be the last resort.

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If we are preparing students for careers in whatever field, we need to emphasize that success is unlikely if their "passion for the mission" is not present.  As the panelist said, "If you don't have the passion, go somewhere else."  That includes a sincere desire to continue the learning process throughout their entire career, not just keeping up with technical information that may change over time, but seeking out and incorporating alternative viewpoints and potential solutions that you may not have thought of yourself.

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It appears that much has been said here already; however, I will attempt to build on my colleagues' insights. Students and instructors do depend on each other. I give students fast feedback, adhering to a rather rigid schedule for myself so that my deadlines might seem more palatable. I tell them the most important points of the lesson or readings and that they will be expected to speak to them or to take a quiz (reading check really) the next class session. In doing this I hope to build a reason for them to show up and on time.

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Dependability / accountability is certainly important, perhaps modeling this on my end by promptly returning assignments just as I expect them to submit work on time.

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I've noticed that my students have rarely taken notes in class, even when I am lecturing. I thought of this when the last speaker was reiterating the importance of knowing how to learn (trainability) - hiring someone who is willing to ask questions and take notes. I want to emphasize to my class this semester that taking notes and asking questions is a good way to stay present and develop interest in the class. Maybe I will create an exercise where pairs of students can practice taking notes on impromptu presentations they give to each other.

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The students' attitude toward following instruction, willingness to learn and share with one another what they learned is something that I will emphasize in the group discussion and presentation activities.

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The skills and abilities to articulate one’s thoughts, to be a willing sincere learner, and to have patience are three skills that I like to incorporate into my class. I think students need to understand that a willingness to come to class and learn is a skill, and like any skill, it takes practice to develop. If the student sees that willingness is something that can be developed and acquired, rather that something you just must have, then they will aspire to get that willingness, and through that aspiration will learn far more than the passive student might. To be able to articulate our thoughts is to have a voice, it’s to be expressive ad to be our full selves, when we don’t speak, we are not our full true selves, and it is my goal to bring that out in everyone, myself included. Patience, in times when things are ordered online and brought to your home the next day, in times where movies and full length albums are streamed at lightning speed, is hard to come by. Learning is a process, and an extremely slow one compared to computer processing, we must be patient not only with our own abilities, but just as importantly with our peers’ ability, as we are the takers and givers of one another’s knowledge and experiences of the world. 

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The skills and abilities to articulate one’s thoughts, to be a willing sincere learner, and to have patience are three skills that I like to incorporate into my class. I think students need to understand that a willingness to come to class and learn is a skill, and like any skill, it takes practice to develop. If the student sees that willingness is something that can be developed and acquired, rather that something you just must have, then they will aspire to get that willingness, and through that aspiration will learn far more than the passive student might. To be able to articulate our thoughts is to have a voice, it’s to be expressive ad to be our full selves, when we don’t speak, we are not our full true selves, and it is my goal to bring that out in everyone, myself included. Patience, in times when things are ordered online and brought to your home the next day, in times where movies and full length albums are streamed at lightning speed, is hard to come by. Learning is a process, and an extremely slow one compared to computer processing, we must be patient not only with our own abilities, but just as importantly with our peers’ ability, as we are the takers and givers of one another’s knowledge and experiences of the world. 

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I try to structure my entire class as if it is a job situation. Students are not allowed to turn in late work and must be present to earn their participation points. Students are also taught time management strategies that help them stay on top of their coursework. Assignments are graded not just for content, but also by how well they followed the sometimes complex instructions. I also make sure to link them to the career center and stress how the skills they are currently learning in my class will apply to future job interview and job

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Organization, time management, punctuality among others, are some of the skills that are promoted in my class and that definitely prepare college students for the workplace. Being a student is like a job, they have responsibilities and duties to complete. Their performance is evaluated by the professionalism they show and the willingness they have to learn. Students learn that consistency and determination is key to succeed in the academic context and that this practice transfers to the workplace.  

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Organization, time management, punctuality among others, are some of the skills that are promoted in my class and that definitely prepare college students for the workplace. Being a student is like a job, they have responsibilities and duties to complete. Their performance is evaluated by the professionalism they show and the willingness they have to learn. Students learn that consistency and determination is key to succeed in the academic context and that this practice transfers to the workplace.  

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Much of what the panel discussed comes down to ethos -- character, good will, trustworthiness, and credibility. These are the things I focus on in a communication class, especially when discussion argumentation and persuasion. Dress and presentation are important, but I always address it in relation to ethos. Will someone see you as credible if you're not dressed appropriately? So rather than my dictating what they should wear, I ask them to think about how their presentational self will impact their success -- whether in the classroom or in the work environment.

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Require students to dress as if they are going to an interview when they have a presentation.  It increases their respect for their topic, audience and helps them feel confident in themselves.

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Require students to dress as if they are going to an interview when they have a presentation.  It increases their respect for their topic, audience and helps them feel confident in themselves.

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Dependability is a huge problem we face with students in the classroom, but it is also one of those tricky skills that is difficult to teach or instill.  While we can offer all sorts of extrinsic incentives for students to be dependable and committed to their studies, ultimately there must be some degree of intrinsic motivation within the student for him or her to truly be a dependable and committed student.

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Dependability is a huge problem we face with students in the classroom, but it is also one of those tricky skills that is difficult to teach or instill.  While we can offer all sorts of extrinsic incentives for students to be dependable and committed to their studies, ultimately there must be some degree of intrinsic motivation within the student for him or her to truly be a dependable and committed student.

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I liked how they talked about ethics. I already incorporate most of the skills they talked about into my class in one way or another but ethics is one of those things that can be difficult to really instill in someone who doesn't already have it. I would definitely be interested in incorporating that into my class more.

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Professionalism and Interpersonal Skills 

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Professionalism and Interpersonal Skills 

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Dresssing for success is a huge one! I make my students dress up for mock interviews and any presentation. I also stress the importance of punctuality, eye contact, effective speaking etc. My class is designed to teach them organization skills, the value of planning and being prepared. I also encourage group work with class "mixers" and remind students the importance of stepping outside their comfort zone in order to grow both personally and professionally.

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I really liked the emphasis on punctuality, ethics and patience. I think these are vital skills and I can see working them into group projects as part of a skill set. Preparedness i one that I value when hiring, not that I expect an employee fully formed but I expect them to be prepared to learn and work.

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I was most impressed by the comments from the presenter who suggested that simple things like dressing for success and having good written and verbal skills were what he was looking for. I think this is a natural extension from the classroom. However, it would also seem as if it needs to be reinforced more and more. To this end, I will continue to seek out more ways to foster such development.

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When I think of teaching, I see myself as wearing a "badge of honor" especially among my students/peers. As an instructor, I am not perfect but might have greater insight or knowledge about the field. So, I try to role model in and out of the classroom a "servant" leader. In the professional world, going outside of the job description to help assist, mentor, develop, train, or talk to employees as if they matter meant to much to people. Same theory applies to the classroom, I see myself more than just the teacher, I am their to guide them in their career or in our class. So, if that means to demonstrate an idea or then have them mimic the idea in their own way so we can all learn from the idea, great.  Often times, I help them out of our classroom with resumes, or mentoring, or how to practice for a interview, or how to get involved with Chaffey as a volunteer. In life, for me, I couldn't have succeeded without the help of others.

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This is pretty basic, but it encompasses keeping the students accountable in terms of being punctual and turning in work on time. It also means expecting the students to communicate with me (and provide documentation) if they need to miss a class on a day when there is a test or an important assignment to be turned in and they need to make up work. Students who realize that they are not accountable tend to show up and turn in work when they feel like it, rather than demonstrate a commitment to come to class on time and prepared with work completed.

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EQ or emotional intelligence is going to be a HUGE focus for me this semester.  I feel like it is all encompassing of many of the 21st Century skills mentioned.  I was so glad to hear the last speaker on the panel mention EQ.  To do this, I think I will have to spend some time defining and explaining EQ.  And then spend some time trying to develop their EQ through activities. 

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EQ or emotional intelligence is going to be a HUGE focus for me this semester.  I feel like it is all encompassing of many of the 21st Century skills mentioned.  I was so glad to hear the last speaker on the panel mention EQ.  To do this, I think I will have to spend some time defining and explaining EQ.  And then spend some time trying to develop their EQ through activities. 

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Encouraging students to find their passion by sharing yours is also an excellent way to show them that they can align their passion with their career. The video presenters mentioned having heart, or doing what you enjoy doing, keeps people in their careers much longer than they otherwise would be. Encouraging discussion in class about what aspects of the subject you teach that align with what students are already familiar with or enjoy also helps.

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Dependability is so crucial, as several panelists mentioned. Too often, students come to college with the high school mentality - they believe that they aren't much in the way of consequences for being late or absent. Holding students to that higher standard of being on time, sticking to deadlines, insisting that they be here, will help develop that.

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Activities that require group work are something that I think all educators should incorporate in their classes. This helps to develop teamwork skills. I usually get students who request to change groups because they do not like specific group members or complain that some members are not doing their part. I decline their request and remind them that when they get job in the future there are going to be situations in which they are required to work with colleagues they might not like or agree with. This difficult situation in class, helps prepare them for that. The video also mentioned punctuality which is extremely important. I always tell my students it is important that they get into the habit of attending class on time. As professors, we may choose to give them a pass if they come late, but in the workforce that will not be acceptable.

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In the video, they talk a lot about team work and creating a genuine connection with others. In class group work and group projects that require prep work outside of class can help students create and further develop these skills. The panelists also mention punctuality and  dependability which often connect to time management. Sometimes employees and students overload themselves with too many activities, projects, or classes and find that they cannot complete them all. By showing students how to create a schedule and sticking to the schedule created in courses as well as taking roll at the start of class and taking off points for being late, students learn better time management skills.