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

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

Academic skills · Cognition · Cognitive skill · Coursework · Curriculum · Discipline · Experiential learning · Mathematics education · Medical education · Pedagogy · Skills management · Sociology · Study Skills · Computer Science · Education and Critical Thinking Development · Innovative Teaching Methods · Medicine · Psychology · Teaching and Learning Programming

• Fostering and Measuring Skills

  Tim Kautz, James J Heckman et al.•National Bureau of Economic…•2014

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