Foundational skills are universally sought-after in today’s Knowledge Economy, however new research from Credo Education suggests they aren’t being taught effectively enough in higher education. In a survey commissioned by the AAC&U, 91% of employers stated that a candidate’s ability to think critically, communicate clearly, and solve complex problems was more important than their undergraduate major. Unfortunately, fewer than 1/3 of those same respondents perceive recent graduates to possess these skills at sufficient levels.
Higher education is currently in the midst of a foundational skills crisis, one that impacts everything from enrollment numbers, to retention, to graduation rates.
We conducted interviews with 50+ academic leaders to gain a better understanding of the challenges facing institutions around teaching and assessing foundational skills. Through this research, we were able to diagnose institution’s 4 stages of development towards a comprehensive foundational skills strategy, and outline prescriptive steps each campus must take to combat the crisis.
Only 4% of institutions have a comprehensive, campus-wide strategy for building students’ foundational skills from the time they arrive on campus, to the time they graduate, to their entry into the workforce.
These findings and more have been included in our white paper, Campus Responses to the Foundational Skills Crisis. In this report, you will find case studies from colleges and universities of all sizes as they work toward better foundational skills instruction and assessment outcomes. See what’s been working, what hasn’t, and explore the potential for change on your own campus.
Author: Duncan Whitmire
Marketing Writer, Before joining Credo in 2012, Duncan worked in the circulation department of his local public library, and as a Student Services Coordinator in a school for children with special needs. In his free time he writes fiction that has been published in dozens of literary magazines and anthologies.