As you read about my course objectives on the next two pages, you may notice that these goals aren’t content specific. That is, I didn’t include goals like “each student will be able to explain the difference between the definitions of “race” and “ethnicity.” Of course, if you’re taking some of my courses where we cover that material, I certainly hope that you will acquire that information during the semester. Most importantly, though, the purpose of college is to teach students to think, and this is especially true at a liberal arts university like St. Edward’s.
Learning how to think is still an abstract concept, so let me make it more concrete. The thinking skills that you acquire in my courses (and elsewhere during your college career) will make you more marketable as an employee. For example, take a look at this report based on a survey of 318 employers published in 2013 by the Association of American Colleges and Universities (the skills that you will practice in most of my courses are in bold below):
Nearly all those surveyed (93%) agree, “a candidate ’s demonstrated capacity to think critically, communicate clearly, and solve complex problems is more important than their undergraduate major.”
More than nine in ten of those surveyed say it is important that those they hire demonstrate ethical judgment and integrity; intercultural skills; and the capacity for continued new learning.
More than three in four employers say they want colleges to place more emphasis on helping students develop five key learning outcomes, including:critical thinking, complex problem-solving, written and oral communication, and applied knowledge in real-world settings.
Employers endorse several educational practices as potentially helpful in preparing college students for workplace success. These include practices that require students to a) conduct research and use evidence-based analysis; b) gain in-depth knowledge in the major and analytic, problem solving, and communication skills; and c) apply their learning in real-world settings.
In a different survey conducted by the National Association of Colleges and Employers (NACE), 200 hiring managers identified 10 skills that they look for in job candidates, in order of importance:
1. Ability to work in a team
2. Ability to make decisions and solve problems
3. Ability to plan, organize and prioritize work
4. Ability to communicate verbally with people inside and outside an organization
5. Ability to obtain and process information
6. Ability to analyze quantitative data (definitely in Social Statistics – Soc 2329)
7. Technical knowledge related to the job
8. Proficiency with computer software programs
9. Ability to create and/or edit written reports
10. Ability to sell and influence others
The good news for grads: No matter what you have studied in school, whether anthropology or French or computer science, you will have had to learn the top five skills on the list. The trick is to demonstrate that you have those skills through your cover letter, résumé and interview. Think about class projects where you have been a team member or leader and jobs where you have had to plan and prioritize. Describe those skills specifically in your résumé and cover letter.
So, even if you’re not majoring in sociology or planning to go to graduate school, this course and the other courses you’ll take at SEU will help you to develop skills that you can use to make yourself more marketable in the future.