Students, and particularly those in the humanities, arts, and social sciences, often struggle to articulate their knowledge and skills to prospective employers.
Your college or university’s career center may have worked with local employers to identify the skills they most desire in students. Boise State University’s Career Center, for example, among other things, analyzing and interpreting information, collaboration, communication, problem solving, and taking initiative.
These are, of course, all skills students build through course assignments. Near the end of each semester, I co-create with my students a list of the skills they have built that semester. We then craft phrases they might use in résumés, cover letters, and interviews. Here are some examples from a women’s history course I taught recently:
- Located valuable sources when information is difficult to find
- Conducted primary source research in analog and digital repositories
- Collaborated with a diverse team on multiple iterations of a project
- Pivoted a project’s focus when resources proved unavailable
- Navigated ambiguity; can “think on my feet” when obstacles arise
- Demonstrated persistence and resilience when identifying and learning new technologies
- Set realistic goals and timelines
- Learned who to ask, what to ask for, and how to ask for it
- Built accessible digital resources
Most students wouldn’t consider a women’s history course vocationally focused, yet this exercise helped them emerge from the class confident they had transferable skills. Chances are your courses are similarly useful to students on the job market, but they might not realize it, let alone know how to describe the knowledge and skills they acquired.
A list of transferable skills undergraduates develop, from Marquette University
Director, Instructional Design and Educational Assessment (IDEA Shop)
Center for Teaching and Learning
Boise State University