Compelling Priority #5: Development of Graduates with Knowledge, Skills, and Dispositions for Professional Careers or Advanced Studies

 Central State University connects curricula and professional development activities to the broader community and continues to develop and strengthen partnerships with Ohio businesses and industries to promote learning and opportunities for graduate education and/or the workplace. The University aims to bridge theory with practice in demonstrating competency to perform the necessary skills required for tasks related to a chosen field of study.

Central State University will Strategies and structures for achieving this goal Responsible Unit(s) Timeline

5.1
 Prepare students to enter professional careers or complete advanced studies through rigorous academic preparation, robust mentorship, enrichment opportunities, and service learning


5.1.1 Expand research and teaching collaborations with other universities, especially 1890
Land-Grant institutions

 


  1. Fall 2015 Fair---65 employers representing: government, corporate, school districts and graduate schools.  Approximately 180 students and alum participated in the fair. 
  2. Spring 2016 Fair--- 68 employers representing: government, corporate, school districts and graduate schools.  Approximately 230 students and alum participated in the fair.
  3. Fall & Spring Career & Internship Fairs: Fall 2016 - 66 employers representing government, corporate, school districts, and graduate schools. Approximately 256 students and alumni participated in the fair.
  4. The following employers/graduate schools visited Central State University during the 2015-2016 academic year:
    • Discover Financial
    • Ohio State University Graduate Programs
    • Cleveland State University
    • Thurgood Marshall College Fund
    • University of Cincinnati College of Nursing
    • Peace Corps.
    • NASA Glenn Research
    • AXA Advisors
    • PNC Bank
    • Student Conservation Association

 

  1. Collaborations are ongoing with the Ohio State University (1862)
  2. Collaborations are ongoing with 1890 Universities on Evans-Allen Research opportunities.


2014-2018

5.1.2 Continue support for accreditation of designated programs
  1. Title III budgets have been allocated to each program seeking accreditation.
5.1.3 Maintain quality of academic programs
  1. Program reviews for six programs have been completed and the remaining programs that are not accredited or pursuing accreditation will be reviewed in the 2016-2017 academic year.
5.1.4 Promote an environment that encourages students to continue their education via graduate and professional schools
  1. The fall and spring career fairs included representatives from various graduate schools and professional schools.
5.1.5 Formalize modeling and mentoring of professional careers.
Develop curricula, internships and co-ops in agricultural and related fields
  1. Pre-Law program continues to mentor students for law school
  2. The program has been extended to medical schools.
  3. “Man Up Mondays”/”Womanhood Wednesdays”— Sessions were led by trained staff, and students were encouraged to lead the conversations.
5.1.6 Establish greater connections between faculty, students, and Career Services to improve student preparation and enhance career success
  1. The School of Agricultural Education and Food Science was established in the College of Education to offer the following programs: Agricultural Education and Agricultural Extension Education. These program proposals have been submitted to ODHE.
  2. Department of Agricultural Sciences was established in the College of Science and Engineering. A program in Sustainable Agriculture has been approved by HLC.
5.1.7 Integrate soft skills and career oriented dispositions in both academic and co-curricula activities
  1. The fall 2015 and spring 2016 career fairs involved faculty participation.
  2. Academic Deans and SAEM have scheduled meetings to discuss integration of career services in the academic curricula.
5.1.8 Engage the community and corporate leadership in the design of internships
  1. Some programs have added a “professionalism” component to course syllabi. For example, the Journalism and Digital Media Program teaches a course titled “Professional Development.”
  2. The Career Services Department conducts periodic workshops on professionalism.
  3. Workshops on soft skills are included in the annual Communications Week.

5.1.9 Engage the community and corporate leadership to serve on advisory boards
  1. Discussions about design of internships were incorporated into career fairs.
  2. The College of Business is very active in getting entrepreneurs to participate in the design of internships (i.e., the LEED Executives).
5.1.10 Conduct student assessment for diagnostic and prescriptive activities to uncover what students need to support transition to the workforce
  1. The following advisory boards are functional: 1890 Land-Grant Advisory Board, College of Business Advisory Board, Environmental Engineering Advisory Board, and Manufacturing Engineering Advisory Board.
  2. The College of Humanities, Arts, and Social Sciences Advisory Board will reconvene in Fall 2016.

5.1.11  Conduct student assessment for diagnostic and prescriptive activities to uncover what students need to support transition to the workforce
  1. A Student Skills Inventory is administered through University College for first-time freshmen.