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WKU Quality Enhancement Plan

Title: Toppers R.I.S.E. – “A Roadmap to Integral Skills and Engagement”

Implementation & Assessment Plan

Executive Summary

In recognition of the evolving demands of today’s workforce, Western Kentucky University (WKU) is dedicated to enhancing the academic experience by ensuring students acquire the essential competencies required for post-graduate success. Equally important is WKU’s commitment to helping students to understand how their coursework, including general education, is where they begin to work with and refine foundational skills that will prepare them for professional environments. Our institution’s Quality Enhancement Plan (QEP), “Toppers R.I.S.E., A Roadmap to Integral Skills and Engagement,” aligns with the Kentucky Council on Postsecondary Education’s state-wide project, The Kentucky Graduate Profile (KGP) and the National Association of Colleges and Employers’ (NACE) vision for college graduates to exhibit career-focused outcomes each graduate should demonstrate as part of their college curriculum. By integrating a syllabus statement of which of these Transferable Skills are covered in each course of our general education curriculum, called the WKU Colonnade Program (The Colonnade), coupled with discussion and reflection on how those skills were developed within each course, we will assist students in finding greater value and purpose in their general education curriculum while also empowering students to excel in their chosen fields and contribute meaningfully to society. These skills are a set of career-focused learning outcomes each WKU student should demonstrate as part of their completion of The Colonnade Program.

While WKU has made commendable progress in embedding the Transferable Skills employers consistently identify as essential for workplace success into The Colonnade Program, an equally important challenge remains that will be beyond the scope of this QEP: ensuring our students know their skillsets and can effectively articulate and demonstrate these skills to prospective employers. In their Spring 2025 Job Outlook Report, NACE shared that 67% of recruiters are doing skills-based screenings, which makes students’ knowledge of and communication of their skillset vital in order to secure employment after graduation.

Transferable Skills, also known as soft skills or core competencies, are abilities that are applicable across a wide range of careers and industries. These include, but are not limited to:

• Critical thinking and problem-solving – analyzing complex issues, evaluating evidence, and developing logical solutions.
• Oral and written communication – clearly expressing ideas in both spoken and written formats, tailored to different audiences.
• Collaboration and teamwork – working effectively with others in diverse and dynamic environments.
• Adaptability and flexibility – adjusting to new challenges, technologies, or work environments.
• Leadership and initiative – motivating others, taking responsibility, and driving projects forward.
• Ethical reasoning and decision-making – recognizing ethical issues and making principled choices.
• Digital literacy – using technology effectively and responsibly in professional settings.
• Interpersonal communication – understanding and respecting diverse perspectives and working across cultural boundaries.

These skills are intentionally woven throughout The Colonnade Program’s coursework and learning outcomes. However, students’ ability to recognize, reflect on, and communicate these competencies in real-world contexts is less apparent but critical for students’ post-graduation success. In a Fall 2024 survey of local employers identified two of these skills—oral and written communication and critical thinking—as “very important” and “critical” for new hires. While we will promote all of the KGP skills through Toppers R.I.S.E., our focus for assessment through The Colonnade Program for this QEP will be on these that our local partners have indicated.

To bridge this gap between having the skills and being able to accurately articulate them, WKU is developing intentional strategies that will help students translate their academic experiences into language that resonates with employers. These efforts will include:

Collaborating with faculty to align course assessments with real-world applications and employer expectations. Colonnade faculty will receive training the Transferrable Skills of the Kentucky Graduate Profile and identifying those focused on in their courses, on preparing assignments using the Transparency in Learning and Teaching project (TILT), and on Cosby’s (2014) Professionalism Competency Model (PCM) to incorporate skill-building activities and reflections into their courses and to communicate clear connections between what is being taught in the classroom and employability skills. Regular assessment will gauge student progress, and reflection opportunities will reinforce students’ ability to communicate their skill development. Toppers R.I.S.E. will facilitate cross-institutional collaboration among faculty and advisors sharing best practices and fostering innovation.

Integrating reflections that prompt students to connect course content with the career-relevant KGP skills is a powerful strategy for enhancing both learning and career readiness. These activities and assignments will encourage students to actively think about how the skillset they are developing—focusing on critical thinking and communication—applies beyond the classroom and into the professional world. By reflecting on their experiences, students begin to recognize the real-world value of their academic work within The Colonnade. These reflective exercises will not only deepen students’ appreciation of general education coursework and understanding of course material but will hopefully carry forward to prepare them to articulate their competencies in résumés, interviews, and professional conversations. Ultimately, this practice empowers students after they complete The Colonnade to enter the internship or job market with a clearer sense of their strengths and a stronger ability to communicate their value to potential employers.

By reinforcing the connection between academic learning, especially in The Colonnade, and career readiness, WKU can provide opportunities for its students not only to develop the skills employers seek but also to confidently convey their value in a competitive job market.

Outcomes and Strategies

 

Expected Student Learning Outcomes

• SLO1: By the end of The Colonnade program, at least 80% of students assessed will demonstrate competency in targeted KGP skills (critical thinking, written/oral communication) by achieving milestone level 3 or higher on artifacts assessed using the corresponding AAC&U LEAP VALUE rubrics.
• SLO2: By the end of The Colonnade program, at least 80% of students assessed will (1) report Early Application (level 3) or higher in targeted KGP skills (critical thinking, written/oral communication) on the NACE Career Readiness Student Competency Assessment, and (2) earn a score of 3 or higher on their written reflection of skill development as assessed using the KGP Reflection Scoring Rubric.

 

Advising Strategies

Advisors will:

• Communicate to students the Transferable Skills covered in their Colonnade courses during advising sessions.
• Communicate to students the importance of working to achieve exposure to all of the Transferable Skills through their selection of Colonnade courses.

 

Faculty Strategies

The Colonnade Program faculty will:

• Identify the curricular alignment between their course content and the Transferable Skills.
• Identify the level of development (introduce, develop, reinforce, master) of the Transferrable Skills in their courses.
• Communicate the Transferable Skills covered in their Colonnade courses to students.
• Employ the methods of the Transparency in Learning and Teaching model and Cosby’s (2014) Professionalism Competency Model (PCM), helping students understand how and why they are learning course content.