Problem-Solving Microcredential
For the purpose of establishing the Problem Solving microcredential, demonstration of competency in this skill will be defined as:
- Exercises sound reasoning to analyze issues, make decisions, and overcome problems.
- Obtains, interprets, and uses knowledge, facts, and data in this process, and may demonstrate originality and inventiveness.
- Able to generate new ideas and creative thoughts.
Rationale
The Council for the Advancement of Standards in Higher Education (CAS) promotes standards to enhance opportunities for student learning and development from higher education programs and services. CAS supports the integration of learning and development outcomes and assessment tools to guide practice and create quality programs for student learning. In particular, two of CAS’s primary Student Outcome Domains focus on skills that specifically address tenets of Problem Solving: 1) Knowledge acquisition, construction, integration, and application; and 2) Cognitive complexity (click HERE for additional information).
Furthermore, and certainly correlated, the National Association of Colleges and Employers (NACE) also identifies similar concepts, termed as “Critical Thinking,” as one of its primary Career Readiness competencies, generally defined as the ability to “Identify and respond to needs based upon an understanding of situational context and logical analysis of relevant information”: https://www.naceweb.org/career-readiness/competencies/career-readiness-defined/. NACE further distinguishes sample behaviors of Critical Thinking/Problem Solving as follows:
- Make decisions and solve problems using sound, inclusive reasoning and judgment.
- Gather and analyze information from a diverse set of sources and individuals to fully understand a problem.
- Proactively anticipate needs and prioritize action steps.
- Accurately summarize and interpret data with an awareness of personal biases that may impact outcomes.
- Effectively communicate actions and rationale, recognizing the diverse perspectives and lived experiences of stakeholders.
- Multi-task well in a fast-paced environment.
NACE’s Job Outlook 2021 Spring Update survey, which apprises current hiring projections (most recently for the Class of 2021), asks employers to specify attributes that they seek on a candidate’s resume. The second-highest response at 79% from employers during the winter-spring 2021 survey period was “Problem-solving skills.”
Milestone 1: Course/Clerkship: Assessed Competency in Student Learning Outcome
| Description |
Learners complete an approved course or clerkship as part of their enrolled course of study with the principles of leadership clearly identified and measured Student Learning Outcome in the course syllabus. This includes development and demonstrated competency in one or more of the following:
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| Skills | Reasoning ability, objectivity, decision-making, originality, inventiveness, creativity, multi-tasking, integration |
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Evidence (specifically what documented proof will be provided) |
Student will upload documented evidence of graded assignments and exams as well as objective evaluative feedback from instructor that verifies significant competency in of one or more of the identified leadership skills. For each submitted evaluation or assignment*, it should be expressly stipulated that students will be able to pass basic requirements for successfully completing the unit or course, but can still be assessed as not competent in these skills as evaluated by instructor. Documentation may include:
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Milestone 2: Completion and Assessed Competency in Approved Co-Curricular Activity
| Description |
Learners complete an approved and inventoried co-curricular activity or experience that meets the criteria as qualified to significantly develop and assess competency in one or more of the defined leadership skills. This includes development and demonstrated competency in one or more of the following:
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| Skills | Reasoning ability, objectivity, decision-making, originality, inventiveness, creativity, multi-tasking, integration |
| Evidence | Student will upload evidence of completed activity accompanied by performance evaluation, outcome assessment, or other objective feedback from activity facilitator/instructor as approved by appropriate department head*. Student will have to have verifiable record of participation of and completion of activity and all requirements pertaining to Student Learning Outcome. Even with all participation requirements met, it should be expressly stipulated that student can be deemed as not competent in skill as assessed by facilitator/instructor. Documentation may include:
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Milestone 3: Completion of Approved Summative Project or Experience Presented to DSAA Microcredential Review Team
| Description |
Learners complete a pre-approved project or experience for which the outcome is determined by the designated DSAA Microcredential Review Team to meet “significant and measurable evidence of mastery of one or more identified leadership skill that is fundamental to the design of the project or experience.” This includes development and demonstrated competency in one or more of the following:
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| Skills | Reasoning ability, objectivity, decision-making, originality, inventiveness, creativity, multi-tasking, integration |
| Evidence | The learner will have to present an account of their experience, including evidence of completion and mastery of the associated skills in written or presentation format*. The experience will also have to be verified by an authorized supervisor, such as project director, faculty/staff advisor, site coordinator, etc. This may include:
The DSAA Microcredential Review Team reserves the right to require the candidate to complete an interview or project presentation in case submitted documentation is not deemed adequate to determine whether it meets the milestone.
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