I think the reflection piece is very important. Students gain and develop various EWS, however, many are not able to reflect on them or able to connect between the purpose of some extracurricular activities and the otucomes of these in terms of skills and competencies. I think this is where teachers play a role as well as the institutional culture to continously promote these skills and help students make the connection between their learning on campus and how to implement and use these skills and competencies in their jobs. 

Institutional culture is key in cultivating EWS. It needs shared values in which all employes and academic staff act upon and integrate them in their services and teaching practices. 

I found the statement "A Carnegie Foundation study said 85% of a person’s job success comes from soft skills and only 15% from technical knowledge and skills."  as an important takeaway.   I can see our faculty members and Career Service personnel using the quote to help students understand why soft skills lessons are included in the technical courses.   

Lots of students have a hard time seeing the skills they’re building through their studies or linking those skills to what they're learning. I think schools should focus more on helping students make these connections and become more aware of the strengths they’re developing.

Everything can learned and we can be able to improve in every aspect. Essential workforce skills has to be specific and realistic. 

have to think about attidudes

I have learned the steps to obtaining and maintaining EWS Certification. ACCSC has adopted guidelines and preparation assistance so that any institution can be successful in implementing EWS.

EWS Programmatic Certification is a valuable tool to evaluate current operations, policies, and procedures. Implementing a certification like this will take some time to determine what can be used.

As instructors, we should offer evidence-based activities in higher education. This allows students' learning history, and prerequisites to predict their success. Because when students use evidence-based activities, their learning success improves. They are more motivated to learn and specific behavioral learning aspects aid in the research on self-regulated learning.

The key factors are attitudes, perceptions, and capabilities, which are not only an afterthought but an inherent part of an intervention process that must be nurtured, monitored, updated, and followed.