Stephen Ivancic

Even in career education we use the "Carrot" or "program completion" as the goal of learning. What if, at the end of each course / quarter/ semester our student would write a resume of additional skills they have because of the learning from the / quarter/ semester and then listed additional jobs they could apply for ... i.e. Maybe they can't be a hand on tech yet, but they could work a helpdesk ... As faculty we need to see that even one course in a program can give our learners a wider access to employment - even before program completion.

Should an instructor give thier grading rubric to a student so they can write to the rubric?

Reflection is parallel to continuous improvement cited in quality initiatives. What are some specific metrics one could design as tools to guide the reflective process?