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Accordingly, universities and private education companies are increasingly adding workforce-focused academic programs and courses to help students succeed immediately in the workforce ( Caudill, 2017).

In response to these trends, there are calls for higher education to work more closely with industry partners to connect their curricula with the workforce’s needs ( Kinash and Crane, 2015 Oraison et al., 2019). As many more skilled workers will be needed to fill rapidly changing professions, these positions will require higher education institutions to produce workforce-ready students with the requisite dispositions and abilities to adjust to the quickly evolving nature of work in STEM and beyond. With this innovation, STEM occupations will profoundly transform or change the skills needed to perform them ( Gownder et al., 2015) There is growing consensus among learning researchers and labor economists that a select set of essential skills, such as complex problem solving, critical thinking, creativity, emotional intelligence, systems thinking, teamwork, and interpersonal communication are emerging as foundational to an increasing number of professions-in addition, and beyond technical or specialized knowledge and skills that form the basis of a profession ( National Research Council, 2012 Gray, 2016 National Academies of Sciences Engineering and Medicine, 2017). At the same time, the speed of disruptive change in the workplace is accelerating exponentially with the introduction of artificial intelligence (AI). Science, technology, engineering, and mathematics (STEM) occupations are projected to grow over two times faster than the total for all occupations in the next decade ( US Bureau of Labor Statistics, 2021). The examples show that the framework offers a customizable structure for course facilitators and evaluators to assess the skills taught, learned, and retained based on their needs and the resources available to evaluate the quality and usefulness of course offerings in higher education. This paper introduces the framework and provides two illustrative examples for applying the framework. The overarching aim of the framework is to support skills transfer from the classroom to the workplace. Our framework, Course Assessment for Skill Transfer (CAST), is a suite of conceptual tools intended to aid course designers, instructors, or external evaluators in assessing which essential skills are being taught and to what extent. In turn, developers of such programs and courses need ways to assess how well the skills taught in their courses translate to the workforce. In response, many universities are deliberately developing academic programs and individual courses focused on providing relevant skills that can be transferred to the workplace. This will require reskilling and upskilling those currently in the workforce. Science, technology, engineering, and mathematics (STEM) occupations are projected to grow over two times faster than the total for all occupations in the next decade. STEM Research Center, Oregon State University, Corvallis, OR, United States.Fischer *, Kimberley Preston, Nancy Staus and Martin Storksdieck

Affinity publisher essential training online courses