2012 Best Practices for Government Libraries

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Are We Work-Ready? 38 BEST PRACTICES 2012 By Dr. L. Sylvia Weldon, Adjunct Assistant Professor, University of Maryland University College Introduction As college graduates search for jobs, they quickly find that their skills do not match the skills in available positions (Imagine America Foundation, 2008). “In the next decade, nearly two-thirds of the estimated 15.6 million net new jobs created in the U.S. will be in occupations that require some postsecondary education or considerable on-the-job training” (Imagine America Foundation, 2008, p. 6). One state, in 2007, had an estimated 30,000 college students taking remedial courses to learn skills that they should have learned in high school (Postal, 2008). Problem When entering community college, 60% of the freshmen have found that they are not academically prepared for college work (Adams, 2011). College admission requirements place some of these students into developmental courses (Weldon, 2012). Other students who score high enough on the placement tests are placed into remedial or college level work. The students placed into developmental coursework affirm that many high school graduates are not “ready to succeed in entry-level college courses” (Conley, 2010c, p.19). The students who placed high enough for the remedial or regular college courses could be also lacking in certain areas. In the past, remedial courses existed for students when they needed precollege-level courses to teach the basic academic skills that they had forgotten (Boylan, 2001). Currently, sometimes those who were placed below the accepted placement scores of the college or university would be placed into a sub-level of remediation called developmental education. These students needed additional “counseling; advising; tutoring; topical workshops: individualized instruction; and courses to enhance study skills and strategies, promote critical thinking, or introduce students to the rewards and expectations of college” (Boylan, 2001, p. 2). College-ready is defined by “four distinct dimensions of college readiness: cognitive strategies, content knowledge, self-management skills, and knowledge about postsecondary education” (Conley, 2008). The profile of the student who is college ready demonstrates “development of key cognitive strategies, mastery of key content knowledge, proficiency with a set of academic behaviors, and sufficient “college knowledge” about what postsecondary education requires” (Conley, 2010a, p. 18). Unfortunately, sixty percent are taught pre-college content not offered or not mastered in high school, for example, “study skills and learning strategies, critical thinking, and other approaches addressing the cognitive and affective needs of the learners” (Boylan & Bonham, 2007, p. 2). When developmental, remedial, and collegial level students graduate, they may still not be work-ready. The readiness factor of graduates for work hinges on a certain comfort level that today’s college
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2012 Best Practices for Government Libraries

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