CCWT Publications

Hora, M.T., & Lee, C. (2020). Industry in the college classroom: Does industry experience increase or enhance how faculty teach cognitive, inter- and intrapersonal skills? Center for Research on College-Workforce Transitions. University of Wisconsin-Madison

Executive Summary: Competencies known variously as “soft” or “21st century skills” are increasingly linked to college students’ academic and career success, and faculty with industry experience are hypothesized to be uniquely qualified to teach these skills. Yet little research exists on this topic. In this paper, we report findings from a mixed methods study of the degree to which industry experience influences how STEMM faculty teach teamwork, oral and written communication, problem-solving, and self-directed learning skills in 2- and 4-year postsecondary institutions. Using inductive thematic and hierarchical linear modeling techniques to analyze survey (n=1,140) and interview (n=89) data, we find that faculty place relatively low emphasis on these skills, but that industry experience is significantly associated with teaching oral communication, teamwork, and problem-solving skills. Other factors including race and perceptions of departmental teaching norms also influenced skills-focused instruction. Industry experience also informed problem-based learning activities, knowledge of desired workplace skills, and a focus on divergent thinking. Given that industry experience is an important, but not the only influence on skills-focused instruction, policies aimed solely at hiring faculty with industry experience will be of limited utility without a corresponding focus on training in teaching and instructional design.

Authors (in alphabetical order): Lena Lee, Pangzoo Lee, Bailey B. Smolarek, Myxee Thao, Kia Vang, Matthew Wolfgram, Choua Xiong, Odyssey Xiong, Pa Kou Xiong, & Pheechai Xiong.  Our HMoob American College Paj Ntaub.

“Our HMoob American College Paj Ntuab” is a qualitative research study conducted by the Center for College-Workforce Transitions (CCWT) in partnership with the HMoob American Studies Committee (HMASC), a University of Wisconsin-Madison (UW-Madison) student activist initiative, to examine the sociocultural and institutional factors influencing HMoob American college experiences at UW-Madison. We found that the HMoob American students who participated in our study often reported feeling unwelcome or excluded at UW-Madison. Participants stated that they felt the campus community did not have any knowledge of HMoob history and culture, which put HMoob American students in the position of educating their peers and professors on who the HMoob are. Additionally, participants reported experiencing macro- and/or micro-aggressions in classrooms, residence halls, and on the streets near campus. Our participants also reported feeling unwelcome in certain schools, buildings, and professional student organizations, which has significant implications on HMoob American students’ academic majors, future career plans, and professional social networks. In contrast, the spaces in which our participants stated that they felt most comfortable, safe, and welcome were student support programs, race-specific student organizations, and HMoob specific classes. Participants described these spaces as places where they were able to cultivate their ethnic identity and find mentorship and other support systems.

Hora, M.T., Wolfgram, M. & Chen, Z. (2019). Research Brief #8: Closing the doors of opportunity: How financial, sociocultural and institutional barriers inhibit access to college internships. Center for Research on College-Workforce Transitions. University of Wisconsin-Madison

Abstract: Internships are widely perceived as experiences that open the doors of opportunity, yet little is known about obstacles to participation. We report findings from surveys (n = 1,549) and focus groups (n= 100) with students at five postsecondary institutions. Results indicate that 64% of non-interns did not pursue one due to intersecting obstacles including the need to work, heavy course loads, and a lack of opportunities in their disciplines. First-generation students were more likely to report needing to work, Arts and Humanities students were more likely to report insufficient pay and heavy course loads, and full-time students were least likely to report insufficient pay. Colleges and universities must work to ensure that internships do not reproduce privilege and exacerbate inequality.

Hora, M.T., Parrott, E. & Her, P. (2019). Research Brief #7: How do students experience internships? Exploring student perspectives on college internships for more equitable and responsive program design. Center for Research on College-Workforce Transitions. University of Wisconsin-Madison

Abstract: At a time when colleges and universities are anxious to prove that their graduates are employable, internships are being increasingly touted as valuable “high-impact” practices. However, how students themselves conceptualize internships is poorly understood, which inhibits their inclusion in the employability discourse and their incorporation into program design. In this study we use the freelisting method from cultural anthropology to analyze data from students (n=57) in three U.S. colleges, using saliency analysis, thematic analysis, and social network analysis techniques. Results indicate that the most salient terms in the cultural domain of internships were: “experience,” “learning,” “paid,” and “connections.” Students discussed these words in utilitarian terms (e.g., something to “get” for one’s resume), as important aspects of career- and self-exploration, and to highlight the importance of compensation. Differences in the complexity of student accounts were evident between students who had taken an internship and those who had not. These findings highlight how common definitions of internships reflect a homogenous and aspirational perspective that is inconsistent with student accounts. We conclude that students’ insights about internships are important to consider to re-frame the employability debate to include student interests, to avoid one-size-fits-all approaches to internship design, and to facilitate student self-reflection.