1. SOFT SKILLS:
METHODS FOR
TEACHING AND
ASSESSMENT
Presented by:
EDWIN C. CANCINO,PhD

2. OBJECTIVE
• Faculty members are better able to
choose conceptually grounded teaching
strategy and psychometrically strong
measure of soft skills that cut across
academic achievement and other
learning outcomes.

3. CONTENT
• Learning Outcomes and Soft Skills
• Instructional Approaches Towards Achieving
the Soft Skills
• Soft Skills to Hard Data
• Open Forum
• Workshop
• Presentation and Critiquing
• Synthesis

4. OUTCOME
• Revised course design as evidenced in the
course syllabi.
• For evidence of success and program
improvement, ALL PARTICIPANTS ARE
REQUESTED TO HAVE 2 SOFT
SKILLS APPROPRIATE TO THE
COURSE HANDLED, TRANSLATE
THESE INTO LEARNING OUTCOMES
WITH TEACHING AND ASSESSMENT
METHOD FOR EACH OUTCOME BY
THE END OF THE WORKSHOP.

5. SOFT SKILLS
• A cluster of personality traits, social graces,
facility with language, personal habits,
friendliness and optimism.
• Skills, abilities and traits that pertain to
personality, attitude and behavior.
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

6. WHY SOFT SKILLS?
• The critical components of being college-
and career-ready focus more on higher-
order thinking and performance skills than
knowledge of challenging content.
• Persons who rank high in soft skills are
generally the people that most employers
want to hire.
• Embedded in the KFU VMGO.
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

7. WHY SOFT SKILLS?
• Proficiency in ABET Professional Skills
(outcomes 3f-j)
– Engineers must be a “POLYMATH” according to
James Duderstadt
– In Restructuring Engineering Education: a Focus
on Change
– The ABET Professional Skills Can They Be Taught?
Can They Be Assessed?
– Multi-method/Multi-source approach suggested
by Gloria Rogers, ABET Executive Director
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

8. SOFT SKILLS
• EFFECTIVE WRITTEN AND ORAL
COMMUNICATIONS
• CRITICAL THINKING
• INFORMATION MANAGEMENT SKILL AND
LIFE-LONG LEARNING
• PROBLEM-SOLVING AND DECISION-MAKING
• LEADERSHIP SKILLS
• TEAMWORK SKILLS
• ETHICAL BEHAVIOR
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

9. QUALITY FRAMEWORK
PROGRAM PROGRAM IMPACT
QUALITY OUTCOMES
STAFF ENGAGE (GRADUATE ACHIEVEMENT
PRACTICES MENT AND ATTRIBUTES)S
PROGRAM OFT SKILLS EMPLOYABILITY
PROGRAM AND
CONTENT EXPE DISPOSITIONS HEALTHY
RIENCES BEHAVIOR
FAMILY, COMMUNITY, SOCIETAL INFLUENCES
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

10. CONCEPTUAL FRAMEWORK
Use tools Interact in
interactively heterogeneous
group
Act
autonomously
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

11. EFFECTIVE COURSE DESIGN
PROGRAM
OUTCOMES
DOMAIN SPECIFIC COURSE
SOFT SKILLS
KSAVD LEARNING
OUTCOMES
TECHNOLOGY
DIRECT
INSTRUCTION MEASUREMENT
INDIRECT
STUDENT FACULTY
Soft skills > dimensions > learning outcomes> learning activities> assessment
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

12. What instructional strategies are
effective in achieving the soft skills?
• According to the active learning theories,
learning of ideas and skills can occur in a
wide variety of thought stimulating
activities, ranging from:
– Learning from others
– Learning by discovery
– Learning by doing
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

13. What instructional strategies are
effective in achieving the soft skills?
Learning from others: explanation based instruction
(lectures, demonstrations, video, group
discussions, on-line presentations, workshops,
seminars
Learning by discovery: guided inquiry instruction
(research/projects, library works, theory/paper
critiquing)
Learning by doing: activities for application and
extension (OJT, community immersion, paper
presentation, projects, event organizing, concept
writing, publications)
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

14. What instructional strategies are
effective in achieving the soft skills?
• Adult Transformational Learning
– Disorienting dilemma
– Role plays
– Team work exercises
– Test-like events
– Periodic movements
– Academically-based breaks
– Think-pair-share
– Pre-correction
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

15. What instructional strategies are
effective in achieving the soft skills?
• CURRICULAR DEBRIEF- developed by the
WSU CTLT
– Engage small groups of students during the
timeframe of one class period (45 mins)to
discuss a complex problem in their course that
has yet to be resolved. This is usually done in 8
sessions.
– Norming is done.
– ABET Skill mapped to correspond with WSU
CITR
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

16. Recommendations of WSU CTLT
• Incorporate activities that teach and assess
soft skills into each program’s core
curriculum.
• Use a scenario activity in each course.
• Use assignments asking for written responses
to scenarios.
• Discuss current events related to the course.
• Ask students to create a team product such
as summary of approaches and issues.
• Conduct department-wide rating sessions
and include a wide range of participants.
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

17. ABET Skill 3f. Understanding of professional and ethical responsibility
Student clearly frame the problem and begin the process of resolution. Students
consider related ethical issues related, such as health and safety, fair use of
funds, and doing “what is right” for all involved.
STRUGGLING DEVELOPING MASTERING
0 1 2 3 4 5 6
Students do not identify nor Students start to frame the Students clearly frame the
summarize the problem problem, although some key professional challenges and issues
details are glossed over. related to the problem.
Students discuss one or more Students develop
approaches to resolve the appropriate, concrete approaches
problem. to resolve the problem.
Students do not consider ethical Students show some recognition Students clearly identify relevant
issues related to the problem. of relevant ethical issues, but ethical issues and address them in
don’t adequately address them in proposed approaches to resolve
proposed approaches to resolve the problem.
the problem.
Comments:
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

18. LEVEL DIMENSIONS 1 2 3 4
UNSATISFAC MODERATE GOOD EXCELLENT
TORY
CS1 Ability to present Presentation Presentation Presentation Presentation
ideas clearly, of ideas is of ideas is of ideas in of ideas in
effectively and vague, unclear, either oral or oral and
with confidence, unorganized unorganized written form written form
orally or in and lacks and lacks is clear, is clear,
writing confidence confidence organized organized
and with and with
confidence confidence
CS2 Ability to listen Very passive Not too Active and Active, very
attentively and and not active but attentive attentive and
provide feedback attentive shows some able to give
degree of appropriate
attentivenes responses.
s
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

19. SOFT COURSE INDIVIDUAL SUMMATIVE SELF- COLLABO INTER ARCHIVAL
PROJECTS PERFORMA ASSESS MEASURES
SKILLS DATA NCE RATION VIEWS
MENT
REFLEC
AND
TION SURVEYS
Commu Accepta Accepta Mixed Accepta Mixed Mixed Inappro
nication ble ble ble priate
Critical Mixed Accepta Mixed Mixed Accepta Mixed Inappro
thinking ble ble priate
Life long Mixed Accepta Mixed Inappro Mixed Accepta Inappro
learning ble priate ble priate
Decision Mixed Accepta Mixed Mixed Accepta Mixed Mixed
making ble ble
Leader Mixed Inappro Mixed Accepta Accepta Accepta Inappro
ship priate ble ble ble priate
Team Mixed Inappro Mixed Mixed Accepta Accepta Inappro
work priate ble ble priate
Ethical Inappro Mixed Mixed Mixed Mixed Mixed Mixed
behavior priate
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

20. Is it worth trying?
• Program outcome instead of course
outcome.
• Tons of portfolios to assess.
• Additional manpower.
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

21. Challenges
• Objective in assessing
• Support from top management
• Extra work
• Demand of the curriculum
• Susceptible to short-term coaching effects
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

22. Soft Skills CurriculumMatrix Mapping
Course Credit SS1 SS2 SS3 SS4 SS5
Algebra 3
Chemistry 3
Materials 3
I Introduced E Enhanced R Reviewed and Reinforced
GTH Good To Have MH Must Have
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

23. Learning Outcomes Instructional Soft Skills to
and Soft Skills Approaches Hard Data
Any question?
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis

24. ALL PARTICIPANTS ARE REQUESTED TO
HAVE 2 SOFT SKILLS APPROPRIATE TO
THE COURSE HANDLED, TRANSLATE
THIS INTO LEARNING OUTCOMES WITH
TEACHING AND ASSESSMENT METHOD
FOR EACH OUTCOME BY THE END OF
THE WORKSHOP.
or
ADOPT A CURRICULAR DEBRIEF
STRATEGY IN A CLASS AND ANALYZE
RESULTS FOR PRESENTATION.
Learning Outcomes Instructional Soft Skills to Workshop and
and Soft Skills Approaches Hard Data synthesis