Michelle Perrigo

Like I first learned in my early experience with ACCSC: "document, document, document!" Clear, concise evidence is everything. It'll not only help us document, but help our students articulate what they're learning. 

For us, I especially appreciate the example in "Intentionally introduce problems into tasks"--a) that topside welding class example is a great illustration of something we could do in our program in several different courses; b) it's a keen reminder that troubleshooting and problem-solving are some very critical workforce skills in our students' environment (commercial diving) that it behooves us to HIGHLIGHT with them to increase their awareness, advancement, and articulation of how they've been practicing those skills. 

Comment on Billy Hanisee's post: Likewise, Billy--and it reminds us to to daily help them assess what kind of progress they are making and key in with them on how all their skills--technical and workforce--are coming into play in their curriculum. 

We realized we have plenty of competing culture--emphasis ONLY on technical skills that doesn't call out where in our program we DO teach/value some core EWS, even among our staff first. So for us, framing language with staff and students (as Billy mentioned above--and not just giving lip service to an ideal that isn't being acted upon) and then calling out when we're doing it right is one step. Next, that we aren't recreating the wheel--we simply need to identify more explicitly what we do in the informal ways and call attention to how that is also key to building… >>>

Remembering that self-reflection helps us lock down what we've learned & thinking about how to make regular time for it so we can grow in our careers. Little things (non-technical skills/EWS) lead to big things!