A Roadmap to

Credentialing

VIKI P. KELCHNER, PH.D.

UNIVERSITY OF CENTRAL FLORIDA

First Steps

Where do you begin?

Industry trends in U.S.

Industry trends in Florida

Industry trends in Central Florida

Types of companies expected to grow (annual grow rates)

The best cities for future job growth (Forbes)

Highest projected growth rates

Orlando

North Port

Jacksonville

Ocala

Top Industries

Healthcare

Skills Trade

Technology

Sales

Construction

Education

Shortage

Healthcare

Technology

Skilled trades

Bus drivers

Housekeepers

Customer Service Professionals

University Specialty Areas

What are the specialty areas of your college/university?

UCF Specialty Areas

1. Hospitality

2. Communication

3. Social Services

4. Education

5. Technology

6. Healthcare

7. Human Services

Classes Geared Towards Professional

Service SectorsTheme Park and Attraction Management Track:

HFT 4755 Theme Park and Attraction Management

HFT 4614 Risk Management in Theme Parks and Attractions

HFT 4751 Managing the Employee Experience in the Theme Park and Attraction Industry

HFT 4752 Managing the Guest Experience in the Theme Park and Attraction Industry

HFT 4758 Operational Issues in the Theme Park and Attraction Industry

HFT 4759 Product Development in Theme Parks and Attractions

HFT 4795 Entertainment Arts and Events

Restaurant and Foodservice Management (sample of classes):

HFT 1000: Introduction to the Hospitality and Tourism Industry

FSS 2221C: Techniques of Food Preparation

FSS 3008: Culture and Cuisine

HUN 3013: Nutrition Concepts and Issues un the Service Industry

Event Management:

FSS 2284C Food Preparation for Catered Events The Event Industry

HFT 2750 The Event Industry

HFT 3670 Hospitality and Event Risk Management Event Promotion

HFT 3512 Event Promotion

HFT 3519 Event Services

HFT 3523 Event Sales

HFT 4802: Catering Sales Management

Communication:

COM 1000: Introduction to Communication

SPC 1608: Fundamentals of Oral Communication

SPC 1603C: Fundamentals of Technical Presentations

Leadership Studies:

LDR 2001: Foundations of Leadership

LDR 2002: Intermediate Foundations of Leadership

SPC 2445: Leadership through Oral Communication

http://www.ce.ucf.edu/Program/3417/Certificate-In-Leadership/

Early Childhood Education:

EEC 3700: Social and Emotional Development in Young Children

EEC 466`: Early Childhood Education Theory

EEC 4268: Curriculum Activities in Early Childhood

EEC 4303: Planning Creative Activities in Early Childhood Education

ARE 2000: Early Childhood Art and Creativity

MUE 2111: Early Childhood Music and Movement

IES Student Interests

What are your students’ interests?

UCF IES Student Interests

1.Hospitality

2. Education

3. Social Work/Social Services

4. Communication/Interdisciplinary Studies

5. Computer

6. Videography

7. Photography

Job Market Demands UCF Specialties IES Student Interests

Hospitality

Social Services

Education

Healthcare

Technology

Hospitality

Education

Social Services

Hospitality

Education

Social

Work/Social

Services

Hospitality

Early

Childhood

Education

Social Services

Concentration

Concentration

Concentration

Is the fun over yet?

Plan of Study

Course Sequences

Develop Core Courses

College Approval

University Approval

State Approval

Course Sequence

Core Courses

Develop of core courses all IES student will take

7 Courses

Strategies for Student Success

Career Planning I, II, & II

Personal Leadership

Intro to Communication

Internship x 5 (varying credit)

Co-Curricular

Work Internship (on Campus)

Capstone Internship

Course Development What are the targeted learning outcomes?

What are the skills students need for employment?

Course Purpose

Align Course Objectives with(NACE) Key attributes for Employability

Date Topics Reading/Study

(to be

completed before class)

Assignments due Course Objectives

NACE Standards

Week 1

Course Overview and

Introduction

(in class activity: students

will complete the “My Next Move” Interest Profiler)

Interest Profiler

https://www.mynextmove.org/explore/ip (to be done in class)

Week 2

Defining Success and

Recognizing Personal Responsibility

Pages 29-30, 43-47

1 1 & 2

Week 3

Getting to Know Yourself:

Self-Talk, Self-Motivation,

and Self-Management

(in class activity: students

will create a Personal Calendar)

Pages 50-54 & 108-109

Journal Entry: “What is success and how will you reach it?”

6 9 & 10

Week 4

Analysis of Strengths and

Opportunities

(in class activity: students

will create a Personal Development Plan)

Pages 31-40

1 & 4 1 & 7

Date Topics Assignments due Course Objectives

NACE Standards

Week 1 Introductions & Expectations Review of Syllabus

Week 2 Group Internship SupervisionTime Management

Internship Site Contract Due 4, 6 6 & 7, 9 & 10

Week 3 Group Internship SupervisionWellness & Work Life Balance

Goal Statement 6 6 & 7

Week 4 Group Internship SupervisionCommunicating With Your Supervisors

Job Performance Presentation 1, 2, 4 1 & 2, 3 & 4, 6 & 7

Week 5 Group Internship SupervisionCommunicating With Your Coworkers

Wellness PlanWeekly Logbook Check

1, 2, 4 1 & 2, 3 & 4, 6 & 7

Week 6

Group Internship Supervision Job Performance Presentation 1, 7 1 & 2

Week 7 Group Internship SupervisionTaking Initiative

Site Supervisor Evaluation 4, 5 6 & 7, 8

Week 8 Group Internship Supervision

How are meeting or not meeting our goals

Job Performance PresentationMidpoint Review of Goal Statement

1 1 & 2

Week 9 Group Internship SupervisionProblem Solving

Job Performance Presentation 3 5

Week 10 Group Internship Supervision Job Performance PresentationWeekly Logbook Check

1 1 & 2

Week 11 Group Internship Supervision Job Performance Presentation 3 5

Week 12 Group Internship Supervision Job Performance Presentation 3 5

Week 13 Group Internship Supervision

Expectations of Terminating With Your Internship Sites

Job Performance Presentation 2, 7 3 & 4, 5

Week 14 Group Internship Supervision

Writing Thank You Letters To Your Internship Sites

Final Review of Goal Statement 2, 7 3 & 4, 5

Week 15 Internship Experience/ Final Class Final Site Supervisor EvaluationFinal Weekly Logbook Check

Instruments to Assess Student LearningCourse Learning Objective Assessment Description Link (where necessary)

Personal Leadership Financial Literacy/ Independent Living/

Citizenship

BRIGANCE Transition Skills Inventory (TSI) (Brigance, 1981) Designed to assess skills seen as necessary for successful functioning as

an adult. (Academic skills, independent living, community

participation, financial literacy)

Personal Leadership Work Ethic POWER– Providing Options for the Workplace,

Education, and Rehabilitation/ Employment Preparation,

Level 3A, Form 304 (CASAS, 2018)

• Effective Communication

• Personal and Social Responsibilities

• Positive Work Behaviors

Personal Leadership Interpersonal Skills POWER– Providing Options for the Workplace,

Education, and Rehabilitation/ Basic Independent Living,

Level 4A, Form 301 (CASAS, 2018)

• Grooming, hygiene and health

• Basic community access

• Basic communication

• Public interaction

Career I Career interest Reading-Free Vocational Interest Inventory (Becker,

2000)

It uses pictures of individuals engaged in different occupations to

measure the vocational likes and dislikes of students and adults who

are intellectually disabled, learning disabled, adult disadvantaged, or

enrolled in alternative or vocational/career training programs. No

reading or writing is required.

Career I Career interest Picture Interest Inventory (Brady, 2011) Test takers are presented with 36 sets of three pictures and choose

which of the three portrayed occupations seems most interesting.

Based on the pictures selected, PICS creates a profile of the individual

that leads directly to career information and potential job matches

Career II Written and Verbal Communication Mock Interview Self-Assessment (Northeastern State

University)

This assessment in the form of a checklist allows for introspection and

critical thinking specifically surrounding a interviewing skills.

https://offices.nsuok.edu

/Portals/41/pdfs/Self%20

Assessment.pdf

Career II Problem-Solving Job Search Knowledge Scale (JIST) The JSKS assesses an individual's knowledge in five areas:

Identifying job leads

Applying directly to employers

Writing resumes and cover letters

Interviewing

Following up

http://jist.emcp.com/

job-search-knowledge

-scale.html

Career II Interpersonal Skills Student Self-Determination and Self-Advocacy Skills

Questionnaire (Miller, Lombard, and Corbey)

This questionnaire is used to identify a given participant's level of

knowledge and skill in issues related to self-determination and self-

advocacy.

Career III Workplace Ethics Workplace Ethics, page 102 (US Department of Labor,

2010)

The purpose of this lesson is to help participants learn some of the steps

necessary to make ethical decisions on the job.

https://www.dol.gov/

odep/topics/youth/

softskills/softskills.pdf

Career III Collaboration Teamwork – An Essential Element of Professionalism,

page 122 (US Department of Labor, 2010)

This activity is designed to give participants a quick way to rate

themselves and their own professional actions. It also gives them the

opportunity to reflect on the positive behaviors they demonstrate, and

to how these behaviors impact others.

https://www.dol.gov/

odep/topics/youth/

softskills/softskills.pdf

Steps Towards Approval

College Level Curriculum Committee

University Level Curriculum Committee

Launch Courses as Special Topic Courses

State Level Approval

Satisfactory Academic Progress

What does this look like?

Attendance %

Cumulative Grade Point Average

Satisfactory Course Completion

Pass rate 70% of all credit hours attempted

NACE Employer Attributes

Use assessments (pre, mid, post)

Why is this important?

Align expected learning outcomes

Have Satisfactory Academic Progress standards

Create a meaningful Program of Study that contains employment-

related credentials

Next Steps

Program Evaluation Tool Kit

How do you evaluate program effectiveness?

Questions