FAQs and Definitions

Frequently-Asked Questions

  • Who can join the Pathways program?
  • I don't have a CALS major, but I'm affiliated with CALS. Can I still apply?
    • You may enroll in the program, but might not be eligible for specific scholarships. Please email us about your interest. 
  • When can I apply for the program?
    • Because the Pathways program is completely voluntary and most modules are self-paced, students are welcome to join any time. One of our primary goals is to make the program both flexible and customizable for every student.  
  • How much time commitment should I make?
    • We understand students have many responsibilities and may not be able to commit more than a few minutes or an hour to something extra every week. Ultimately, how much time and energy you commit is 100% your decision. One perk, however, is that you can use what you're already doing in or outside of class to support your growth. There is something for everyone.
  • What are some responsibilities for the Pathways program participant?
    • As the Pathways to Innovation and Leadership program is a voluntary co-curricular program, there really aren't any "responsibilities" to being a part of the program, but there are opportunities to elevate skills and competencies in innovation, leadership, self-development, communication, professionalism, and others! It is completely up to the participants to determine how involved they are.
  • What’s the timeframe to complete the Pathways?
    • You can complete the Program at any time. However, you are recommended to join a semester-long cohort program in the spring semester.
  • Is Pathways to Innovation and Leadership Program virtual or in person?
    • Both. While the program offers in-person activities, we will also have a Canvas platform where you can engage in many learning activities, track your own progress, and receive a digital badge.
  • Can I still participate even if I am a senior?
    • Yes. You can engage in different reflective activities to make the best out of your learning experiences. Talk to a Pathway Coordinator to see what opportunities we have available. 
  • Is it free to participate in the Program?
    • Yes. There is no additional cost for all CALS undergraduate students.
  • Is attendance expected for in-person events?
    • No, event attendance will not be required. There may be opportunities to meet with a mentor or coordinator at some point, but we can work around your schedule in those cases. 
  • How to apply for the scholarships?
    • After completing the Discovery Badge requirements, you will be eligible to apply for the Pathways program’s Innovation and Leadership scholarships.
  • Which skills and competencies are we talking about exactly?
    • Our two primary competencies are innovation and leadership. Supporting competencies include, but are not limited to, self-development, communication, collaboration, critical thinking, and creative problem-solving.
  • What are the competencies you think are most essential for success in the workplace?

Definitions

Innovation

Innovation is a dynamic and iterative process and a mindset in which individuals engage in continuous learning and reflection, collaborate across disciplines, and leverage resources such as specialized knowledge and equipment to create value and positive change within complex systems.

Leadership

Leadership is a process and mindset in which individuals identify personal and team strengths, empowering others to work collaboratively toward shared goals, develop mutual trust and respect, demonstrate social responsibility to create positive change, and engage in continuous learning and reflection. 

Career-Readiness 

The National Association of Colleges and Universities (NACE) identifies eight career-readiness competencies that could help students to be successful in work and life-long careers. The competencies include career and self-development, communication, critical thinking, equity and inclusion, leadership, professionalism, teamwork, and technology. 

The primary and supporting competencies for the Pathways program are drawn upon NACE Career-Readiness Competencies, AAC&U VALUE Rubrics, and Education Design Lab 21st-century skills definitions. 

Co-curricular vs. Extracurricular

Co-curricular: Experiential learning opportunities that contribute to gaining skills and abilities that are part of the core competencies and/or outcomes established by the institution and its governing bodies. For example, undergraduate research, study abroad programs, and professional development programs. 

Extracurricular: Experiences that provide the opportunity to engage with the institution and that connect students to others within the community in meaningful ways. For example, sports and athletic participation, marching band, and student organizations (Peck and Preston, 2018).  

Collaboration 

The process of working productively with different individuals toward a common goal, demonstrating personal accountability and openness to diverse viewpoints and compromise. 

Communication 

Employ active listening and articulate thoughts and concepts clearly and effectively in written, oral, and visual forms with respect to situation and audience.

Competency

A competency encompasses knowledge, skills, attitudes, behaviors, and experiences around a specific topic. Topics can include communication, critical thinking, and creative problem-solving.

David Dubois’ definition of competency: “Those characteristics—knowledge, skills, mindsets, thought patterns, and the like - that when used whether singularly or in various combinations, result in successful performance “(Teodorescu, 2006).

Creative Problem-Solving 

The process of designing, evaluating, and implementing strategies to answer open-ended questions or achieve goals using existing or new ideas in innovative ways. 

Critical Thinking 

A habit of mind characterized by rigorously gathering and assessing relevant information, recognizing patterns, and logically exploring issues and ideas before formulating an opinion or conclusion. 

High-Impact Practices

High-Impact Practices (HIPs) are defined as teaching and learning practices that have mostly shown positive results for college students’ success from many different backgrounds (Kuh, 2008). The American Association of Colleges and Universities highlighted eleven HIPs, which are capstone courses and projects, collaborative assignments, common intellectual experiences, diversity and global learning, ePortfolios, first-year seminars, internships, learning communities, service learning or community-based learning, undergraduate research, and writing-intensive courses. The details about each practice can be found here.

Intercultural Fluency 

The capacity to identify cultural patterns in self and others and to demonstrate openness, respect, and inclusivity toward individuals’ differences. 

Micro-credentials and Digital Badges

Micro-credentials are short, focused, and stackable recognition for specific skills and experiences. Completion of a micro-credential grants a digital badge.

A digital badge is a visual symbol of accomplishment that represents a specific skill or competency. Digital badges are verifiable by Open Badge standards and can be shared publicly on social media and LinkedIn.

Self-Development 

Demonstrate a commitment to lifelong curiosity, openness, and learning by seeking opportunities to enhance understanding of self, others, and community.  Invest in learning skills for personal, intellectual, and professional gain, apply critical feedback, and practice transfer of skills among experiences.  

Technology 

Adapt to and utilize technology ethically and efficiently to complete tasks and accomplish goals. 

Transferable Skill

Transferable skills refer to a diverse array of competencies that individuals can transfer from one context to another. These skills have broad applications across various job roles, sectors, and industries. Notable examples of transferable skills are collaboration, communication, creative and critical thinking, intercultural adaptability, leadership, problem-solving, professionalism, as well as technical and analytical proficiencies.