Skills Development and Persistence in PSE
In partnership with various postsecondary institutions EPRI has conducted numerous projects examining various facets of skills development, and student success and persistence.
The Post-Secondary and Workplace Skills Project aims to determine which skills are most important to the labour market success of PSE graduates. The focus is on skills that i) are relevant to employers and the labour market outcomes of graduates, ii) can be validly and reliably assessed, and iii) can be taught or developed in post-secondary education. The project aims to survey/assess students at EPRI's partner PSE institutions near the end of their studies in order to determine the skills they possess before entering the labour market, and then to see how these skills are related to labour market outcomes, including differences based on student characteristics and schooling experiences. A subset of students who complete the initial skills assessment will also be asked to complete a follow-up survey/assessment once they are in the labour force. The follow-up would include a re-administration of the skills assessments and/or gathering information on other measures of labour market success, such as job stability and satisfaction, hours worked per week, and opportunities for professional development.
EPRI will pilot the Future Authoring Program at Mohawk College
with Jordan Peterson from the University of Toronto. This intervention, which is an online application of
narrative therapy and industrial/organisational goal-setting, is designed to improve student performance
using an effective, research-based, fully scalable writing program. The researchers will issue
the Future Authoring Program using the 'Smart Start' orientation program offered to all incoming students at Mohawk College. The project is part of HEQCO's Access and Retention Consortium,
in which members are evaluating the effectiveness of an intervention intended to positively affect
the accessibility and/or persistence of students from under-represented groups in post-secondary education.
Using Future Authoring to Improve Student Outcomes
Ross Finnie, Wayne Poirier, Eda Bozkurt, Jordan B. Peterson, Tim Fricker, and Megan Pratt, 2017
Toronto: Higher Education Quality Council of Ontario
Using Predictive Modeling for Students At Risk of Leaving College to Drive Early Alert and Intrusive Advising Interventions
This project will use predictive modeling to determine
which students are most likely to be at-risk of leaving college and will develop advising interventions based on the predictive model. The primary focus is to evaluate whether
advising is a successful intervention. EPRI will work with a research team at Mohawk College
lead by Tim Fricker and Wayne Poirier to develop and test the predictive model and the interventions.
This project is part of HEQCO's Access and Retention Consortium, in which members are evaluating
the effectiveness of an intervention intended to positively affect the accessibility and/or persistence
of students from under-represented groups in post-secondary education.
Using Predictive Modelling to Inform Early Alert and Intrusive Advising Interventions and Improve Retention
Ross Finnie, Tim Fricker, Eda Bozkurt, Wayne Poirier, and Dejan Pavlic, 2017
Toronto: Higher Education Quality Council of Ontario Appendix