b'MISSISSIPPI GULF COAST COMMUNITY COLLEGEFramework for EmbeddingEssential Skills in Career CurriculumThe QEP Development Committee established the goal of behavioral change in students as related to the three essential skills, which evolved into the three SLOs in the QEP (i.e., Attendance/Punctuality, Listening, and Speaking). Overview of Essential Skills The Committee acknowledged that in the Curriculum one course would not suffice to elicit long-term behavioral change Careerstudentswillbeexposedtothethreebecausenewhabitsneedtobe essential skills (three SLOs) from the beginning offormed in students.their coursework and consistently reminded of the skills throughout their journey at Gulf Coast.InsteadofdesigningcoursesaimedWendy Wood (2014) explained this pattern of primarily at success while in school (e.g.,behavioral change during her session at the American Psychological Associations 122nd Convention, We first year experience), embedding thefind patterns of behavior that allow us to reach goals. essential skills throughout the CareerWe repeat what works, and when actions are repeated curriculum and in Public Speaking I willin a stable context, we form associations between help students internalize the essentialcues and response.skills and allow them to experience successThe focus of the QEP will be on the Career programs. while in school and in the workplace. Therefore,theQEPDevelopmentCommittee partnered with the Career faculty to embed the focus The Career students programs will culminate inof the three essential skills (three SLOs) throughout a course (Public Speaking I) that helps polish thethe Career programs. three essential skills.During the last 15 hours of the A.A.S. or A.A.S.O.E. degree, students in all Career programs are required to take 15 hours of university parallel courses.Among these final 15 hours, the QEP Development Committee identified the Public Speaking I (SPT 1113) course as the most appropriate forum in which to teach essential skills. QUALITY ENHANCEMENT PLANMGCCC QEP 2019 37'